Pathways to student engagement: beyond triggers and mechanisms at the engagement interface     

Trowler  Vicki  Allan  Robert L.  Bryk  Jaroslaw  Din  Rukhsana R. 《Higher Education》2022,84(4):761-777

Higher Education - This paper, while conceptual in nature, is informed by both research and practice. Exploring the “engagement interface” as the site for student engagement (SE), we...  相似文献   

Short-Term Influence of Revised Provincial Accreditation Standards on Physical Activity,Sedentary Behavior,and Weight Status in Alberta,Canada Child Care Centers     

Valerie Carson  Dawne Clark  Nancy Ogden  Vicki Harber  Nicholas Kuzik 《Early Childhood Education Journal》2015,43(6):459-465

  相似文献   

Design at work: Cooperative design of computer systems,Greenbaum, J. and Kyng,M. (Eds.). The book,Design at Work: Cooperative design of computer systems,Lawrence Erlbaum Associates, 1991, (ISBN 0-8058-611-3) is available in hardback ($49.95) and paperback ($29.95)     

Vicki S. Napper 《Educational technology research and development : ETR & D》1994,42(1):97-99

  相似文献   

Vertical ground reaction forces of children during one- and two-leg rope jumping     

Pittenger VM  McCaw ST  Thomas DQ 《Research quarterly for exercise and sport》2002,73(4):445-449

  相似文献   

Training versus instruction in the acquisition of cognitive learning strategies     

Claire E. Weinstein  Walter E. Cubberly  Frank W. Wicker  Vicki L. Underwood  Lynn K. Roney  David C. Duty 《Contemporary educational psychology》1981,6(2):159-166

As various cognitive learning strategies have been identified and shown to be useful, the question of how best to teach an individual to use these techniques becomes important. Two studies compared simple instruction to more extended training. In Experiment 1 training was found superior to simple instructions with the method of loci for serial recall learning. Training in generalizable strategies involving imagery, verbal elaboration, and grouping was compared to simple instruction for a reading comprehension task in Experiment 2. Training was found to be more effective than instruction with a short-answer test over easy reading material, but not with difficult readings or multiple-choice tests.  相似文献   

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?     

Hsin-yi Sandy Tsai  Ruth Shillair  Shelia R. Cotten  Vicki Winstead  Elizabeth Yost 《Educational gerontology》2015,41(10):695-709

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.  相似文献   

Faculty as Mentors in Undergraduate Research,Scholarship, and Creative Work: Motivating and Inhibiting Factors     

Vicki L. Baker  Meghan J. Pifer  Laura G. Lunsford  Jane Greer  Dijana Ihas 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):394-410

In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice.  相似文献   

A Nontraditional Teacher's Experience after Student Teaching: Implications for Early Childhood Teacher Education     

Vicki Garavuso 《Journal of Early Childhood Teacher Education》2013,34(4):393-410

Introducing critical pedagogies into undergraduate early childhood teacher education programs may enable working class teachers who work with working class children to better examine assumptions of developmentally and culturally appropriate practices. This study focuses on a Latino assistant teacher who, after having returned from a semester of student teaching, attempted to cultivate an ethos of professional interaction among his peers. His ability to name, challenge and ultimately reject inappropriate ideologies and practices (Bartolomé, 2004 Bartolomé, L. I. 2004. Critical pedagogy and teacher education: Radicalizing perspective teachers. Teacher Education Quarterly, 31(1): 97–122.  [Google Scholar]) are coupled with his concern for his children and his community. Illustrating Dahlberg, Moss, and Pence's definitions of “quality” and “meaning making,” (2001) this study also considers ways in which administrators and teacher educators can respond to and support teachers who return to their jobs after their student-teaching experiences.  相似文献   

Leadership practices for student engagement in challenging conditions     

Vicki Trowler 《Perspectives: Policy and Practice in Higher Education》2013,17(3):91-95

Student Engagement is the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution. As such, it has affective, behavioural and cognitive dimensions, which may manifest congruently or oppositionally. The current popularity of the concept derives from a large body of evidence suggesting that student engagement improves a range of desirable outcomes. A study funded by the Leadership Foundation to uncover leadership practices that enhanced student engagement revealed the importance of climate, resourcing, communication and values. The article concludes with some suggestions of how the findings might usefully be applied in a higher education setting.  相似文献   

A Comparison of Students' Evaluations of a Peer-delivered Sex Education Programme and Teacher-led Provision     

Simon Forrest  Vicki Strange  Ann Oakley 《Sex education》2013,13(3):195-214

This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses.  相似文献