The personal tutor–student relationship: student expectations and experiences of personal tutoring in higher education     

Annabel T. Yale 《Journal of Further & Higher Education》2019,43(4):533-544

The personal tutor plays a key role in the student experience at university, and personal tutoring embodies the student relationship with the university, suggesting that it has the potential to provide insights beyond that specific relationship to the institution and higher education context. A focus session with first year undergraduate students explored expectations and experiences of personal tutoring from the student perspective. Interpretative phenomenological analysis was used to explore students’ lived experiences, and identified superordinate themes of expectations, experiences and relationships, with cluster themes including independence and authenticity. Developing a positive and genuine relationship with the personal tutor was found to ‘buffer’ against some of the first year challenges and contribute towards a sense of belonging. Importantly, this study provides evidence that experiencing poor personal tutoring is worse than not having a personal tutor at all, as this can lead to students experiencing strong negative emotions and re-evaluating their decision to go to university. Implications of these findings in the current higher education context of fee-paying students and competing institutional demands are discussed.  相似文献   

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching     

Carol A. B. Rees  Wolff-Michael Roth 《International Journal of Science Education》2019,41(5):586-606

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.  相似文献   

The effects of deeper learning opportunities on student achievement: Examining differential pathways     

Erin Ottmar 《Psychology in the schools》2019,56(5):840-855

This study investigates relations between cognitive, interpersonal, and intrapersonal opportunities, noncognitive outcomes, and student achievement in 1,096 students from 20 high schools (10 Deeper Learning [DL] network, 10 control) who participated in the Study of DL (SDL). DL is an umbrella term used to encompass the cognitive, interpersonal, and intrapersonal skills and knowledge that students need to be successful in school and the workforce. Structural equation modeling (SEM) was used to test a theoretical model that hypothesizes plausible pathways between DL opportunities to interpersonal, intrapersonal, and cognitive outcomes. Further, a multigroup structural equation modeling examined differences in these relations between DL and matched nonnetwork schools. Cognitive and intrapersonal opportunities were related to both interpersonal and intrapersonal outcomes. Further, cognitive opportunities were indirectly related to student achievement through interpersonal outcomes. Similar patterns of relations were found in DL and control schools. This study helps to build a stronger understanding of how types of DL opportunities and strategies can best develop the complex skills that students need to be successful in school and can also be used to inform future intervention designs and research studies.  相似文献   

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review     

Julie P. Martin  Nathan Hyungsok Choe  Jared Halter  Margaret Foster  Jeffrey Froyd  Maura Borrego  Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.  相似文献   

大学生也应"帮困扶贫"     

申彦芹 《黄河科技大学学报》2006,8(3):111-112

大学生也应帮困扶贫,有两层含义:一是大学生尤其是贫困大学生由于在经济上、心理上存在许多问题,故他们本身需要社会来帮助;二是大学生自己也应该对贫困、贫穷的家庭,尤其是农村家庭实施“帮困扶贫”,这是建设社会主义新农村的要求。  相似文献   

Digital downsides: exploring university students’ negative engagements with digital technology     

Neil Selwyn 《Teaching in Higher Education》2016,21(8):1006-1021

Digital technologies are now an integral feature of university study. As such, academic research has tended to concentrate on the potential of digital technologies to support, extend and even ‘enhance’ student learning. This paper, in contrast, explores the rather more messy realities of students’ engagements with digital technology. In particular, it focuses on the aspects of digital technology use that students see as notably unhelpful. Drawing on a survey of 1658 undergraduate students from two Australian universities, the paper highlights four distinct types of digital ‘downside’. These range from low-level annoyances and interruptions, to ways in which digital technologies are seen to diminish students’ scholarship and study. Against this background, the paper considers how discussions of digital technology might better balance enthusiasms for what we know might be achieved through technology-enabled learning, with the often unsatisfactory realities of students’ encounters with digital technology.  相似文献   

Exploring students’ perceptions of service-learning experiences in an undergraduate web design course     

Sang Joon Lee  Charlie Wilder  Chien Yu 《Teaching in Higher Education》2018,23(2):212-226

Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data showed that the service-learning project helped students learn the course material, feel more connected to the surrounding community, and improve their communication and problem-solving skills for their careers. The participants appreciated the opportunity to work with the service-learning partner and will be likely to look for more opportunities to get involved in the community. Time constraints, group work, working with real clients, and technical limitations were reported as major challenges in the group project.  相似文献   

A students’ take on student–staff partnerships: experiences and preferences     

Samantha E. Martens  Annemarie Spruijt  Ineke H. A. P. Wolfhagen  Jill R. D. Whittingham  Diana H. J. M. Dolmans 《Assessment & Evaluation in Higher Education》2019,44(6):910-919

  相似文献   

大学生政治热情的社会学观察--从"传单"到"传销"的变化     

陆丹  张月 《煤炭高等教育》2004,22(6):63-65

我国高校大学生的政治热情从20世纪80年代末以来成为高校道德教育的一个“问题”。然而多种盛行的教育方法却基本没能对应学生政治热情之所以存在的根本原因，因此，也就难以找到行之有效的对策。本文拟从高校大学生在不同历史时期所处的不同社会制度关系角度分析其政治热情所隐藏的社会意义，从而揭示这种政治热情何以可能、何以可为。  相似文献   

在大学生中进一步弘扬艰苦奋斗精神的再认识     

王扬铭 《赣南师范学院学报》2004,25(1):116-117

艰苦奋斗精神是中华民族精神的核心。在大学生中弘扬艰苦奋斗精神不仅必要而且富有挑战性,随着时代的发展,不断赋予艰苦奋斗精神新的内涵,在思想认识、教育内容、实践途径诸方面为当代大学生进一步弘扬艰苦奋斗精神提出了应对策略。  相似文献