Search results for: Student engagement
Page 1/4 31 items
‘The Lecturer Should Know What They Are Talking About’: Student Union Officers Perceptions of Teaching-Related CPD and Implications for their Practice
This article investigates the potential for promoting student engagement in academic staff development, considering specifically the agency of Student Unions (SU) or guilds. The authors found that the SU officers showed a commitment to enhancing the quality of the student experience.
Updated: Dec. 06, 2018
This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.
Updated: Oct. 07, 2018
Understanding Student Engagement with Research: A Study of Pre-service Teachers’ Research Perceptions, Research Experience, and Motivation
This study aimed to determine whether past research experience and pre-existing motivation style influence pre-service teachers’ perceptions of research. This study demonstrates that pre-service teachers generally display a positive attitude towards research, although these attitudes depend on their perceived research experience and also on their motivational styles. Furthermore, the authors found that students who believe they possess research experience are more likely, compared to students who believe they do not possess such experience, to value research and support the university’s attempts to promote research at the undergraduate level.
Updated: Mar. 07, 2018
This study examines engagement among pre-service teachers. The findings revealed that preservice teachers only scored between 54% and 70% of the maximum possible across all engagement scales. In particular, the engagement scale that pre-service teachers’ reported lowest in 2013 and 2016 was experiences with faculty. The engagement scale that pre-service teachers reported highest in 2013 and 2016 was campus environment.
Updated: Feb. 20, 2018
More Than Words: Investigating the Format of Asynchronous Discussions as Threaded Discussions or Blogs
In this study, the authors examined how they structure their classroom discourse —discussion boards versus blogs— in two online classes and whether the structures of these discussions affected the type of learning community the students experienced. The findings revealed that the format of the discussions altered the patterns of discourse, affected student engagement, and contributed differently to the development of learning communities.
Updated: Sep. 09, 2015
Predicting the Academic Achievement of First-Year, Pre-service Teachers: The Role of Engagement, Motivation, ATAR, and Emotional Intelligence
This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average.
Updated: May. 18, 2015
This study explored how one teacher educator designed and delivered a beginning reading methods course. The findings revealed that the teacher educator deliberately acted as a catalyst in activating the need to know within each preservice teacher by fostering a personal connection to the course content through careful course design. The findings suggest that activating preservice teachers' need to know often resulted in their deeper engagement with course content.
Updated: Sep. 01, 2014
Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE
The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the Pedagogy and Curriculum module of the course. This study examines whether the participants felt confident implementing cooperative learning and if they thought this helped them deliver the new curriculum in Scotland, Curriculum for Excellence. The findings reveal that the capacity of student teachers to engage with cooperative learning was positive. Furthermore, the engagement of departments with any active learning practices had a positive effect on student teachers’ confidence in delivering cooperative learning in the classroom.
Updated: Jun. 17, 2014
Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
Updated: May. 25, 2014
Strategies for Encouraging Behavioural and Cognitive Engagement of Pre-service Student-Teachers in Bhutan: An Action Research Case Study
This action research enquiry interrogates the author's own teaching practices in the context of new cultures of pedagogy in Bhutan. A survey's results confirmed three areas of concern about the author's capacity to encourage student engagement: lack of open communication in my classes, lack of care and concern, and inability to provide active learning opportunities. The author implemented intervention strategies in teaching to address these concerns. The findings revealed measurable improvement in all three areas of concern that facilitated enhancement of both behavioural and cognitive engagements of student-teachers.
Updated: Sep. 16, 2013