Search results for: Students as researchers
Page 1/1 4 items
Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience
In this article, undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. The authors identified two sets of goals for this project; one set for the students and one set for the professor. The authors conclude that the experience was mutually beneficial to the students and the faculty member, and it acknowledges mentoring as a meaningful pedagogy for higher education and undergraduate archival research.
Updated: Nov. 30, 2016
In this article, the authors have explored the impact of Undergraduate Research Bursaries at Northampton (URB@N) on undergraduate students’ experience of conducting pedagogic research; of acquiring the skills of a nascent researcher; and of working with an academic research leader. The findings demonstrate the positive impact of the scheme for undergraduate learners. Students were able to reflect on their own learning and recognise the value obtained from their ‘hands-on’ experience of conducting pedagogic research in partnership with staff. Students articulated both tangible and intangible benefits from their learning and participation in the scheme. Alongside this, they showed strong allegiance to improving the student experience by wanting to share their findings and contribute to enhancing the learning and teaching environment for current and future learners.
Updated: Oct. 30, 2016
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research. It identifies two dimensions: the teachers' thinking and action, as well as children's research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target-driven school culture.
Updated: Dec. 14, 2008
In discussing the relevant theory and the issues identified in focus groups and interviews held with the young researchers, we, firstly, consider the exclusion of some student voices from education discourse. We then identify the features of students as researchers programmes, focusing on the Student Action Research for University Access (SARUA) project, which promote student voice on educational issues.
Updated: Jan. 01, 2008