Search results for: Student expectations
Page 1/1 6 items
“Learning the Ropes”: Pre-service Arts Teachers Navigating the Extracurricular Terrain Extracurricular Terrain
This article presents findings from a study into the value of a pre-service teacher production as a form of professional development, from both the technical and personal development perspectives. Thirty pre-service secondary Arts teachers participated in the production. Through focus-group interviews, participants indicated the benefits of building technical understanding as well as personal benefits of engaging in an ensemble experience. All spoke of the potential transferability of what they learned to their future teaching practice. Given that Arts teachers are expected to facilitate extracurricular activities as part of their professional work, this article advocates the importance of examining ways in which rich experiences such as the production examined here should be formally embedded into pre-service teacher training courses.
Updated: Nov. 18, 2019
Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences
This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. Results indicate that community college students‘ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college. However, college students‘ baccalaureate expectations were negatively associated with the number of subjects for remedial work they received.
Updated: Mar. 24, 2013
This article explores the effect that the proportion of children of immigrants in a school has on all students’ expectations and examines the differential effects of school composition on the expectations of children of immigrants as compared with nonimmigrants. This analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants.
Updated: Jun. 01, 2010
Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils’ adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too.
Updated: Jan. 12, 2010
The article describes a study aimed at discovering why students participate in online courses, how they view the academic integrity of the courses, and if they would participate again in online instruction. Student surveys reveal that the desire for flexibility was one of the determining factors for choosing online courses. In addition, students exhibited overall satisfaction with the online academic course content and instruction.
Updated: Feb. 12, 2008
In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways in which instructors self-position as well as how their students position them, and the relative impact of these positions along with presence levels on persona development. Findings demonstrate that both instructor activity levels and use of performative position statements likely impact student expectations, and that students are unlikely to engage in instructor positioning that falls outside the standard definition of the traditional instructor role unless doing so has been modeled by the instructor him/herself.
Updated: Feb. 10, 2008