Search results for: Longitudinal studies
Page 4/5 47 items
How Assigned Faculty Mentors View their Mentoring Relationships: An Interview Study of Mentors in Medical Education
This qualitative study explores perspectives of 29 physician mentors on mentoring medical students in a well‐respected medical school’s formal, assigned, longitudinal mentoring program that has a curricular component in the second year. Using a phenomenologic inductive approach, common themes identified centered on mentors’ relationships with their students and the characteristics of the relationships. The researchers indicate the importance of the curricular component for providing a purpose and structure for relationship development and in facilitating relationship development in this assigned mentoring program.
Updated: Jul. 05, 2011
This article reports data from a 4-year longitudinal evaluation of a project from the United Kingdom. The project focused on outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth. Specifically, the researchers examined the role played by volunteer learning mentors. The findings suggest the potential for mentors to function as informal educators in such youth programs. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact.
Updated: Jan. 02, 2011
The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. The author concludes that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher’s practice and changes a teacher’s understanding of students’ participation. The author suggests that teachers redefine participation in classrooms to include silence.
Updated: Nov. 23, 2010
The Role of Subjective Motivation in Girls' Secondary Schooling: The Case of Avoidance of Abuse in Belize
In this study, the author argues that secondary schoolgirls' subjective motivations played a key role in their educational experiences during the late 1990s. The author used ethnographic data and longitudinal interview data. Based on the data, the author suggests that many of the young women in this study saw education as a route to independence or as a way to avoid gender-based maltreatment for themselves and their future children. The author asserts this 'push' factor, combined with the 'pull' factors of increased economic opportunities for young women with high school diplomas, led to increased educational outcomes for girls at this time.
Updated: Nov. 23, 2010
This study examines the implementation of (re)anchored videos, which serve as short video engagements. The study also examines the transfer of preservice content, pedagogy, and video technology learning into teaching practice. This longitudinal study spanned 3 years, tracking the primary participants from their last year of preservice teacher training through their second year of in-service teaching. The study offers an example of a transferable model for preservice training that extended into practice.
Updated: Oct. 24, 2010
The current article takes a broader look at the consequences of cognitive ability—IQ—across the life course. Among persons with equal levels of schooling, IQ has little influence on job performance, occupational standing, earnings, or wealth. But there are other, sometimes surprising consequences of IQ throughout adult life. The long-term correlates of adolescent cognition include drinking behavior, survey participation, Internet use, and the timing of menopause. These are surveyed primarily using findings from the Wisconsin Longitudinal Study.
Updated: Oct. 19, 2010
This study explores student attitudes and learning before and after completing a course in race, culture and politics at an American university in California. Data were gathered over a three-year period from 365 students. Faculty utilized a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning. Faculty used this framework to structure opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences.
Updated: Aug. 03, 2010
Coping Strategies of High School Students with Learning Disabilities: A Longitudinal Qualitative Study and Grounded Theory
The purpose of the study was to identify the core coping strategies of students with learning disabilities. The authors interviewed 20 Israeli high school students with learning disabilities over a three-year period. Four emotional-cognitive strategies were identified: 'Avoidance,' 'Rebellion,' 'Reconciliation,' and 'Determination.' The results provide a map within which school counselors and teachers may place their students' current functioning, and help students progress toward coping strategies effective for attaining emotional and academic success.
Updated: Jul. 13, 2010
This study examines how high school graduates got to where they were in terms of mathematics attainment. In addition, the study explored what factors might predict students’ attainment and their growth trajectories in mathematics during secondary school years. The study uses a three-level longitudinal and multilevel modeling framework to address the key research questions.
Updated: May. 30, 2010
This longitudinal study of middle school science teachers examined the relationship between effective science instruction, as defined by the National Science Education Standards, and student achievement in science. 11 teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol, and student achievement, which was assessed using the Discovery Inquiry Test in Science. This study provides justification for teaching science effectively to narrow achievement gaps in science.
Updated: Jul. 09, 2009