Search results for: College students
Page 3/3 29 items
The current research examined how students in foundation English classes perceive their Thai and native-speaking teachers. The authors aimed to explore three areas: (1) students' previous background in English-language learning, (2) students' general opinions and preferences for studying English with Thai or native-speaking teachers, and (3) student perceptions of studying with their current English teachers.
Updated: Jun. 18, 2011
The present review examines academic and policy research in search of explanations, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. The paper also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence. It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student- or institution-focused incentives alone.
Updated: Feb. 28, 2011
The current article reports a self-study that used a model of core reﬂection to examine the identity and practices of two teacher educators. The self-study presented in this article was undertaken at Victoria, Australia during the ﬁrst semester of 2008. During three sessions of core reﬂection the authors examined the experiences of one of the participants in relation to her teaching ideals, perceived difﬁculties or obstacles to achieving these ideals, and sense of self as a teacher educator. The ﬁndings from this self-study suggested that the core reﬂection model was a valuable tool for the participants in seeking to understand their practice and to improve their pedagogy, and in turn, to improve their students’ learning in teacher education.
Updated: Jan. 30, 2011
Class Attendance in College: A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics
A meta-analysis of the relationship between class attendance in college and college grades reveals that attendance has strong relationships with both class grades and GPA. These relationships make class attendance a better predictor of college grades than any other known predictor of academic performance. Implications for theoretical frameworks of student academic performance and educational policy are discussed.
Updated: Nov. 10, 2010
The current research focuses on Estonian university students' emerging teacher identity and their interest in becoming teachers. Five hundred and sixty-five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential.The article elaborates the pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society.
Updated: Aug. 01, 2010
Expectations and Experiences: The Voice of A First-Generation First-Year College Student and the Question of Student Persistence
This case study takes a phenomenological approach using the voice centered analysis. This case study analyzes qualitative interview data so that the voice of this first-generation college student is brought forward. In combination with other research calling for an expansion of the dominant theory of persistence, this research raises the importance of elevating family relationships in the student persistence model.
Updated: Jul. 13, 2010
In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course. Second, this article reports on whether and how the teacher candidates continued to develop their e-portfolios voluntarily throughout the program, after the initial course. The results indicate that even though the electronic portfolios were initially perceived to be highly beneficial, the voluntary nature of the ongoing process discouraged further development.
Updated: Jun. 13, 2010
Examining Perceptions of Systematic Integration of Instructional Technology in a Teacher Education Program
In this article, the authors describe a systematic effort by a department of special education to integrate technology into teaching through a one-to-one laptop initiative and to examine preservice teachers' perceptions concerning their experiences with the initiative. 13 undergraduate special education majors participated in this study. The authors used both qualitative and quantitative methods. The findings indicate that preservice teachers' perceptions of their abilities to integrate the use of technology in their teaching increased, whereas their attitudes toward integrating technology in teaching remained consistently high across program semesters. Implications of the results are discussed.
Updated: Jan. 12, 2010
Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables.
Updated: Jul. 20, 2008