Search results for: Participation

In this article , the authors sought to determine how instructors are actually assessing student participation, or what leads to the decision to grade or not grade students on their classroom participation. The findings suggest that the majority of instructors across disciplines do incorporate a “participation” factor into students’ final course grades. One impetus for the this study was the desire to identify the circumstances in which students are expected to be “active participants” in their undergraduate courses. This was determined by the percentage of instructors who reported including “participation” among the stated requirements on the course syllabus. However, some differences may be observed by discipline. Instructors of Math and Science courses were found to be less likely to grade participation than their colleagues teaching in other disciplines.

The authors describe the affordances of a stance of reciprocity, illustrating the contours of the component in recruitment, participation, analysis, and presentation. They ask: How do truth traditions support reciprocity? How do we authentically reciprocate participants’ efforts throughout the research process? And finally, how might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work?

The purpose of this study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. The study implemented an intervention program to advance moral reasoning in undergraduate elementary and secondary education students. Results indicate that direct instruction in moral development theory and dilemma discussion advanced students’ moral reasoning scores. These results are preliminary and provide only partial information. To address this limitation, suggestions for future research are provided.

After a description of home education, Lave and Wenger's (1991) theory of legitimate peripheral participation (LPP) is applied to the situation of home educators who join a neighbourhood home education group, a community of practice. This paper is based on an empirical study undertaken in aid of understanding the learning process of parents as they strive to become ‘home educators’. Data comes from thirty-four in-depth interviews of home educating parents who had been home educating for more than three years.