Search results for: Undergraduate students
Page 1/4 34 items
This paper describes the development, implementation, and follow up study of a program for undergraduate research in education, student teachers as action researchers (STAR). Students in a new urban education honors program at a large public university were given coursework in action research, developed a research plan in their practicums, implemented it during their student teaching, and presented the results at an undergraduate research conference. After examining student projects, faculty experiences, and follow-up interviews with the participants, the authors found that while there are challenges, the STAR program provides a useful introduction to teacher action research that empowers new teachers, giving them confidence and an early desire to use data to improve their instruction and benefit their students. We conclude with implications for modern classrooms and insights into expansion or adaptation of the technique for interested teacher educators.
Updated: Aug. 30, 2020
Irish Student Teachers’ Levels of Moral Reasoning: Context, Comparisons, and Contributing Influences
This article discusses findings from a longitudinal study of the levels of moral reasoning of student teachers in an Irish university. While comparing theses students' results to international findings, it was found that the levels of moral reasoning of these students’ were higher than those of their international peers.
Updated: Oct. 29, 2017
This article describes the present gap between aspiration and effective execution of well-mentored undergraduate research, scholarship, and creative work (URSCW), including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. The authors conclude that this research shows that the experience, which students engaged in URSCW, has the potential to provide deep and lasting high-impact learning. This potential can only be fully realized when the institutions commit to the belief that high-quality mentoring matters, for students, faculty, and their institutions.
Updated: Oct. 24, 2017
Faculty as Mentors in Undergraduate Research, Scholarship, and Creative Work: Motivating and Inhibiting Factors
The purpose of this study was to examine faculty engagement in mentoring practices related to the training of undergraduate student researchers. Furthermore, the authors examine the perceived sources of support and barriers to such engagement. The findings reveal three primary supports and challenges. Faculty participants noted internal funds/compensation, student support, and other professional support as instrumental in influencing their decisions to engage as mentors in undergraduate research, scholarship, and creative work (URSCW). Conversely, time, inflexibility surrounding compensation, and lack of recognition were the primary challenges noted.
Updated: Oct. 03, 2017
Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University
This article focuses on the process of critical social dialogue (CSD) in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. The author argues that critical social dialogue (CSD) in the undergraduate experience develops a knowledge and disposition on which multicultural and socially just pedagogy can be built. CSD, particularly in a socially diverse setting, is a powerful and potent technique to nurture positive learning and growth that develops undergraduate teacher candidates’ schema. However, implementing CSD has its challenges. First, for teacher educators, particularly challenging is the capacity to create classrooms as “third spaces'. A second challenge is creating that safe space that allows dominant and dominated students to equally share their perspectives and experiences.
Updated: Jun. 04, 2017
This paper examines the processes by which the past experiences of undergraduate teacher candidates with their parental figures return in the present, thereby shaping both the nature and the meaning of the experiences offered to them in their initial field placement.
Updated: Dec. 05, 2016
In this article, the author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. She found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners.
Updated: Dec. 05, 2016
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
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Updated: Nov. 07, 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