Search results for: Undergraduate students
Page 2/4 33 items
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
The purpose of the study was to assess the author's practices as a teaching tutor and evaluate his students’ learning experiences. This study draws upon the notion of reflective practice as an essential feature of teaching. The author's aim was to show how a critical engagement with his teaching practices and the overall learning experience modified, developed, or strengthened his practices, attitudes, and teaching philosophy during the course of one term. The evidence-based reflective practice conducted during the term had a great impact on the author's teaching. It changed and deepened his understanding of two main relationships. The first is the connection between content/time and depth/breadth; the second is the relationship between learning experiences and beliefs about teaching.
Updated: Jun. 29, 2016
Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience
This study explores how early childhood care and education students describe their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.
Updated: Mar. 28, 2016
The goal of this study was to assess the value of A-level and international equivalents as a predictor of early achievement in higher education. The results show that the key predictor for academic performance is whether or not the students received a British education.
Updated: Nov. 10, 2015
Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance
The purpose of this study was to better understand how Web 2.0 applications might impact learners’ motivation in higher education classrooms.The study explored college students’ motivational and outcome processing based on the theory of motivation, volition and performance. Based on 224 valid cases, the findings revealed that Web 2.0 applications might be effective in stimulating learners’ attention and supporting their confidence during the learning process. The findings further suggested that learners’ motivational processing could impact learners’ outcome processing that leads to continuous usage of Web 2.0 applications for learning.
Updated: Nov. 10, 2015
This study aimed to investigate undergraduate preservice teacher candidates’ perceptions regarding variables related to instructor presence in online courses. The findings reveal that participants in online education courses require timely responses, clear instructions, and instructors who design good courses and who are available to them. The point is that if students understand when to expect a response, they may be more satisfied with their online learning experiences.
Updated: Aug. 19, 2015
Undergraduate Latina/o Students: A Systematic Review of Research Identifying Factors Contributing to Academic Success Outcomes
This article describes a systematic review, which was conducted to produce an up-to-date and comprehensive summary of qualitative and quantitative evidence specific to the factors related to undergraduate Latina/o student academic success outcomes during college. The article concludes with specific recommendations including the use of additional methods, frameworks and perspectives that we hope will be useful in advancing this line of work.
Updated: Aug. 16, 2015
This review summarizes 20 published studies on undergraduate mentoring programs from 2008 to 2012. The results indicate minimal progress has been made in these three areas. However, every study included the functions of mentoring, and most studies were guided by a theory or a conceptual framework. Finally, information on primary mentoring program components, another dimension not previously examined, was absent in 75% of studies, making replication difficult.
Updated: Feb. 17, 2015
Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science
The author investigates the role curriculum-dependent and curriculum-independent factors play in influencing preservice elementary teachers’ adaptation of science curriculum materials to foster inquiry-based science. The findings suggest that the initial inquiry-orientations of science curriculum materials do not significantly influence preservice elementary teachers’ adaptation of them. These findings suggest that while preservice elementary teachers are capable of adapting science lesson plans to make them more inquiry-based, an individual teacher may be more or less inclined to engage in adaptive processes based on other factors beyond how inquiry-based a science lesson plan is to begin with. Furthermore, the findings provide evidence that preservice elementary teachers are positively inclined toward the adaptation of science curriculum materials.
Updated: Oct. 05, 2014
Curriculum Development in Teacher Education: Process and Politics of the Redesign of an Undergraduate Middle-Grades Program
The goal of this article is to describe the process that was used to redesign the middle-grades program in a state university. The article describes the guiding framework that led the process, the data collected, how that data was used to make decisions about learning experiences, the politics of the curriculum change, and the process that will be used to evaluate the program changes. The author concludes that the evaluation of the new program reveals that middle-grades program meets all of the standards mandated by the governing organizations while also responding to the needs of current middle schools.
Updated: Sep. 08, 2014
An Analysis of Cultural Diversity and Recurring Themes in Preservice Teachers’ Online Discussions of Epstein’s Six Types of Parent Involvement
The present study examined integration of Joyce Epstein’s six typologies of family involvement in responses to discussion questions for an online parent involvement course. The findings reveal that the participant responses demonstrated varying degrees of effective integration of each of Epstein’s six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement. However, they failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes.
Updated: Dec. 22, 2013