Search results for: Students
Page 1/5 49 items
‘We Matter Just The Same’: Students and Pre-service Teachers Working Together in an Alternative Educational Setting
This article examines how a clinical experience in an alternative educational setting impacted both pre-service secondary teachers and the students with whom they worked. Findings indicate that for the pre-service teachers, the experience allowed them to develop a deeper understanding of learner diversity and the importance of connecting to students. For the agency students, the interactions with the pre-service teachers provided them with additional academic support, as well as resources for post-secondary education.
Updated: Apr. 26, 2017
Describing Profiles of Instructional Practice: A New Approach to Analyzing Classroom Observation Data
In this article, the authors outline the application of latent class analysis (LCA) to classroom observational instruments. This analysis offers diagnostic information about teachers’ instructional strengths and weaknesses, along with estimates of measurement error for individual teachers, while remaining relatively straightforward to implement and interpret.
Updated: Apr. 26, 2017
A new book by Leah Shagrir describes a researcher's journey to carry out an ethnographic study. The book describes how the various stops along the way allowed investigation of the research area from a variety of viewpoints, in order to fulfil diverse roles, and to present the research findings in a range of voices: the voice of the teacher educator, the voice of the faculty member, the voice of the ethnographic researcher, and the voice of the student. Using the voice of each role to present the issue allows one to examine it from a unique perspective and to get a broad and deep picture of the research population, process and results. Such a multi-dimensional perspective enables the presentation of a whole; emphasizing experiences, perceptions, values, world views, rules and regulations, culture and life style, interpersonal and intrapersonal relations.
Updated: Oct. 10, 2016
Creating Stop-Motion Videos with iPads to Support Students’ Understanding of Cell Processes: ’Because You Have to Know What You’re Talking about to Be Able to Do It”
The purpose of this case study is two-fold: (a) describe the implementation of a stop-motion animation video activity to support students’ understanding of cell processes, and (b) present research findings about students’ beliefs and use of iPads to support their creation of stop-motion videos in an introductory biology course. Data indicated that students used the devices extensively to access, seek, and share information related to cell processes, which led to their increased familiarity with using the iPad to support their learning.
Updated: Nov. 09, 2015
This study will evaluate the engagement of students with the virtual learning environment (VLE) enhancements. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the Science Extended Degree (SED) course, with levels of student engagement. The results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. The findings reveal that the VLE model described here seems to be of major benefit to students as a learning tool. The findings were positive showing that time spent on the test was decreased as the course progressed and there was a positive attitude swing towards learning shown by the students.
Updated: Oct. 27, 2015
Making Sense of a Day in the Woods: Outdoor Adventure Experiences and Early Childhood Teacher Education Students
This study examines the outdoor adventure education experiences of groups of nontraditional university students pursuing degrees and licensure in early childhood education. The findings reveal four basic themes: a) The value of perseverance, b) The necessity of collaboration, c) Overcoming Fears and D) Reflection.
Updated: Oct. 20, 2015
Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective
This study had several goals to: (a) describe the associations between aspects of personal and social identity, generativity, and the development of teacher identity in first year teaching students; and (b) examine which aspects of personal and social identity, and generativity predict teacher identity after controlling for a number of relevant covariates. A further aim of the study was to discuss the theoretical and research implications of considering professional teacher identity from a developmental and social psychological perspective in light of the results from the present analysis. This study suggests that those who have a well-formed sense of personal identity are more likely to be ready to begin the process of forming a professional identity. The findings also point to the potential value of pursuing an understanding of professional teacher identity as a developmental and social psychological process.
Updated: Oct. 14, 2015
“… It’s Like the Immigrants Stick Together, The Stupid Ones, and The Ones Who Want to Learn Something”: Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training
This article discusses how student identities are constituted through social categories and how this affects students’ educational trajectories. It demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students’ scope of action. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout.
Updated: Aug. 18, 2015
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.
Updated: Jun. 07, 2015
This paper shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the ‘immigrant corner’. However, the ‘immigrant corner’ is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school’s official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. With regard to place and space, the article outlines and applies the young people’s identity formations, as well as their discussions about integration issues with help from the concept of power geometry – that is, networks of social/power relations.
Updated: Apr. 14, 2015