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1.
In the burgeoning literature on infusing undergraduate research and creative activities into the curriculum of research-intensive institutions, few studies have examined the perspectives of the faculty mentors who provide the individualized opportunities for students. Based on focus group data from 50 faculty mentors, we document faculty perceptions of the challenges to infusing undergraduate student scholarship across the curriculum. We conclude with practical suggestions for other institutions seeking to implement innovative change initiatives in general and to broaden opportunities for undergraduate research and creative activities in particular. 相似文献
2.
Hemant C. Sashittal Avan R. Jassawalla Peter Markulis 《Decision Sciences Journal of Innovative Education》2012,10(3):413-446
Apathy and social disconnectedness among undergraduate business students remain poorly understood and under‐researched—despite evidence that they produce an adverse impact on learning‐related outcomes. Qualitative research was initially conducted among a sample of undergraduate business students to identify the antecedents and learning‐related consequences of apathy and social disconnectedness, develop grounded definitions, hypotheses, and scales. This was followed by a survey that aimed to test a conceptual model that emerged from qualitative data. The study finds evidence to suggest that high levels of anxiety among students antecedes social disconnectedness and powerlessness, which trigger apathy or the lack of caring about being a student or attending college. These psychosocial problems are severe enough, the study finds, to adversely impact the quality of students’ learning experiences. Implications for new thinking and research are discussed, and implications for improving instruction are derived from the findings. 相似文献
3.
This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change. 相似文献
4.
新课程背景下未来语文教师行为方式的转变 总被引：1，自引：0，他引：1
王玉霞 《商丘职业技术学院学报》2012,(1):112-114
教师教学方式和学生学习方式的互为转变,是语文新课程改革的主要特征。语文新课程为未来语文教师的岗前培训提供了重要的理论基础,使高校课堂“讲座式”或“一言堂”文化模式被颠覆改变。让每一位大学生都有登台演讲、展示能力的机会成为教学共识。在语文新课程引领下,未来语文教师经历超越常规的新手变熟手过程：即课程与教学认知、解读、规范、反思反馈及对教学对象非智力活动和智力活动的有效开发。新课程的语文教学实践使大学生精神风貌全面改观,使之尽快成为中学生的良师益友和基础教育语文课程与教学改革的新生力军。 相似文献
5.
Bradford L. Yates Jennifer Wood Adams Brigitta R. Brunner 《Learning, Media and Technology》2009,34(4):307-321
Nearly 700 US journalism and mass communication faculty (all teaching personnel) reported their perceptions of student email use via a web‐based survey. This nationwide study focused on the content of email sent by faculty to students, email’s effectiveness, and email’s effect on student learning. Comparisons were made based on faculty gender, rank, age, and ethnicity. Findings suggest that despite statistical differences, when gender, rank, age, or ethnicity are considered, faculty are not in the habit of sending course materials like syllabi, project instructions, and lecture notes to students personally via email. Moreover, faculty tend to find favor with email communication and its effectiveness as a tool of teaching. The results of this survey coupled with previous research by the authors and other scholars suggest faculty ought to embrace the technology and develop positive ways to incorporate email, as well as other technology, into the educational process. 相似文献
6.
To address the critical problem of inadequate physician supply in rural British Columbia, The University of British Columbia (UBC) launched an innovative, expanded and distributed medical program in 2004–2005. Medical students engage in a common curriculum at three geographically distinct sites across B.C.: in Vancouver, Prince George and Victoria. The distribution of the core Histology course required a thorough revision of our instructional methodology. We here report our progress and address the question “How does one successfully distribute Histology teaching to remote sites while maintaining the highest of educational standards?” The experience at UBC points to three specific challenges in developing a distributed Histology curriculum: (i) ensuring equitable student access to high quality histological images, (ii) designing and implementing a reliable, state‐of‐the‐art technological infrastructure that allows for real‐time teaching and interactivity across geographically separate sites and (iii) ensuring continued student access to faculty content expertise. High quality images—available through any internet connection—are provided within a new virtual slide box library of 300 light microscopic and 190 electron microscopic images. Our technological needs are met through a robust and reliable videoconference system that allows for live, simultaneous communication of audio/visual materials across the three sites. This system also ensures student access to faculty content expertise during all didactic teaching sessions. Student examination results and surveys demonstrate that the distribution of our Histology curriculum has been successful. Anat Sci Ed 1:95–101, 2008. © 2008 American Association of Anatomists. 相似文献
7.
Despite the importance of holistic competencies, universities have not yet been able to successfully embrace holistic competencies (HC) as part of students’ assessment in their curricula. HC are often part of a hidden curriculum – they tend to be assessed together with academic knowledge, and not assessed explicitly. Based in Hong Kong, this research developed a questionnaire to study university students' perceptions of the formal assessment of HC and how students’ perceptions could be bound to the sociocultural context. Through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), two dimensions of perceptions were derived from the responses of 300 respondents: (a) students’ acceptance of formal HC assessment, and (b) their preference for quantitative scoring in the formal assessment of holistic competencies. Findings reveal that students’ perceptions of formal HC assessment were generally considered positive. However, the majority of students appeared to favour pass/fail grading compared to quantitative assessment. As assessment drives learning, this study reinforces the need for universities to incorporate students’ perspectives in policies regarding HC assessment and highlights the role of culture in influencing student perceptions. 相似文献
8.
Angela Shaw 《Research in Science & Technological Education》2013,31(2):239-240
This paper describes an investigation in Korea of the extent to which a new general science curriculum, reflecting a constructivist view, has influenced the classroom learning environment in grade 10 science. The Constructivist Learning Environment Survey (CLES) was selected for the investigation and translated into Korean. Other objectives of this study were to determine whether the Korean version of the CLES is valid and reliable, differences between students’ perceptions of their actual and preferred learning environment and associations between students’ perceptions of the constructivist learning environment and their attitude to science. The Korean‐language version of the CLES was found to be valid and reliable and grade 10 students did perceive a more constructivist learning environment than grade 11 students who had not been exposed to the new curriculum. This suggested that efforts of curriculum reform had produced some positive effects. Students tended to prefer a more positive environment than what was perceived to be present and statistically significant relationships were found between classroom environment and student attitudes. These relationships suggest that favourable student attitudes could be promoted in classes where students perceive more personal relevance, share control with their teachers and negotiate their learning. 相似文献
9.
This article is about the accurate interpretation of student ratings data and the appropriate use of that data to evaluate faculty. Its aim is to make recommendations for use and interpretation based on more than 80 years of student ratings research. As more colleges and universities use student ratings data to guide personnel decisions, it is critical that administrators and faculty evaluators have access to research-based information about their use and interpretation.The article begins with an overview of common views and misconceptions about student ratings, followed by clarification of what student ratings are and are not. Next are two sections that provide advice for two audiences—administrators and faculty evaluators—to help them accurately, responsibly, and appropriately use and interpret student ratings data. A list of administrator questions is followed by a list of advice for faculty responsible for evaluating other faculty members’ records. 相似文献
10.
Twenty students enrolled in Ph.D. programmes were interviewed to examine the role of gender in their academic experiences. Gender was examined in three ways: gender of the student, gender of the student’s faculty supervisor and gender make‐up of the faculty within the student’s department or academic unit. All students reported the importance of supportive faculty mentors and that financial worries, time pressure and the uncertainty of future employment were sources of stress. Family formation and striving toward personal as well as professional goals were particularly of concern for women, as were perceptions of differential treatment. Women students valued women faculty mentors, although female faculty were perceived as less supportive than male faculty of family concerns when these women had themselves sacrificed family formation for the sake of their careers. Both men and women experienced less stress and reported greater career commitment when faculty in their departments exhibited less traditional values regarding the balancing of personal and professional goals. The implications of these findings for reducing doctoral student attrition rates and for creating a more supportive environment for Ph.D. students are discussed. 相似文献
11.
Reviewed by Susan Twombly Professor Chair 《Community College Journal of Research & Practice》2013,37(7):603-605
The current rhetoric around using data to improve community college student outcomes with only limited research on data-driven decision-making (DDDM) within postsecondary education compels a more comprehensive understanding of colleges’ capacity for using data to inform decisions. Based on an analysis of faculty and administrators’ perceptions and behaviors at 41 community colleges that participated in an initiative to improve student success, an argument is presented to include social capital as an explicit component of the capacity of community colleges for using data on student outcomes to increase student success. Building on Newmann, King, and Rigdon’s (1997) conceptualization of schools’ organizational capacity to meet accountability expectations and Smylie and Evans’ (2006) exploration of the role of Coleman’s (1988) social capital in policy implementation, this study found a relationship between the presence of forms of social capital as part of the organizational capacity for DDDM and the frequency and extent of data use among faculty and administrators. In light of research on organizational learning that suggests that social capital creates opportunities for the creation of new knowledge—such as possible solutions for persistent problems of student success—and research on organizational routines as mechanisms for change and preservation in organizations, this article concludes with recommendations for community colleges undertaking data-driven educational reform. 相似文献
12.
《College Teaching》2013,61(2):44-50
Abstract The article examines students' perceptions of student evaluations of teaching and compares them to faculty perceptions on several dimensions. Findings indicate students were much less likely to agree that SET encourage faculty to grade more leniently, that they have an influence on a faculty member's career, or that they lead to changes in courses and/or teaching styles. Faculty members believed that students rate easy, entertaining instructors more highly. Includes suggestions for change and future research directions. 相似文献
13.
《师资教育杂志》2012,38(2):179-181
ABSTRACT This study explores student teachers’ perceptions of a Faculty of Education. A content analysis was conducted of open‐ended comments from a sample of student teachers at a large Canadian university. Over 90% of these comments reflect the student teachers’ experiences which are interpreted in terms of three dimensions of alienation — powerlessness, meaninglessness, and self‐estrangement. These experiences are seen as the antithesis of the organizational conditions that are necessary for effective professional socialization. The exten‐siveness and consistency of the student teachers’ comments suggest that the organizational conditions provided by the faculty should be improved so that the student teachers are more adequately socialized. 相似文献
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15.
Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour. 相似文献
16.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature. 相似文献
17.
Suanne Gibson Andrew Grace Ciaran O’Sullivan Christie Pritchard 《Teaching in Higher Education》2013,18(7):819-833
ABSTRACTThis paper presents a small-scale qualitative study, which addressed stories of ‘becoming an undergraduate student’. The work took place in one university in the South West of England and involved 4 researchers, 4 co-researchers (undergraduate students) and 12 students from a Faculty of Arts and Humanities. Stories of ‘becoming student’ were perceived and experienced by the researchers as containing complex histories, intertwined with problematic systemic processes, which combined to create challenging, political and diverse realities for students. There was a consensus amongst the researchers that institutional practices did not work to uncover these lived experiences, nor aim to understand them. The study aimed to gain further insight into what becoming a student entails, how ‘student’ is positioned by the academy and to consider how future practices could make transitions into the student world more visible, shared and understood. The work highlights how processes and experiences of becoming an undergraduate student are wide, varied and complex but there are common matters of concern; issues of resources, the importance of student networks and the impact of external perceptions. The authors suggest that if these aspects of the student world were made more visible and understood, Higher Education (H.E) may be better prepared to support positive student transition, success and overall experience. 相似文献
18.
Jered B. Kolbert Barbara Morgan Johnston M. Brendel 《Counselor Education & Supervision》2002,41(3):193-206
The authors undertook this study to identify how counselor education faculty and students determine the ethical appropriateness of dilemmas portraying dual relationships in friendships, mentoring, monetary interactions, and romantic‐sexual relationships. Faculty and student perceptions of scenarios that depict dual relationships between faculty and students were assessed and analyzed using qualitative methods. Results suggest that, unlike most students, faculty trust the ability of counselor educators to maintain objectivity and avoid student exploitation even sometimes while engaged in dual‐role relationships. Furthermore, faculty may be unaware of students' concerns regarding the fairness of such relationships and the impact they have on the student body. 相似文献
19.
This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. 相似文献
20.
M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献