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1.
The utility of taking students on tours of correctional facilities remains an unexplored topic within criminal justice. Yet, there is ample justification for reinforcing the pedagogical link between theory and practice through direct observation of criminal justice processes. This becomes particularly salient in the area of corrections, a highly isolated, self‐sustaining, and misunderstood criminal justice system. In this study, 69 students attending criminal justice classes were asked to complete pre‐visit and post‐visit questionnaires associated with tours of correctional institutions. Key themes of the study include students' perceptions of institutional punishment philosophy, and student perceptions of select facility and offender characteristics. Almost 86% of students changed their views in some manner, with a significant portion of students identifying rehabilitation and incapacitation as key philosophies following a prison tour. Stereotypes of prisoners and correctional settings were frequently based on media representations and changed following exposure to the prison tour. These findings are presented with pedagogical implications.  相似文献   

2.
Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning.  相似文献   

3.
This paper is based on research investigating Hong Kong Chinese teachers' and students' perceptions of junior secondary students' concerns and of the causes of students' difficulties. Responses from 2,045 secondary students and 214 teachers revealed that both students and teachers had similar systems of beliefs about students' concerns and the causes of students' difficulties. As dimensions of most students' concerns, both groups referred to study and educational future; friendship; physical appearance; relationships at home, with peers and at school; and psychological well-being and maladjusted behaviour. Both groups in various degrees attributed students' difficulties to students themselves, the family, school or peers. Employing Moscovici's theory of social representation as a conceptual framework, the findings illustrated that students' concerns and causal attribution are social representations shared by both student and teacher groups. Mismatch between students' and teachers' perceptions was more a divergence of views than a disparity. Students' and teachers' different social identities and their protection of group self-esteem are offered as an explanation for the mismatch in perception.  相似文献   

4.
Using hierarchical multiple regression analysis, this study examined the factors that contribute to the variation in students' subjective perceptions of the value of their tuition dollars. This study utilized data on 6,322 undergraduate students from 11 institutions in the Council for Christian Colleges & Universities (CCCU) who completed the Thriving Quotient questionnaire. The results revealed that psychological sense of community (β = .321) was the strongest predictor of students' perception that their tuition was a worthwhile investment. Financial difficulty was the second strongest predictor (β = –.245), and students' perception of institutional integrity was the third strongest (β = .161). These findings indicate that helping students develop a sense of community on campus and perceive that their institutions are meeting the expectations created during the admissions process are important elements of helping students appreciate the value of their tuition. Further discussion on the theoretical and practical applications of the findings are included.  相似文献   

5.
This study examined engineering and physical science students' understanding of the electromagnetic induction (EMI) phenomena. It is assumed that significant knowledge of the EMI theory is a basic prerequisite when students have to think about electromagnetic phenomena. To analyse students' conceptions, we have taken into account the fact that individuals build mental representations to help them understand how a physical system works. Individuals use these representations to explain reality, depending on the context and the contents involved. Therefore, we have designed a questionnaire with an emphasis on explanations and an interview, so as to analyse students' reasoning. We found that most of the students failed to distinguish between macroscopic levels described in terms of fields and microscopic levels described in terms of the actions of fields. It is concluded that although the questionnaire and interviews involved a limited range of phenomena, the identified explanations fall into three main categories that can provide information for curriculum development by identifying the strengths and weaknesses of students' conceptions.  相似文献   

6.
Classrooms are complex environments in which curriculum, students, and teachers interact. In recent years a number of studies have investigated the effect of teachers' epistemologies on the classroom environment, yet little is known about students' epistemologies and how these interact with those of teachers. The purpose of this study was to document students' epistemologies and their concurrent views about knowing and learning. Using a written essay, short-answer responses to statements, a preferred classroom environment inventory, and interviews, students' views on scientific knowledge and their own knowing and learning were collected from 42 students in three sections of an introductory physics course. Our rather broad, qualitative inquiry provides a dynamic view of students' understanding of knowing and learning in high school physics. Our analyses reveal a spectrum of epistemological commitments commensurable with positions from objectivism to relativism, most of them with experientialist coloring. Even within individuals, these commitments could be at once commensurable and incommensurable with the same epistemological position. We also find rather significant inter- and intra-individual differences with respect to the consequences of a specific epistemological stance to learning, the learning strategies employed, and the learning environment preferred. Students' views on knowing and learning in physics are presented in the form of an emergent theory. The findings are discussed in terms of their application to classroom environments.  相似文献   

7.
Discerning Pedagogical Quality in Preschool   总被引：1，自引：0，他引：1  
A well‐developed and researched conceptual framework exists for identifying undergraduate students' conceptions of learning. In addition, research has been reported on teachers' conceptions of teaching as they relate to their conceptions of learning. The research reported in this paper takes the existing framework into a new area, postgraduate supervisors' conceptions of “research”. It is hypothesized that the development of a conceptual framework that identifies postgraduate students' conceptions of “research”, and how these articulate with the conceptions of research held by their research supervisors, will enable support mechanisms to be developed and used to assist students early in their candidature. In addition, supervisory practice will benefit from being aware of, and sensitive to, the variety and potential effect of these conceptions. While it is recognized that there are strong cultural influences on conceptions of research, this project has focused initially on the conceptions of research generally adopted by Western academic institutions. However, the students involved in the study were not necessarily of a Western educational background. This paper outlines the results of research undertaken to date in identifying supervisors' conceptions. In addition, it discusses supervisors' views on: the purpose of research and what characterizes “good” research and good researchers. Various strategies reported by supervisors to assist their students to develop more comprehensive and sophisticated conceptions of research are also discussed.  相似文献   

8.
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9.
In this paper we consider the ways in which students' activities during project work are influenced by their images of science, e.g. their views about the purposes of science, the nature of scientific knowledge and the role of social processes in scientific activity. We also investigate the kinds of project activities which promote the development of students' images of science. We draw on case studies of 11 science students' experiences of investigative project work in their final year at university. For one of these students naive views about the epistemology of science constrain her project activities. We suggest that the concept of 'epistemic demand' may help in anticipating difficulties that students might have during project work. We also find that students' images of science are developed as a result of messages communicated both implicitly and explicitly through project work.  相似文献   

10.
This paper explores the factors that determine the student evaluation of teachers. Unlike many previous studies, the effect of potential biases on global ratings is examined in the context of teaching behaviour (that should in fact--in contrast to the potential biases--have an influence on global ratings). Our research takes into account that biases like the students' interest in the subject or their liking for the teacher may be a result of good teaching behaviour and may not be considered a mere bias of student ratings. Furthermore, it also concentrates on the students' attitudes towards evaluating their teachers. The empirical results are based on qualitative interviews with 40 students at Austrian commercial colleges and on a quantitative survey of 2,121 students who were asked to evaluate their Accounting teachers. Structural equation models show that the students' global ratings of teachers mainly depend on their teaching behaviour. However, global ratings are also affected by the students' attitudes towards evaluating their teachers, as well as by the students' liking for their teacher and their interest in the subject of Accounting.  相似文献   

11.
Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The organisational cultures of two universities are mapped against a typology developed by McNay, which was extended by the author to include aspects of institutional engagement with students. It appears that corporate and bureaucratic institutional cultures that may respond well to external pressures on institutions (regulation, performance indicators, audits and policy pressure) are not conducive to engagement with student opinion. The stronger preference of students remains a collegial, partnership‐based approach for enhancement of the student experience. This study will be of interest to institutional managers, student (union) leaders, academics and practitioners who seek to improve the student experience through effective engagement with student views.  相似文献   

12.
This paper focuses on the views of 16–17-year-old science students from England, Germany, Hong Kong and Sweden on whale hunting, and their perceptions of the views of their international counterparts. The students were all provided with the same decision-making task, discussed the issue in small groups and then presented their views on video, which were shared with their counterparts. The findings show that the decision-making task served to deepen and modify students' views across all nationalities, and the students generally valued and learned from the sharing of views with students of the same age from around the world. However, an important discovery was that the German students' opinions often ran counter to those from the other 3 locations, and the paper cautions against making broad-sweeping generalisations about students' views on socioscientific issues.  相似文献   

13.
In Australia's globalising universities many support staff and teaching staff now work with international women postgraduate students. But are they aware of the issues facing these women, and is their understanding of them adequate? Indeed, how do they represent them? In this paper we draw on a small-scale pilot study involving key university personnel. We argue that the ways in which such staff represent this group of students is problematic. Focusing primarily on academic issues and on the literature on learning styles, we analyse these staff members' representations of international women postgraduate students from a postcolonial perspective. We explore the extent to which such representations, and the learning styles literature that reflects and informs them, are what Edward Said calls 'Orientalist'. In so doing, we point to both the constitution of the international woman student as postcolonial female subject and show how this situates her in relation to the prevalent learning styles discourse. Further we argue that such representations of the students differ in crucial ways from the students' self-representations, suggesting that in certain subtle ways such staff members are engaging with 'imagined' rather than 'real' women.  相似文献   

14.
Colleges and universities rely on their image to attract new members. This study focuses on the decision-making process of students preparing to apply to college. High school students were surveyed at college open houses to identify the factors most influential to their college application decision-making. A multi-methods analysis found that institutional characteristics were more influential than interpersonal or informational resources used by students. More specific results revealed that size, housing, and knowing someone who attended a school predicted students' views of the school's atmosphere. Key findings are discussed and recommendations offered to address issues related to organizational image.  相似文献   

15.
This article is a contribution to the sociology of an expanded and newly diversified UK higher education system. How differentiated is the student experience? How sharply is the system polarised? Drawing on interviews and questionnaires conducted in five sociology departments in a variety of pre‐1992 and post‐1992 universities, it examines students' views on ‘what they learn’ and their orientations to study. It explores differences in curriculum content and organisation and the extent to which student narratives and identities vary with differences in institutional context. A typology of student experiences and subject engagement is advanced that as well as capturing institutional differences also locates a range of student orientations – and worthwhile student experiences – in all five departments that suggests a somewhat greater commonality of experience and outcome across institutions than the extreme polarisation of institutional experiences and outcomes sometimes suggest.  相似文献   

16.
This study is part of a first study of collaborative socio-environmental projects that engage Jewish and Arab students in Israel in learning about their local environment and about each other through outdoor learning and environmental action. We used ideas of social learning and environmental citizenship to frame our research. We investigated students' knowledge regarding their local environment and their knowledge of each other's community. We also studied the participants’ views regarding their project-partners'environmental knowledge, awareness and behaviour in comparison to their own. Initially, differences were found regarding various aspects of the students' socio-environmental knowledge and in students' views of their counterparts' environmentalism. At the end of the projects, students showed better understanding of local socio-environmental issues and demonstrated changes in their original views towards the environmental awareness and behaviour of their counterparts. These findings suggest that projects which involve students from segregated communities not only promote environmental awareness but contribute to a reduction in mutual prejudices. We suggest that the differences we found are not related to ethnicity, but rather to students' socioeconomic status and experience in environmental education programmes.  相似文献   

17.
Self- and peer-assessment are being used increasingly in higher education, to help assign grades to students' work and to help students to learn more effectively. However, in spite of this trend there is little in the published literature on how students view these methods. In this paper we present an analysis of the views of a large number of students (N = 233) who had just experienced self- and peer-feedback as part of one of their subjects. It is a rarely questioned commonplace in the literature that in order to gain benefit from peer and self-assessment schemes students first need training in the specific scheme being used; ideally they will play a role in devising the scheme. The intervention reported here, which involved a large (N = 233) group of students, included no such measures. The results show that students felt, nonetheless, that they benefited from the intervention. The results also present prima facie evidence that training or other measures to further involve the students in the peer and self-assessment scheme might be beneficial. Our analysis of students' views revealed eight general dimensions under which are grouped twenty higher order themes. The results both support and extend previous research and give a more detailed picture than previously available. The general dimensions found were: Difficult; Gained Better Understanding of Marking; Discomfort; Productive (including learning benefits and improved work); Problems with Implementation; Read Others' Work; Develop Empathy (with assessing staff); and, Motivation (especially motivation to impress peers). The practical implications of these findings are discussed.  相似文献   

18.
This paper discusses the use of non-verbal representations in a modelling-based science teaching context, in which argumentative and explanatory situations occur. More specifically, we analyse how the students and teacher use representations in their discourse in modelling activities, and we discuss the relationships between the functions of these representations and the demands of the explanatory and argumentative situations that exist in that classroom. The data were collected by video recording all the classes in which a teaching sequence about intermolecular interactions was used—a topic which the students had not previously studied. In the activities, the students had to create, express, test, and discuss models in order to understand the difference between intermolecular and interatomic interactions, as well as their influences on the properties of substances. Initially, we selected excerpts of the recorded classes in which a non-verbal representation was used. Then, we used criteria to identify the argumentative and explanatory situations (previously defined), and we created categories for the functions of the representations that were used in order to analyse all the identified situations. The analysis supports conclusions indicating the relevance of the use of non-verbal representations in the construction, use, and defence of explanations. As the defence of explanations was the main context in which argumentative situations occurred in this study, our conclusions also indicate the contribution that representations make towards changing the status of the students' explanations.  相似文献   

19.
With an increasing number of international students in South Korea, the issue of retaining these students and reducing their dropout rates has become important. This study explores the multilevel factors that affect the institutional dropout rate among international students in Korea. The research questions are as follows: (a) to what extent do international students drop out from undergraduate or short‐term programmes in Korean universities?; (b) what are the regional and institutional factors that determine international students' dropout rates? This study uses the panel data on educational institutions as found in the Higher Education in Korea report, which has been updated annually by the Ministry of Education since 2013. According to the pooled ordinary least square and panel analyses, the results indicate that a range of institutional factors (such as type, size, tuition and research performance of academics) and regional factors (such as regional gross domestic product, inflation and the numbers of foreigners in the region) are all associated with the dropout rates of international students. This study suggests that we need to consider various factors to improve the international students' learning experiences both inside and outside of the campus.  相似文献   

20.
Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction.  相似文献   

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