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1.
John P. D’Angelo 《PRIMUS》2017,27(8-9):778-791
Abstract

We offer many specific detailed examples, several of which are new, that instructors can use (in lecture or as student projects) to revitalize the role of complex variables throughout the curriculum. We conclude with three primary recommendations: revise the syllabus of Calculus II to allow early introductions of complex numbers and linear algebra, include complex variables and some infinite-dimensional linear maps in linear algebra courses, and spice up complex variable courses by better connecting them with the mathematics used in engineering in physics.  相似文献   

2.

Journal writing is a popular technique for encouraging student-teachers to reflect on their professional practice during field experience placements. This paper explores the role and importance of journal feedback in developing students' reflective skills. Weekly journal entries were submitted by 35 student-teachers during a 6-week field placement. Students received individual feedback on each journal entry that focused on either the level of reflection attained in their writing or the particular issues that their entries addressed. Within these groups, the type of feedback provided was further varied according to the level of questioning and challenge with which students were confronted (high versus low). The relative effectiveness of the four different types of feedback in improving student journal writing and facilitating reflection on practice is examined. Although students in all conditions reported positive aspects of the feedback they received, feedback that focused on the level of reflection attained was more effective in bringing about improvement in journal writing than feedback that focused on teaching issues. Such feedback, combined with issue-related questions and comments designed to challenge the student and encourage consideration of alternative perspectives, would appear to offer the most effective strategy for enhancing the effectiveness of journal writing as a learning tool.  相似文献   

3.
Abstract

The authors investigated the effects of guided journal writing on students' understanding of themes and main characters in a complex novel. Three English 12 classes were randomly assigned to 1 no-writing condition and 2 writing conditions—character clues and general-response questions. The results from 2 posttests consistently indicated that students who wrote significantly surpassed students who did not write. Student self-ratings data indicated that the students believed that the writing activities helped them with story understanding. Student interview data indicated that students believed that the writing made them think more deeply about the story. The results support the contributions of writing to student literary learning and the research of J. Marshall (1987) and G. E. Newell (1994, 1996).  相似文献   

4.
Abstract

The purposes of a syllabus are almost as varied as the possible contents but can be grouped into several categories. The article proposes that syllabi serve three major roles: the syllabus as a contract, the syllabus as a permanent record, and the syllabus as a learning tool. Each function has implications for what a syllabus should contain. General observations about constructing syllabi conclude the article.  相似文献   

5.
Abstract

Self- and peer-feedback are commonly used in higher education, and in most cases, it is assumed that students will engage with the feedback. There is, however, limited systematic exploration of how students use the feedback. This study proposes a structured reflective journal for students to engage with both self- and peer-feedback in the context of teamwork competencies. In total, 519 undergraduates’ self- and peer-ratings and feedback and a matching number of reflective journals were coded for how students internally negotiate self- and peer-feedback on teamwork competencies. The analysis of ratings shows upward trajectories of self- and peer-ratings over time, and the analysis of journals suggests students were more effective in building their teamwork competencies when they negotiate their experiences by giving attention to positive affect, goal intention and performance. These findings highlight the importance of priming students to be reflective of self- and peer-feedback via a written and codified reflective journal.  相似文献   

6.
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7.
Abstract

Students with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which reasonable accommodations are effective in dealing with them. These gaps in the literature are addressed in this survey-based study. In total, 43 students with ASD, 30 student counsellors and 43 students without a disability of institutions of higher education in Flanders (Belgium) participated in the study. The results show that students with ASD most frequently experience problems with verbal and non-verbal communication, are oversensitive to change and have difficulty distinguishing the gist of the syllabus from the details. Furthermore, it is shown that, on average, these problems arise mostly during classical teaching and evaluation methods. Finally, the perceived effectiveness of reasonable accommodations is dependent on the functioning and participation problem experienced by the student with ASD in higher education. In conclusion, both personal and environmental characteristics should be taken into account when selecting and implementing reasonable accommodations for these students.  相似文献   

8.
Abstract

Despite the relationship between student teachers’ learning within teacher education programmes and their later teaching experiences, few studies have examined the role of motivation management. To fill this gap, this study examined motivation management, highlighting its relationship with key factors within teacher education programmes from a dynamic perspective. A sample of 18 student teachers enrolled in a degree course in Teaching English as a Foreign Language participated in this study. Analysis of qualitative data obtained from various sources such as reflection memos, videotaped enactment of teaching, personal journals, end-of-term portfolio, researcher’s monthly journal and her notes of weekly group discussions, as well as quantitative data from participants’ performance on classroom quizzes, indicated that although motivational behaviour is dynamic in relation to time and a combination of personal and contextual factors, the participants’ motivational management follows a typical behaviour pattern. In addition, results of a Friedman analysis of variance by ranks revealed that the participants’ performance on quizzes improved over time, implying that the student teachers temporally self-regulated to meet course requirements and safeguard their success.  相似文献   

9.
Abstract

The poet, Seamus Heaney, argues that transformations for both teachers and students may be engendered through recognising the connections and distinctions between the language of poetry and the language of everyday life. This article explores some of the ways in which choral reading of poetry, using multiple voices like musical instruments, may change student teachers’ perceptions of poetry. Five small groups of Secondary English student teachers on an initial teacher education Postgraduate Certificate of Education (PGCE) course constructed choral readings, each group working with a different poem. During the session, they wrote journal entries about how creating the readings and listening to other people led them to think differently about studying poetry with students in the classroom as future secondary English teachers. Several months later, a small voluntary group met to recollect the session and consider more critically the potential of choral reading as one possible approach to teaching poetry.  相似文献   

10.
ABSTRACT

Drawing inferences about the extent to which student performance reflects instructional opportunities relies on the premise that the measure of student performance is reflective of instructional opportunities. An instructional sensitivity framework suggests that some assessments are more sensitive to detecting differences in instructional opportunities compared to other assessments. This study applies an instructional sensitivity framework to compare student performance on two different mathematics achievement measures across five states and three grade levels. Results suggest a range of variation in student performance among teachers on the same mathematics achievement measure, variation between the two different mathematics achievement measures, and variation between grade levels within the same state. Findings highlight initial considerations for educators interested in selecting and evaluating measures of student performance that are reflective of instructional opportunities.  相似文献   

11.
Recent research (Shulman, 1985; Gudmunsdottir et al., 1985) suggests that there is a close link between the academic background of teachers and the way in which they plan and teach the subject. In this study, researchers involved in the education of students preparing to teach the new Society and Culture syllabus developed detailed intellectual biographies of each student and looked for links between these biographies and the students’ planning and teaching styles.  相似文献   

12.
This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politécnica de Madrid and the Universidad Católica de Ávila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice.  相似文献   

13.
ABSTRACT

Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a three-week applied course exploring the effects of altitude on human health and performance through an adventure sport expedition in the Andean Mountains of Bolivia, South America. The field school design was intended to optimize student learning through cross-disciplinary applied curriculum and research. Written journal assignments, data from physiological and psychological measures and researcher observations were included in the analysis. Findings suggest that altering environmental conditions and applying ‘real-world conditions’ can promote student growth and learning. Implications for field school design, pedagogical considerations and college administration of field schools are discussed.  相似文献   

14.
Abstract

The present study addressed the impact of individual consultation on teaching improvement as measured by changes in student ratings. Subjects included 91 professors who presented naturally for individual consultation services over a seven‐year period at the teaching centre of a Canadian university. Interventions by the consultant fell into three categories: 1) Feedback‐Consultation, 2) Feedback‐Consultation‐Class Observation, and 3) Feedback‐Consultation‐Class Observation and Student Consultation. End of term student ratings for the course that was the subject of the consultation were compared with student ratings for the same course taught between one and three years prior to the consultation service, and for the same course taught between one to three years following consultation. The results showed that, overall, consultation was effective in improving the quality of the consultees’ teaching, as evidenced by an increase in mean student ratings of instruction. This effect persisted post consultation. Not all intervention groups, however, showed the same pattern of results. Change was evident immediately after the intervention except in the case of brief consultation, although follow‐up data showed improved teaching for the latter group. Control data provided evidence that the change in student ratings post consultation could reasonably be attributed to consultation effects.  相似文献   

15.
Summaries

English

This article describes a new physics course, developed for non‐science majors, which is largely based on student self‐direction. Problems of developing and implementing the course in the context of a more normal undergraduate study programme are identified and student reactions to the physics course are reviewed. Finally, some recommendations are made concerning the development and adoption of courses involving student self‐direction.  相似文献   

16.
ABSTRACT

Are intra-national student flows driven by the same forces as international student mobility? This paper addresses this question by analysing cross-border student mobility in the UK. The paper identifies four principles that one might expect to drive the destination choices of students from Scotland enrolling in English universities. Following a statistical analysis of student destination choices, it is argued that cross-border moves from Scotland to England are stimulated by some of the same global forces as international student mobility (such as a desire to accumulate cultural capital), but in terms of destination choice the imaginaries held by Scottish students of ‘good’ places to study in England to accumulate cultural capital are constructed differently from the imaginaries of international students.  相似文献   

17.
ABSTRACT

Drawing upon recent theorising of numbers and data, and applications to schooling, this paper reveals how tensions between more accountability-oriented logics, and more contextually-situated conceptions of engagement with data, played out in one school in a regional community in northern Queensland, Australia. The research reveals that at the same time teachers’ work and learning were heavily influenced by more reductive processes of quantification to account for teachers’ practices, teachers also sought to draw upon the attention to numeric markers of student achievement to foster more substantive teacher learning for student learning. These tensions were expressed in relation to: efforts to foster improved student learning through collection of evidence via ‘short-term data cycles’; engagement in various ‘data conversations’ with senior members of staff, and coaching by more experienced teachers, and; broader teacher learning initiatives focused on enhancing outcomes for specified groups of students identified as able to perform at higher levels of attainment. The research cautions that such practices present a quandary; even as broader processes of quantification of education may stimulate instances of more ongoing, substantive teacher learning for student learning, more performative applications of these numbers and data mitigate against the educative potential of such practices, and substantive learning for all students.  相似文献   

18.
ABSTRACT

Reading and library faculty collaborated in the revision of the developmental reading curriculum at Chandler-Gilbert Community College in an effort to strengthen students’ reading and information literacy skills through project-based learning. This article describes how the new curriculum addresses the challenging concepts defined in the Framework for Information Literacy for Higher Education in an effort to prepare students more effectively for college-level courses. The results of this new curriculum included stronger posttest scores and student success data.  相似文献   

19.
ABSTRACT

The development of distance education (DE) over the last 40 years is compared with the evolving content of the Distance Education journal during the same period. DE in general has been described as encountering a series of crossroad decision points, and as identifying numerous optimistic horizons beyond them. The decisions made and horizons sought have not always been prudent, however, and the journal’s critical approach and logical sequence of priorities have encouraged DE to avoid ill-considered options. Currently, the journal is challenged with helping the field to overcome mainstream educators’ lack of awareness of the traditional DE literature, media, and methods, and negative reactions to the effects of the massive open online course (MOOC). The approach taken by the journal during its first 40 years will help to overcome such problems and to keep the field on track.  相似文献   

20.
Abstract

This is a systematic review conducted of primary research literature published between 2007 and 2018 on the deployment and effectiveness of data analytics in higher education to improve student outcomes. We took a methodological approach to searching databases; appraising and synthesising results against predefined criteria. We reviewed research on the effectiveness of three differentiated forms of data analytics: learning, academic and learner analytics. Student outcomes are defined as retention, academic performance and engagement. Our results find that three quarters of studies report the use of educational data analytics to be effective in improving student outcomes but their relationship with student outcomes requires further and more robust investigation and assessment. We argue that research must interpret and communicate effectiveness qualitatively, as well as quantitatively, by including the student voice in assessments of impact.  相似文献   

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