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1.
Charging to the End: Course Activities for Semester‐Long Student Engagement in an Undergraduate Product Development Capstone Course 
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下载免费PDF全文 Setting instructional goals to drive student engagement in the classroom is essential, as research has shown that improved student engagement in a course will affect student success, as well as the development of key personal and professional skills. Student engagement is a multifaceted concept with multiple perspectives. In focusing on the behavioral perspective of student engagement, various effective teaching practices can be implemented to encourage engagement in a diverse study body. Utilizing validated tools, such as the Natl. Survey of Student Engagement (NSSE) Engagement Themes and Indicators, can ease the development of classroom approaches to student engagement with convenience and flexibility. Semester‐long student engagement in a food science undergraduate product development capstone course was encouraged through instructional approaches styled around the NSSE Engagement Themes and Indicators. The variety of instructional approaches utilized in the capstone food science course are described in detail and discussed in relation to the NSSE Engagement Themes and Indicators with which they align. 相似文献
2.
学生发展理论在学生事务管理中的应用——美国学生发展理论简介 总被引：12，自引：0，他引：12
Kristen Renn 《高等教育研究》2008,(3)
美国大学对学生发展理论的研究有着近百年的历史。美国学生发展理论包括个体与环境、社会心理、认知和价值观和整合型理论四个基本类型。这些理论分别从社会学、心理学、生态学等角度来解释学生成长和发展规律,理论研究的重点逐步从着眼于学生发展的某一特定方面转移到学生的总体发展上。近二三十年来,由于学生群体的不断变化,美国对女性学生、同性恋学生以及其他弱势群体学生的研究逐步增加。学生发展理论深刻影响了美国的学生管理实践,为学生宿舍管理、学务咨询、心理咨询等重要的学生事务管理领域提供了理论指导。 相似文献
3.
叶文梓 《深圳职业技术学院学报》2005,4(4):67-71
交往与学生发展的关系是教育的基本关系。本文主要探讨了交往在学生发展中的位置和作用，以及如何才能以健康的交往促使学生的健康发展等基本问题。作者认为，交往是学生重要的存在方式，是不可或缺的教育内容；在学生发展中，交往是学生知识学习的重要途径，是理性成长的根本动力，是个性健康成长的必要条件；当前促使学生交往的健康成长，必须促使教育向生活世界回归，大力实施交往教育，努力促使语言的合理化化发展。 相似文献
4.
The primary purpose of the study was to create and psychometrically test an instrument which measured teachers’ perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor analysis resulted in a five-component solution which provided evidence of construct validity. All components/subscales had moderate to strong internal consistency as measured by Cronbach’s alpha. The secondary purpose was to determine if characteristics of professional development predicted teachers’ use of new knowledge and skills, and student learning outcomes, thus contributing to the predictive validity of the instrument. There was a slight, but significant, correlation between Active Learning in Classroom and teachers’ use of new knowledge and skills, as measured by classroom observation scores. A small negative correlation emerged between Collective Participation and student learning, as measured by student scores on the state’s mathematics assessment. Potential uses of the instrument, called Characteristics of Teacher Professional Development (CTPD), are discussed. 相似文献
5.
This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. The results show consistently that interpersonal experiences in the personal life domain (early family life and adult personal life) and the professional life domain (interacting with clients, professional elders, and peers) are significant sources of influence for professional development. 相似文献
6.
Yuhao Cen 《Teaching in Higher Education》2018,23(1):30-46
Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social research methodology. This paper describes the conceptualization and implementation of the developmentally attuned course, and reports a qualitative study that examined student development as its result. Qualitative data were collected from five cohorts of course participants, in the forms of reflective essays, student interviews, and the instructor’s teaching journal. Seven themes were identified that reflected student development throughout the course. The seven themes fall into three dimensions of epistemological, intrapersonal, and interpersonal development that are interconnected, and the epistemological dimension stands out as a strong partner among the three. These findings may help university faculty understand and integrate student development into their teaching practices. 相似文献
7.
Saad Shawer 《Curriculum Journal》2013,24(3):333-359
This qualitative study examines the influence of teacher conceptualisations of communicative language teaching on their actual classroom practice and student cognitive and affective change. The qualitative paradigm underpinned this research at the levels of ontology (multiple teacher realities), epistemology (interaction with, rather than detachment from, the respondents), and methodology through using an idiographic strategy (qualitative case study), instruments (qualitative interviews, participant observation and questionnaires), and data analysis technique (explanation-building). The results indicated that teachers who understood CLT and managed to materialise its principles into action significantly improved student language learning (cognitive change) and motivation (affective change). Moreover, traditional, structural and didactic teaching as well as communicative knowledge that was not translated into practice had almost a typical negative impact on student learning and motivation. Recommendations for curriculum development, teacher development, teacher training and future research are made. 相似文献
8.
门志鹏 《忻州师范学院学报》2008,24(1):115-117
国家助学贷款是国家运用金融手段扶助贫困学生,促进教育事业发展的重大举措.自1999年开办至今,助学贷款从无到有,规模不断扩大,取得了长足的发展.但由于多种原因,助学贷款还没有达到预定目标,存在许多突出问题.如何更好地解决这些问题,促进国家助学贷款可持续发展,使其继续为我国构建和谐社会服务,已成为亟待解决的问题. 相似文献
9.
Clinton A. Patterson 《International Journal for Academic Development》2019,24(2):209-213
ABSTRACTThis reflection on practice describes the first fifty days of a professional transition from student affairs into academic development. Campus collaborations, educational experiences, and holistic student learning are identified as professional parallels between these two institutional divisions. Professionals from student affairs can uniquely contribute to academic development because of their ability to view the campus as a working system and the student as a whole person. This reflection describes how a student affairs background can be a valuable addition and asset to academic development teams. 相似文献
10.
学生管理是高校重要的工作。做好学生管理工作,需要科学的方法,而科学管理的基础是数据的积累和开发。本文对高校学生管理工作中的数据积累和数据开发问题作些探讨,以期对高校的学生管理工作有所帮助。 相似文献
11.
王高洁 《福建工程学院学报》2014,(2):201-204
以福建省高校的大学生志愿者为研究对象,采取问卷调查与个别访谈相结合的方法,探析大学生初始志愿动机与持续志愿动机的特点,并通过数据对比分析,探究大学生志愿者参与志愿服务的动机化过程。结果表明:初始志愿动机为发展型与责任型的志愿者会出现更多的志愿服务行为;志愿服务过程对持续服务动机具有转化作用。进而依此调查结果,思考如何有针对性地改进目前高校大学生志愿者工作。 相似文献
12.
高校学生事务管理专业化要求学生事务管理者具备相应的专业素质且不断发展。从高校学生事务管理者专业发展的必然性出发,论述了高校学生事务管理者的知识、能力、理念等方面的专业素质,探索了高校学生事务管理者专业发展的实现路径,提出国家和社会对学生事务管理者要有职业认同、进行专业教育,高校要重视其专业发展并组织实施,学生事务管理者自身要坚持学习、研究与实践。 相似文献
13.
普通高中学生发展指导是促进学生个性养成、自主发展的重要途径,亦是推动普通高中多样化发展的应有之义.我国普通高中通过建立导师制,开展职业生涯规划、社会体验,整合校内原有资源建立评估系统等方式来强化对学生的发展指导,教会学生学会选择,实现自主发展.各校的实践同时也暴露出了学生发展指导理论支撑不够,政府责任缺失,专职专业教师匮乏、进修渠道不畅,编制、经费不到位等现实问题.未来我国学生发展指导必须走向制度化、专业化、体系化. 相似文献
14.
Leanne R. Ketterlin‐Geller 《Educational Measurement》2008,27(3):3-16
This article presents a model of assessment development integrating student characteristics with the conceptualization, design, and implementation of standardized achievement tests. The model extends the assessment triangle proposed by the National Research Council ( Pellegrino, Chudowsky, & Glaser, 2001 ) to consider the needs of students with disabilities and English learners on two dimensions: cognitive interaction and observation interaction. Specific steps in the test development cycle for including students with special needs are proposed following the guidelines provided by Downing (2006) . Because this model of test development considers the range of student needs before test development commences, student characteristics are supported by applying the principles of universal design and appropriately aligning accommodations to address student needs. Specific guidelines for test development are presented. 相似文献
15.
胡绍林 《荆州师范学院学报》2008,(6):113-115
发展性学生工作是时代发展对高校学生工作提出的新要求,具有十分丰富的内涵。它是高校学生工作发展的一种理论构想,是高校学生工作创新的一种工作理念,是高校学生工作探索的一种实践模式。 相似文献
16.
学生管理应当以学生发展为本,关注学生发展,引导学生发展,帮助学生发展,促进学生发展,澳洲高校的经验和做法值得我们学习和借鉴。 相似文献
17.
We examined teacher self-efficacy within the context of a suite of mathematics learning games, Spatial Temporal Mathematics (ST Math) to analyze the associations between teacher value for professional development and self-efficacy, and the associations of both with student achievement outcomes. We found that higher teacher valuing of ST Math professional development was associated with higher self-efficacy for teaching ST Math, and that teacher self-efficacy had a small positive association with student achievement, although the latter result was not replicated in a subdivision of the sample. These associations provide information on how teacher perceptions and self-beliefs about interventions and professional development may drive implementation and student outcomes. 相似文献
18.
加强教学与生活的联系需要关注学生在生活中所获得的丰富的缄默知识。学生缄默知识的发展经历了获得与丰富、显性化、融合三个相互联系的阶段;自主反思与学习实践是学生缄默知识发展的基本方式。教师需要采用联系生活、鼓励自主反思与合作学习、回归生活等教学策略促进学生缄默知识的发展。 相似文献
19.
加强教学与生活的联系需要关注学生在生活中所获得的丰富的缄默知识。学生缄默知识的发展经历了获得与丰富、显性化、融合三个相互联系的阶段;自主反思与学习实践是学生缄默知识发展的基本方式：教师需要采用联系生活、鼓励自主反思与合作学习、回归生活等教学策略促进学生缄默知识的发展。 相似文献