Persistence at an Urban Community College: The Implications of Self-Efficacy and Motivation     

Hsiang-Ann Liao  Margot Edlin  Anita Cuttita Ferdenzi 《Community College Journal of Research & Practice》2013,37(7):595-611

This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that self-regulated learning efficacy and extrinsic motivation predicted persistence. Intrinsic motivation and academic achievement self-efficacy failed to predict persistence directly. Two path models were constructed to assess the direct and indirect relationships among self-efficacy, motivation, and persistence. The reduced model explained 8% of the variance in persistence. In the reduced model, extrinsic motivation emerged as a mediator in the relationship between the two dimensions of self-efficacy and persistence. It was also found that self-efficacy measures correlated well with motivation measures. Implications and limitations of the research findings are discussed.  相似文献   

Professionalising Ph.D. education to enhance the quality of the student experience     

Margot Pearson 《Higher Education》1996,32(3):303-320

Ph.D. student numbers have been increasing in Australia as has government interest in the economic and social outcomes of graduate education (Moses 1994, Cullen et al. 1994). Yet the position of Ph.D. students can still be seen as marginal within universities and the institutional organisation of Ph.D. education as problematic. This situation can be related to the highly individualistic nature of research and supervision which is both a barrier to and part of the argument against efforts to examine and discuss in general the processes of research training and supervisory interactions across disciplinary and departmental boundaries. This article positions all Ph.D. students, in all fields of study, as learners in a form of professional education -a perspective which offers a way out of this apparent dilemma. Drawing on data from a study reported in Cullen et al. (1994) the following topics are explored: Ph.D. students as learners of the knowledge and skill of the professional practice of research and scholarship; the role of the supervisor in assisting students to become independent practitioners; and the complementary professional role of student participation in the academic community. Implications for policy and practice to professionalise Ph.D. education and enhance the quality of the student experience are discussed.  相似文献   

The functional use of a mathematical sign     

Margot Berger 《Educational Studies in Mathematics》2004,55(1-3):81-102

The question of how a mathematics student at university-level makes sense of a new mathematical sign, presented to her or him in the form of a definition, is a fundamental problem in mathematics education. Using an analogy with Vygotsky's theory (1986, 1994) of how a child learns a new word, I argue that a learner uses a new mathematical sign both as an object with which to communicate (like a word is used) and as an object on which to focus and to organise her or his mathematical ideas (again as a word is used) even before she or he fully comprehends the meaning of this sign. Through this sign usage, I claim that the mathematical concept evolves for that learner so that it eventually has personal meaning, like the meaning of a new word does for a child; furthermore, because the usage is socially regulated, I claim that the concept evolves for the learner so that its usage concurs with its usage in the mathematical community. In line with Vygotsky, I call this usage of the mathematical sign before mature understanding, ‘functional use’. I demonstrate ‘functional use’ of signs (manipulations, imitations, template-matching and associations) through an analysis of an interview in which a mathematics university student engages with a ‘new’ mathematical sign, the improper integral, using pedagogically designed tasks and a standard Calculus textbook as resources.  相似文献   

Information Literacy Programs in the Digital Age: Educating College and University Students Online | Alice Daugherty,Micahel F. Russo,Information Literacy Programs in the Digital Age: Educating College and University Students Online,Association of College and Research Libraries,Chicago (2007), 278p. $48.00 ISBN 978-0-8389-8444-4     

Margot Note 《The Journal of Academic Librarianship》2009,35(1):99-100

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Navigating Legal Issues in Archives,by Menzi L. Behrnd-Klodt. Chicago: Society of American Archivists, 2008. 340p. $69.95. ISBN 1-931666-28-8.     

Margot Note 《The Journal of Academic Librarianship》2009,35(3):287-288

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Building an understanding of heat transfer concepts in undergraduate chemical engineering courses     

Katharyn E. K. Nottis Michael J. Prince Margot A. Vigeant 《美中教育评论》2010,(2):1-8,27

Understanding the distinctions among heat, energy and temperature can be difficult for students at all levels of instruction, including those in engineering. Misconceptions about heat transfer have been found to persist, even after students successfully complete relevant coursework. New instructional methods are needed to address these misconceptions. This pilot study examined whether researcher-developed and inquiry-based activities could increase conceptual understanding of heat transfer and alter common misconceptions. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities using a ten-item concept inventory. Concept inventory questions were developed to assess students＇ performance on questions closely related to the inquiry-based activities and questions applying concepts in new contexts. Participants significantly improved their overall scores from pre-test to post-test. An examination of performance on individual items revealed significant improvement on half of those questions closely related to the instructional activities and half of those applying concepts in new but related contexts. Results are examined in light of the assessment and inquiry activities that were used, as well as the difficulty of the concepts. Educational implications and suggestions for future research are discussed.  相似文献   

Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict          下载免费PDF全文

Elizabeth Freeman  Eleanor H. Wertheim  Margot Trinder 《British Educational Research Journal》2014,40(5):847-868

While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18‐month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem‐solving approach. Implementation (core) teams of three to five members, including principal or assistant principal and relevant teachers, attended workshops and managed the change process. In individual interviews, 29 core team members described the most significant changes that had taken place, what factors facilitated those changes and what assisted in overcoming barriers. A synthesised model of facilitators of implementation was developed on the basis of these interviews. The major components of the model included ensuring a whole school vision and process; pre‐programme engagement confirming commitment and alignment of researcher and teachers' visions; facilitative programme structure and processes such as linking the current programme to existing programmes and processes in the school; leadership and support for staff in the change process, for example, through the implementation team; the nature of the programme content; and monitoring and feedback processes to sustain motivation and inform on needs and outcomes.  相似文献   

Evaluation of a core team centred professional development programme for building a whole-school cooperative problem solving approach to conflict     

Andrew Jonathan White  Elizabeth Freeman  Margot Trinder 《教育心理学》2013,33(2):192-214

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported.  相似文献   

Educating for change: issues in effective professional practice     

Margot Pearson 《Studies in Continuing Education》2013,35(2):95-100

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Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate     

Linda Vanasupa  Kathryn E. McCormick  Carolyn J. Stefanco  Roberta J. Herter  Margot McDonald 《Innovative Higher Education》2012,37(3):171-184

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