Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.     

Exploring the relationship between doctoral students’ experiences and research community positioning

Despite the growing number of studies exploring PhD students’ experiences and their social relationships with other researchers, there is a lack of research on the interaction between the type of experiences and the social agents involved, especially in relation to not only problems and challenges, but also to positive emotions and experiences. In this study, we addressed this gap exploring the relationship between four ecology doctoral students’ most significant experiences and their perceived position in the research community. Additionally, we aimed at exploring the utility of a methodological device with two instruments, Journey Plot and Community Plot. Results showed, in one hand, that both positive and negative experiences were significant in students’ trajectories, but the proportion varied greatly across participants. Supervisors were related to negative experiences, whereas the broader community was mostly source of positive experiences. Research writing and communication experiences were significant in relation to all the social agents, while other contents of experience were restricted to the smallest social layers (e.g. research motives were confined to the individual layer, and research organization to the individual and supervisor layers). Relationships between the type of experiences and participants’ position in the community were found and implications for doctoral education discussed.     

The relationship between engagement in the scholarship of teaching and learning and students’ course experiences

While there has been a good deal of discussion about the scholarship of teaching and learning, and models have been developed to understand its scope, the effects on students’ learning of academics engaging in the scholarship of teaching and learning are unclear. In the context of initiatives to develop the scholarship of teaching and learning in a large research‐intensive university in Australia, this paper discusses the relationship between faculty performance on a set of scholarly accomplishments in relation to teaching and learning from 2002 to 2004, and changes in students’ course experiences from 2001 to 2005. The paper provides evidence of the relationship between the scholarship of teaching and learning and students’ course experiences and demonstrates the effectiveness of institutional strategies to encourage the scholarship of teaching and learning.     

Private transfers and college students’ decision to work

We estimate the impact of external financial support on the labor supply of students during their tertiary education. Using a dynamic labor supply model and accounting for the endogeneity of income from private transfers, we find a significantly lower likelihood of being employed for transfer recipients. Our results suggest that private transfers lead to a shift in students’ time allocation, lowering their hours devoted to working and increasing their time devoted to studying. We find evidence for a psychological component of receiving transfers through an increase in the perceived risk of failure in academic studies.     

Emotion in online college classrooms: examining the influence of perceived teacher communication behaviour on students’ emotional experiences

This research focused on teacher communication behaviour as an influential factor in students’ educational experiences. This study examined students’ perceptions of emotion (involving teachers’ emotional support, students’ emotional work and students’ positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers’ positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students’ perceptions of their teachers’ verbal immediacy and presence in their instructional design were found to be most predictive relative to students’ emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students’ emotions and related social experiences with virtual teachers and course content in higher education.     

Secondary teachers’ experiences with students with disabilities: examining the global landscape

This study contributes to the international conversation about the education for students with disabilities at the secondary level by providing some international data about secondary teachers’ training and experiences with inclusive practices. Teacher leaders from 20 different countries participated in this exploratory survey research about the context in which they work, their experiences and their training as related to their efficacy to educate individuals with disabilities. We acknowledge that efficacy and teacher training for inclusion are predominated by a discourse defined through Western best practice. We learned that despite variations in the countries’ concept of disability and their implementation of inclusive educational systems, the teachers had moderately high self-efficacy for inclusive practices yet had limited training and experience with students with special needs. Results are discussed in relation to the preparation of secondary teachers for educating students with special needs.     

Latinx students’ experiences with college access and preparation at college preparatory charter schools

Charter schools that target underserved communities, including Latinxs, have proliferated in the U.S., claiming a unique, more autonomous and successful alternative to traditional public schools, often with a promise of increased postsecondary access and preparation. However, there is conflicting evidence regarding their effectiveness on academic outcomes, prompting additional research on charter schools. This study examined the college access and preparation experiences of 14 Latinxs attending college preparatory charter schools within one school system in Texas. Findings highlight how schools assisted students in preparing for college, but challenges in accessing college knowledge and assistance still existed, particularly for undocumented students.     

First-year students’ social adjustment process in professional higher education: key experiences and their occurrence over time

The social adjustment process is a prominent factor in the literature on the transition to higher education (HE). This vast body of research, however, has predominantly focussed on academically oriented first-year higher education (FYHE) contexts, leaving professionally oriented programs (providing vocational education that prepares students for a particular occupation) rather underexamined. Therefore, this study set out to explore what first-year students in professional HE contexts perceive to be the most important social experiences associated with their adjustment process in the first semester of FYHE. Furthermore, this study examines the extent to which the uncovered key experiences associated with social adjustment are reported at different times. Hereto, drawing on the critical incidents technique, qualitative data were collected from 104 purposively selected freshmen, enrolled in a Flemish (Dutch-speaking part of Belgium) university college which offers professional HE programs, such as social work and nursing. At the start of the second semester of FYHE, these respondents completed ‘reflective logs’ wherein they reflected on three critical social experiences during their first semester in HE. Firstly, a qualitative content analysis revealed that students report on five overarching themes: (1) dealing with the unknown, (2) establishing a first connection, (3) establishing a deeper connection, (4) support from peers and others, and (5) loneliness. Secondly, a quantitative analysis of code occurrence suggests that these five uncovered themes seem to be more significant at different times in the first semester of FYHE. Implications of the findings for the development of guidance and coaching initiatives are discussed.

     

Promoting access to decent work: career counselors’ experiences with career construction counseling

International Journal for Educational and Vocational Guidance - This article is based on career counselors’ experiences with how career construction counseling (CCC) can benefit clients, and...     

Nexus between massification of tertiary education and community college students’ learning experiences in Hong Kong

ABSTRACT

The concept of the associate degree is new to the Hong Kong tertiary education system. Public discussion and research have focused much on the policy and operational aspects of this tier, but empirical efforts to examine associate degree students’ learning experiences and how it relates to the policy are relatively sparse. The present study characterised Hong Kong associate degree students’ learning experiences in this new tier of tertiary education from the light of human capital theory using qualitative methods. Thirty-five students forming 11 focus groups participated in the study. The focus group interview was exploratory and semi-structured, inviting the students to discuss their transition experiences. Three themes were grounded on the data: 1) Inferior identity; 2) Dual purposes of associate degree; and 3) Intense competition and stress. The present finding regarding associate degree students’ learning experience yields implications on policy-making; specifically on the provision of financial support to minimise the cost incurred and broadening of admission in order to make this tier an integral part of the tertiary education system in Hong Kong to promote public perception of economic gain.     

Exploring the relationship between dialogic teacher talk and students’ persuasive writing

Studies have documented the importance of dialogic classroom discourse for supporting academic outcomes such as reading comprehension and vocabulary development. This study examines the relationship between teacher talk during whole-classroom discussions in 42 classrooms and post-discussion persuasive essays from students in grades four through seven (n = 471). Teacher talk was coded by type of question (contestable, semi-open, or quiz-like) and teachers' follow-ups (prompting, pressing for reasoning, active listening), and further categorized as indicating either high or low levels of dialogic talk. Multilevel modeling that accounts for student participation rate, discussion topic, and students' demographic information shows that high dialogic teacher talk positively predicts students’ persuasive essay scores, while low dialogic teacher talk negatively predicts their scores. The study supports existing hypotheses about the role of teacher dialogic talk in whole-class settings.     

Classifications of college students’ protean and boundaryless orientation to work

Increasingly, individuals navigate their own careers in self-directed (protean) and boundaryless contexts. These concepts have been applied to adult employees but have seen limited application with young adults. Therefore, 205 college students were assessed on the Protean and Boundaryless Career Attitudes scales (Briscoe, Hall, and DeMuth, 2006); i.e., self-directed career management, values-driven, boundaryless mindset, and organizational mobility preferences. Scale items were reworded to focus on college experience. Cluster analysis organized respondents into five distinct protean-boundaryless career types. Three types were similar to those hypothesized for adults, while two types were unique to our sample.     

Learning inter-professional teamwork during university studies: a case study of student-teachers’ and social work students’ shared professional experiences

This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as tensions and dilemmas, are brought together. Inter-professional skills, which are already practised in university, may enable professionals to work in inter-professional contexts during their careers. In this case study, the participants (three student-teachers, two social work students and four supervisors) reflected on their shared experience of participating in a shared practicum at a primary school. The data-set comprises two group interviews conducted separately with the students and supervisors following the practicum. The results indicate that it is possible to develop inter-professional competencies during one’s university studies and that this has the potential to promote students’ reflective skills as they reframe their expertise and the expertise in other professions.     

Greenhouse affect: the relationship between the sustainable design of schools and children’s environmental attitudes

This study aims to determine if primary school children’s environmental attitudes can be predicted by whether their school had been designed or adapted for sustainability. A New Ecological Paradigm (NEP) scale for children was adopted to measure attitudes, with supplementary questions added to align this scale to the Australian context of the study. In addition, the original adult NEP scale was used to determine relationships between children’s environmental attitudes, their School Design and their Parents’ and Teachers’ Environmental Attitudes. Data collected from grade 4, 5 and 6 primary school children, their parents and teachers were analysed via three multiple regressions. The results indicate that sustainable design in schools improves the environmental attitudes of children towards perceptibly green building features, such as solar panels, the use of recycled water, natural daylighting and outdoor classrooms including food-producing gardens.     

Preparing professional performers: music students’ perceptions and experiences of the learning process at Birmingham Conservatoire

Students at a musical conservatory in Britain develop ideas of musical success or failure through using notions of ‘talent’ and ‘hard work’. Mature, working‐class and younger, middle‐class students utilize these notions differently. The latter maintain that innate capacities determine success while the former believe that social factors are also important. Conservatoire education may leave both unprepared for a professional world with fewer job possibilities and shrinking government support for the arts.     

How to Care about the students’ emotions and attitudes and promote their full development

According to the new course standards,The final goal of the language education is to promote all the students’full development.While giving English lessons,teachers should not just train their integrating skills but also care much for their feelings.In that case,students can be helped to build healthy and full peisonalities and good qualities.Both.teachers and students must try to create an active atmosphere in which they respect and understand each other and they’re also generous and cooperative.By this