The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities

Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.     

The impact of the social environment on the student teacher’s agency

This paper explores the agency of student teachers during the Post/Professional Graduate Certificate of Education (PGCE) year at a Higher Education Institution in England. It presents part of the findings of a year-long investigation into the reflective practice of student teachers during the PGCE year. The multi-method study includes surveying student teachers (n = 101) and longitudinal interviews with student teachers (n = 6). One of the aims of the study was to investigate the impact of the social environment on the student teacher. The research analysis found that the complex environment the student teachers exist in can be both supportive and constraining.     

The Keys to STEM: Australian Year 7 Students’ Attitudes and Intentions Towards Science,Mathematics and Technology Courses

Research in Science Education - Educational researchers have long noted the apparent link between positive student attitudes and a student’s desire to continue their study of particular...     

How Students’ Intellectual Orientations and Cognitive Reasoning Abilities and May Shape Their Perceptions of Good Teaching Practices

Research in Higher Education - Recent research has uncovered significant concerns about the validity of some types of college student self-reports. This study examines the extent to which student...     

The problem with English: the exploration and development of student teachers' English subject knowledge in primary classrooms

This paper explores the relationship between student teachers' behaviour and their underlying thoughts and beliefs as they learn to teach English in the primary school. It draws on data from a study involving student teachers at a range of points in their Initial Teacher Education programmes at a university in England. It uses these data to explore the knowledge frameworks that appear to underpin the actions that participants take in the classroom as they teach primary English. This is related to an exploration of the values, beliefs and professional identity held by the student teachers, and conclusions are drawn concerning key factors to be considered in the construction of Initial Teacher Education programmes.     

There are Children Here: Service Learning for Social Justice

In this article, The Social Justice Education in Schools (SJES) Project integrates field-based study and existing research to identify five key Principles of Social Justice Education in Schools. An outgrowth of the federally funded Massachusetts Coalition for Teacher Quality and Student Achievement, the SJES Project seeks to positively impact teacher preparation, student achievement, and social justice practice in urban environments. The authors ground their discussion in their partnership with Rodriguez Elementary School, and present specific points of inquiry to facilitate K-12 educators, administrators, and community members' critical reflection on their own school environments. By developing a concrete framework for Social Justice Education in Schools, the authors hope to encourage future empirical research explicitly linking Social Justice Education to student achievement.     

Place and student subjectivities in Higher Education ‘cold spots’

Abstract

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity.     

“Because uni is totally different than what you do at TAFE”: protective strategies and provisions for diploma students traversing their first professional experience placement at university

Students who enrol in a Bachelor of Education (Early Childhood Education) at the Institute of Early Childhood, Macquarie University, with a Diploma in Children’s Services attained from a Technical and Further Education (TAFE) institution or a Registered Training Organisation (RTO) often experience challenges in their first professional experience unit. Utilising a phenomenological approach to understand the students’ previous knowledge and experiences as they navigated through their first professional experience unit, this qualitative study identified factors including institutional structures and course content as challenging to the diploma student. To ensure diploma students can successfully transition to and participate in their first professional experience unit at university, all stakeholders including the university, the academics teaching the students, and the students themselves need to commit to a multilevel support programme. Key findings from this study support the previous research on this student cohort.     

Complexity-based attentive interactive student performance prediction for personalized course study planning

Education and Information Technologies - Planning course study is critical to facilitate strategic intervention in education. As a significant basis of planning course study, student performance...     

Exploring the nature and implications of student teacher engagement with development education initiatives

In this article, the authors outline and discuss the findings of a research study, which explored student teacher engagement with development education (DE) interventions implemented within Professional Master of Education (PME) programmes across eight Irish Higher Education Institutions. Interpretivist methods were employed incorporating questionnaires administered to 536 student teachers pre and post the DE intervention and 6 focus group discussions conducted with 26 student teachers. Findings indicate that the capacity of PME students to engage with development issues and integrate DE into their teaching has strengthened considerably because of their participation in the intervention. However, in order to build upon this more must be done with respect to: strengthening student teachers’ knowledge of development issues; embedding DE further across PME programmes; enhancing practical engagement with DE on School Placement and prioritising DE-related research and reflection. Findings align with a conceptual understanding of DE as a complex system.     

Exploring technology readiness and practices of kindergarten student-teachers in Saudi Arabia: A mixed-methods study

Education and Information Technologies - This study aims to explore kindergarten student teachers’ readiness to integrate technology into their future classrooms and factors affect their...     

电大高等教育学生数量变化特点与预测研究

近10年来电大的开放教育规模在迅速扩大,而开放教育教学投入却相对滞后。基于已有的各类高等教育（涉及普通高等教育、普高成人教育、电大高等教育和其他成人教育等4种）历年（1989—2008年）统计数据,从电大高等教育学生数量变化的特点中,可以探索历年电大高等教育学生数量与其他形式的高等教育特别是普通高等教育学生数量的关系,以期实现对未来10年电大高等教育学生数量的预测。研究结果表明：20年来电大高等教育招生数持续增长,其在整个高等教育招生数中的比例相对稳定,在10％左右微小浮动;电大高等教育与普通高等教育的招生数（和在校生数）呈显著正相关关系,这意味着最近10余年来普通高等教育的扩招不但没有使电大高等教育的招生数下降,反而促使其不断增长;以普通高等教育在校生数为自变量、以电大高等教育在校生数为因变量建立了“电大规模方程”,初步预测未来10年电大开放教育在校生数将达到450万左右。这一研究结果对规划国家开放大学未来学历教育的发展规模有着重要的参考价值。在建构终身教育体系中,开放大学与其他教育机构的差异化发展定位应更加明显。     

Balancing finances,politics, and public health: international student enrollment and reopening plans at US higher education institutions amid the COVID-19 pandemic

Higher Education - Drawing from resource dependence theory, this study explores the extent to which international student enrollment related to institutional decisions to shift to in-person...     

College Students with Disabilities: Factors Influencing Growth in Academic Ability and Confidence

Research in Higher Education - Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities...     

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

European Journal of Psychology of Education - The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment...     

How failure experience combined with high teacher self-aspect importance puts self-efficacy at risk among student teachers

European Journal of Psychology of Education - The present study focuses on how elementary-level student teachers reacted to difficulties during their first internship experience. More specifically,...     

Psychosocial learning environments and the mediating effect of personal meaning upon Satisfaction with Education

This article reports the quantitative phase of a mixed-methods study that was conducted to investigate the relationships between psychosocial learning environments and student satisfaction with their education as mediated by Agentic Personal Meaning. The interdisciplinary approach of the study integrated the fields of learning environment research, existential meaning research and positive psychology research. A postulated model was tested using structural equation modeling to determine goodness-to-fit with data obtained from secondary and college students in two progressive private schools in India. Findings indicate that the learning environment variables of Teacher Support, Task Orientation, Cooperation, Student Cohesiveness, Involvement and Equity were significantly correlated with student Satisfaction with Education and with Agentic Personal Meaning. Findings also provide evidence that existential meaning and life purpose mediates the relationships between the psychosocial learning environment variables of Teacher Support, Task Orientation and Cooperation and the outcome variable of student Satisfaction with Education.     

Impact of social media use on student satisfaction in Higher Education

Social media has transformed the communication landscape for institutions of Higher Education by providing improved teaching and learning experience. However, very little is known as to whether the use of social media by Higher Education students improves their satisfaction. Grounded in social media, risk and technology acceptance literature, this paper examines Higher Education students' perceptions of social media use (SMU) and the impact of SMU on their satisfaction. Data collected from the students were analysed using Structural Equation Modelling. The study finds that: (1) perceived usefulness of social media has positive effect on the use of social media in student learning; (2) perceived risk of using social media discourages the use of the tool, and (3) SMU has positive effect on student satisfaction. The study further discusses the theoretical and practical implications of these findings.     

Supporting families: a nurturing teacher education strategy in Nauru

There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.