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51.
Students’ transition to academia comes with a number of challenges which, if inadequately addressed, may negatively affect their academic performance and psychological well‐being. Hence, the question of support becomes critical and has been reflected in the variety of practical measures to provide support with learning and facilitate newcomers’ integration into higher education. However, while forms of institutional aid have increased and diversified in recent years, the kind of support the students actually need and prefer to use – from the pool of available resources – remains insufficiently understood in current research. To address this gap, this paper advocates a social network approach to first‐year students’ experiences of coping with academic life and suggests an agenda for further investigation, which would contrast support ‘from above’ and support ‘from below.’ 相似文献
52.
AbstractIncome inequality is a central social justice concern, and hence excellent motivation for real-world applications in mathematics classrooms at every level. We describe the Mathematics for Social Justice course at Saint Michael’s College, giving a specific example of one of the typical social justice projects for the course, and showing how projects can be adapted to other courses such as Calculus. The projects described focus on the Gini coefficient, a commonly used measure of income inequality. The original lesson used the trapezoid rule and Microsoft Excel to estimate the Gini coefficient for a country, while the project developed for a Calculus I course uses Maple to fit a power function to data and then integration to calculate the Gini coefficient. We also include readings on the Gini coefficient’s role in policy formulation and advocacy. 相似文献
53.
Closing the feedback loop: physics undergraduates’ use of feedback comments on laboratory coursework
Pam Donovan 《Assessment & Evaluation in Higher Education》2014,39(8):1017-1029
The laboratory notebooks of physics undergraduates taking two second-year practical courses were audited to discover whether they had used feedback comments in their subsequent coursework. Ninety-five per cent of the 37 students on the first course and 100% of the 14 students on the second course whose work was audited had used feedback. The marker’s comments were classified into two groups based on whether they addressed simple (mastery) or complex (developmental) learning outcomes. Mastery comments were more likely to be acted on than developmental comments which aimed to extend students’ skills and understanding to higher levels. This has implications for the use of feedback audit as a quality control process, since the feedback which is most commonly applied by students is not the most valuable for the development of higher order skills. Following reflection on the results for the first course, students taking the second course were given responsibility for checking their peers’ notebooks against preset criteria. Peer checking improved students’ marks but did not eliminate the need for mastery feedback. It is argued that a direct audit of students’ use of feedback is particularly valuable when undertaken by the teacher who provides the feedback. 相似文献
54.
Dacia M. McCoy Julie Q. Morrison Dave W. Barnett Hilary D. Kalra Lauren K. Donovan 《Psychology in the schools》2017,54(8):821-836
As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition. 相似文献
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57.
Competencies and employer engagement 总被引:1,自引:0,他引:1
Pam Irwin 《Asia Pacific Education Review》2008,9(1):63-69
Using the UK experience as a template, this paper explores the concept of competencies as a viable bridge to employer engagement.
In this context, the definition of competency coalesces into three primary interpretations (input, output and ‘behaviour’),
leading to three applications: work related skill sets, standards and professionalism. These in turn, inform intersecting
relationships — the link between employer skills needs and education (work-based learning), educational and workplace competency,
and quality (accreditation of employer based training, and credit accumulation and transfer systems) and vocational competency
(fit for practice, and fit for purpose). For each element, relevant models and indicative practice is presented. The paper
concludes by offsetting competencies with employer engagement, and offers approaches (vignettes) to actively advance this
critical agenda. 相似文献
58.
Pam Maras Amy Moon Taveeshi Gupta Nicole Gridley 《Emotional and Behavioural Difficulties》2013,18(4):362-380
The relationship between materialism and social-emotional behavioural difficulties (SEBDs) was assessed by comparing a sample of adolescents receiving in-school behavioural support with adolescents not receiving any support. All participants completed the Youth Materialism Scale and the Strengths and Difficulties Questionnaire. Binary logistic regression indicated that adolescents who reported higher levels of materialism were more likely to be classified into a group considered ‘at-risk’ for developing conduct and peer problems. Hierarchical logistic regression assessed the moderation of behavioural support and indicated that adolescents in receipt of behavioural support who reported higher levels of materialism were at a greater risk of hyperactivity in comparison to those who receive support but reported lower levels of materialism. For adolescents not receiving behavioural support, less materialistic attitudes placed them at a greater risk of hyperactivity. These findings highlight the importance of distinguishing between different SEBD typologies and the potential effects of materialism during adolescence. 相似文献
59.
Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献
60.
Elizabeth Donovan Jack Hernandez Emil Chiauzzi Pronabesh DasMahapatra Tyler Achilles Amanda Hemm 《Community College Journal of Research & Practice》2013,37(10):821-825
Health is associated with academic success. Universal, web-based interventions to reduce risks associated with alcohol and other drug use have been found to be effective at changing four-year college students’ health behaviors. An online health program may also be well-suited to a community college population, as it can reach students off campus and can be accessed at times that are convenient for students. The purpose of the current paper is to report the results of a community college student evaluation of a fully-developed, online health risk reduction program. One hundred and thirty four students evaluated the program. Students perceived the program to be successful at addressing college health and wellness issues, and they considered it a tool that could help students make a healthy adjustment to college. A universal, online, health-risk reduction program may have the potential to be a useful component of a community college's overall prevention strategy. 相似文献