Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

ERIC Educational Resources Information Center

Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2011-01-01

This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

Science Teaching and Learning Activities and Students' Engagement in Science

ERIC Educational Resources Information Center

Hampden-Thompson, Gillian; Bennett, Judith

2013-01-01

The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International…

The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.

PubMed

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-12-01

The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.

Teacher performance goal practices and elementary students’ behavioral engagement: A developmental perspective

PubMed Central

Hughes, Jan N.; Wu, Wei; West, Stephen G.

2010-01-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students’ behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. PMID:21215834

Engagement in Digital Lecture Halls: A Study of Student Course Engagement and Mobile Device Use during Lecture

ERIC Educational Resources Information Center

Witecki, Gwendolyn; Nonnecke, Blair

2015-01-01

Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for nonacademic activities during lectures. We explored the relationship…

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

PubMed Central

Hughes, Jan N.

2010-01-01

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

Teacher Practices: How They Promote or Hinder Student Engagement in Mathematics

ERIC Educational Resources Information Center

Skilling, Karen

2014-01-01

With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of…

Process for Discovery

ERIC Educational Resources Information Center

Miller, Andrew

2017-01-01

Project-based learning is a successful way to engage students in learning in the classroom, and research reports increases in student achievement data. This article asks: If both students and teachers are more engaged when project-based learning is used, why aren't the elements of project-based learning being used to engage teachers in…

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

PubMed

Gasiewski, Josephine A; Eagan, M Kevin; Garcia, Gina A; Hurtado, Sylvia; Chang, Mitchell J

2012-03-01

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

Twenty Percent of the Variance between Students in Academic Engagement Is Explained by Grade Level, Gender, Family Affluence, Anxiety, and Social Support

ERIC Educational Resources Information Center

Wilcox, Gabrielle; McQuay, Jocelyn; Blackstaffe, Anita; Perry, Rosemary; Hawe, Penelope

2016-01-01

Understanding what contributes to academic engagement is important to effectively support students. This study examines the relationship between sociodemographic factors, anxiety, social support, and academic engagement in elementary and junior high school students. Students in grades 5-9 (N = 1,904) completed self-reports measuring academic…

Therapy Dogs in Academic Libraries: A Way to Foster Student Engagement and Mitigate Self-Reported Stress during Finals

ERIC Educational Resources Information Center

Jalongo, Mary Renck; McDevitt, Theresa

2015-01-01

More and more modern academic libraries are turning to student engagement activities designed to welcome students into Academia, join a community of scholars, and avail themselves of the full range of resources and services that a university library can provide. One unusual, but inexpensive and highly effective method of engaging students is…

Cultural universality and specificity of student engagement in school: The results of an international study from 12 countries.

PubMed

Lam, Shui-fong; Jimerson, Shane; Shin, Hyeonsook; Cefai, Carmel; Veiga, Feliciano H; Hatzichristou, Chryse; Polychroni, Fotini; Kikas, Eve; Wong, Bernard P H; Stanculescu, Elena; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Nelson, Brett; Yang, Hongfei; Zollneritsch, Josef

2016-03-01

A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development. The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstede's Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations. © 2015 The British Psychological Society.

Perceived Teaching Practice and Its Prediction of Student Engagement in Singapore

ERIC Educational Resources Information Center

Luo, Wenshu

2017-01-01

This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice,…

Student Engagement with Computer-Generated Feedback: A Case Study

ERIC Educational Resources Information Center

Zhang, Zhe

2017-01-01

In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…

Monitoring Student Engagement for Intercollegiate Athletics Program Review

ERIC Educational Resources Information Center

Symonds, Matthew L.

2009-01-01

Purpose: The purpose of this study is to examine the impact that athletics participation in both revenue and non-revenue intercollegiate sport had on the engagement of students as measured by the "National Survey of Student Engagement." In addition, the study reported results to the institution's athletics department for application as a…

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.

PubMed

Ruzek, Erik A; Hafen, Christopher A; Allen, Joseph P; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C

2016-04-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

PubMed Central

Ruzek, Erik A.; Hafen, Christopher A.; Allen, Joseph P.; Gregory, Anne; Mikami, Amori Yee; Pianta, Robert C.

2017-01-01

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools. PMID:28190936

`Not hard to sway': a case study of student engagement in two large engineering classes

NASA Astrophysics Data System (ADS)

Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

The Contributions of Living-Learning Programs on Developing Sense of Civic Engagement in Undergraduate Students

ERIC Educational Resources Information Center

Rowan-Kenyon, Heather; Soldner, Matt E.; Kurotsuchi Inkelas, Karen

2008-01-01

This study examines the influence of elements of the college experience, specifically participation in a living-learning (L/L) program, on students' self-reported sense of civic engagement. The researchers examined a nationally representative sample of students (n = 1,474) including those who participated in civic engagement themed L/L programs,…

The Effects of a Virtual Tutee System on Academic Reading Engagement in a College Classroom

ERIC Educational Resources Information Center

Park, Seung Won; Kim, ChanMin

2016-01-01

Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of tutor and teach a virtual tutee, the virtual tutee system (VTS). This research examined the…

A Conceptual Model and Set of Instruments for Measuring Student Engagement in Learning

ERIC Educational Resources Information Center

Goldspink, Christopher; Foster, Margot

2013-01-01

This work has its origins with research into the effects of pedagogy on student engagement and learning outcomes. It summarises the development of self-report and observation instruments for measuring student engagement suitable for early years to senior secondary. The measures are sensitive to the context and experience of learning rather than,…

Effects of digital game-based learning on student engagement and academic achievement

NASA Astrophysics Data System (ADS)

Little, Timothy W.

This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.

An innovative strategy in evaluation: using a student engagement framework to evaluate a role-based simulation.

PubMed

Smith, Morgan; Warland, Jane; Smith, Colleen

2012-03-01

Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives. Copyright 2012, SLACK Incorporated.

Using the Partial Credit Model to Evaluate the Student Engagement in Mathematics Scale

ERIC Educational Resources Information Center

Leis, Micela; Schmidt, Karen M.; Rimm-Kaufman, Sara E.

2015-01-01

The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The…

Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course

ERIC Educational Resources Information Center

Salemi, Michael K.

2009-01-01

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how…

Assessing ageist behaviours in undergraduate nursing students using the Relating to Older People Evaluation (ROPE) survey.

PubMed

Frost, Jane; Ranse, Kristen; Grealish, Laurie

2016-03-01

To describe the prevalence of ageist behaviours amongst first-year undergraduate nursing students. A cross-sectional survey design. The Relating to Older People Evaluation (ROPE) survey was administered to first-year undergraduate nursing students in one Australian university. One hundred and eighty-five students responded (response rate (RR) 85.3%). Up to 97.8% of students reported engaging in some ageist behaviours, with positive ageist behaviours ranked highest. Up to 87.5% of the cohort reported engaging in negative behaviours, such as talking slow and loud to an older person. Most students (63.2%) indicated that they would work in aged care in the future. Nursing students report engaging in ageist behaviours that can have a negative effect on their future relationships with older patients. The ROPE survey can be used to make collective ageist behaviours explicit to students. Combining explicit collective information on ageist behaviours with educational strategies is proposed to address ageism in undergraduate nursing curricula. © 2015 AJA Inc.

Experiences That Matter: Enhancing Student Learning and Success. Annual Report 2007

ERIC Educational Resources Information Center

National Survey of Student Engagement, 2007

2007-01-01

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational…

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Student engagement in first year of an ICT degree: staff and student perceptions

NASA Astrophysics Data System (ADS)

Sheard, Judy; Carbone, Angela; Hurst, A. J.

2010-03-01

This article reports on a study of student engagement in the first year of their undergraduate information and communication technology (ICT) degree at an Australian university. The study was conducted at Monash University in the four undergraduate ICT degrees of the Faculty of Information Technology. The study draws on data collected from staff and students using interviews and a start of semester survey. Three aspects of engagement broadly classified as behavioural, cognitive and affective are used as a framework to analyse the data. Results show that staff perceived students as demonstrating low levels of engagement in their university study. Students presented many reasons to explain the nature and extent of their engagement. Many of their reasons relate to studying in an educational landscape of changing lifestyles and work patterns and a strong reliance on technology to support their learning. This article re-conceptualises the undergraduate student learning experience in the current tertiary climate. Implications of the perceived lack of student engagement are discussed and recommendations are made for ways to increase the level of student engagement.

Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

PubMed

Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

2016-12-01

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Predicting self-reported research misconduct and questionable research practices in university students using an augmented Theory of Planned Behavior

PubMed Central

Rajah-Kanagasabai, Camilla J.; Roberts, Lynne D.

2015-01-01

This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18–53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices. PMID:25983709

Predicting self-reported research misconduct and questionable research practices in university students using an augmented Theory of Planned Behavior.

PubMed

Rajah-Kanagasabai, Camilla J; Roberts, Lynne D

2015-01-01

This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18-53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices.

Measuring and improving student engagement in clinical training.

PubMed

Lee, Simin; Valtis, Yannis K; Jun, Tomi; Wang, David; Zhang, Biqi; Chung, Esther H; Yu, Amy; Williams, Rachael; Cohen, Marya J

2018-01-01

Volunteer service learning activities, including Student Run Clinics (SRCs), are becoming an increasingly popular extracurricular component of medical education. While there are reports that student clinicians generally enjoy their educational experiences at SRCs, it is not understood how to optimize and measure student engagement in them. To identify key drivers of student engagement a tool was created to measure volunteer experience at the Crimson Care Collaborative (CCC), a primary care SRC. CCC volunteers were asked to complete an online engagement survey. Cross-sectional survey data were collected for 149 CCC volunteers (53% response rate). Multivariate linear regression showed that overall 'likelihood to recommend CCC to a friend' was significantly associated with students' perception of the clarity of their role within the clinic, frequency of interprofessional interactions, and overall quality of medical education. Students who volunteer more frequently and for longer periods of time had higher engagement scores. Measuring engagement is feasible in volunteer settings. Engagement appears to be dependent on both structural and experiential components. Easily modifiable components of job design (role definition, expected frequency of volunteering), are key drivers of volunteer engagement.

Relationship between Engagement and Satisfaction among Seniors at a Mid-South Land Grant University

ERIC Educational Resources Information Center

Johnson, Donald M.; Edgar, Leslie D.; Shoulders, Catherine W.; Graham, Donna L.; Rucker, K. Jill

2016-01-01

Data from the 2013 administration of the National Survey of Student Engagement (NSSE) were analyzed to determine the relationship between the 10 NSSE engagement indicators and student satisfaction for seniors (n = 1200) attending a mid-south land grant university. Seniors reported engaging in 7 of 10 indicators often or quite a bit and rated an…

Polydrug use among college students in Brazil: a nationwide survey.

PubMed

Oliveira, Lúcio Garcia de; Alberghini, Denis Guilherme; Santos, Bernardo dos; Andrade, Arthur Guerra de

2013-01-01

To estimate the frequency of polydrug use (alcohol and illicit drugs) among college students and its associations with gender and age group. A nationwide sample of 12,544 college students was asked to complete a questionnaire on their use of drugs according to three time parameters (lifetime, past 12 months, and last 30 days). The co-use of drugs was investigated as concurrent polydrug use (CPU) and simultaneous polydrug use (SPU), a subcategory of CPU that involves the use of drugs at the same time or in close temporal proximity. Almost 26% of college students reported having engaged in CPU in the past 12 months. Among these students, 37% had engaged in SPU. In the past 30 days, 17% college students had engaged in CPU. Among these, 35% had engaged in SPU. Marijuana was the illicit drug mostly frequently used with alcohol (either as CPU or SPU), especially among males. Among females, the most commonly reported combination was alcohol and prescribed medications. A high proportion of Brazilian college students may be engaging in polydrug use. College administrators should keep themselves informed to be able to identify such use and to develop educational interventions to prevent such behavior.

A Report on the National Survey of Student Engagement. Research Brief.

ERIC Educational Resources Information Center

Whitfield, Christina E.

Kentucky's 8 public universities participated in the 2001 National Survey of Student Engagement (NSSE) as part of a consortium organized by the Kentucky Council on Postsecondary Education. The NSSE measures student activities that studies have shown to be critically important to student learning and development. Nationally, more than 105,000…

Safe, Affirming, and Productive Spaces: Classroom Engagement among Latina High School Students

ERIC Educational Resources Information Center

Cooper, Kristy S.

2013-01-01

Responding to recent reports that Latina students often lack feelings of belonging at school and are dropping out in increasing numbers, this study explores how classroom environments influence engagement or disengagement among Latina students. Through case studies with five Latina 10th-grade students, this research examines how variations in the…

Relation between Academic Performance and Students' Engagement in Digital Learning Activities

ERIC Educational Resources Information Center

Bertheussen, Bernt Arne; Myrland, Øystein

2016-01-01

This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

Student Engagement and Marketing Classes

ERIC Educational Resources Information Center

Taylor, Steven A.; Hunter, Gary L.; Melton, Horace; Goodwin, Stephen A.

2011-01-01

A study is reported that investigates the goals underlying undergraduate students' engagement in their major classes, nonmajor classes, and in extracurricular activities. The qualitative study employs both focus groups and goal-mapping exercises. The results suggest that students tend to focus on utilitarian, attribute-level considerations mainly…

Undergraduate Research as Engaged Student Learning

ERIC Educational Resources Information Center

Wolf, Lorraine W.

2018-01-01

This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…

Evaluating the use of twitter as a tool to increase engagement in medical education.

PubMed

Diug, Basia; Kendal, Evie; Ilic, Dragan

2016-01-01

Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media's potential to increase student interaction and engagement. To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content. First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student's t-test. A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers. Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.

The Effects of Differentiated Instruction on Motivation and Engagement in Fifth-Grade Gifted Math and Music Students

ERIC Educational Resources Information Center

Martin, Merissa R.; Pickett, Matt T.

2013-01-01

The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites…

Improving Elementary Students' Engagement during Independent Reading through Teacher Conferencing, Teacher Modeling, and Student Choice

ERIC Educational Resources Information Center

Carey, Jenna L.; Howard, Cameron C.; Leftwich, Rebecca J.

2013-01-01

The purpose of this action research project report was to increase engagement during independent reading for 32 fourth-grade students and 26 seventh-grade science students. At Site A, data was collected from August 27, 2012 through December 14, 2012. At Site B, data was collected from September 24, 2012 through December 14, 2012. Students'…

The active engagement model of applied ethics as a structure for ethical reflection in the context of course-based service learning.

PubMed

Nesbit, Kathryn C; Jensen, Gail M; Delany, Clare

2018-01-01

The purpose of this case report is to explore the active engagement model as a tool to illuminate the ethical reflections of student physical therapists in the context of service learning in a developing country. The study participants were a convenience sample of six students. The study design is a case report using a phenomenological perspective. Data were collected from students' narrative writing and semi-structured interviews. The steps of the active engagement model provided the structural framework for student responses. The analysis process included open coding, selective coding, and member checking. Results showed the emergence of two main themes: 1) gathering rich detail and 2) developing independent moral identity. Students' descriptions of their relationships were detailed and included explanations about the complexities of the sociocultural context. Independent and deliberate agency was evident by the students' preparedness to be collaborative, to raise ethical questions, to identify ethically important aspects of their practice and to describe their professional roles. The students noted that the use of the model increased their engagement in the ethical decision-making process and their recognition of ethical questions. This case report illustrates attributes of the active engagement model which have implications for teaching ethical reflection: scaffolding for ethical reflection, use of narrative for reflection, reflection in action, and illumination of relevant themes. Each of these attributes leads to the development of meaningful ethical reflection. The attributes of this model shown by this case report have potential applications to teaching ethical reflection.

Air Force Instructor Evaluation Enhancement: Effective Teaching Behaviors and Assessment Procedures

DTIC Science & Technology

1989-08-01

importantly, the student engagement rate. From these data it was possible for Crawford et al. (1978) to identify behaviors that have potential for...Brophy & Evertson, 1976). Moderate to High Success Rate A crucial aspect of research that has investigated task orientation and student engagement has been...orientation and student engagement reported above are highly related to level of difficulty--or success rate. The findings consistently point out that

Undergraduate Learning through Engaged Scholarship and University-Community Partnerships

ERIC Educational Resources Information Center

Tarantino, Kristen L.

2017-01-01

The impact of university-community partnerships and involvement in engaged scholarship on student learning was examined through in-depth interviews with undergraduate members of a student-led, community-based research organization at a selective mid-Atlantic university. Students reported benefits of participation that included increasing critical…

Mentoring and Argumentation in a Game-Infused Science Curriculum

NASA Astrophysics Data System (ADS)

Gould, Deena L.; Parekh, Priyanka

2018-04-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.

Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J.

2013-01-01

We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with other classroom activities. Data were collected with the…

Reading Motivation and Engagement at a Rural Georgia High School

ERIC Educational Resources Information Center

Winfree, Linda

2013-01-01

As college and workplace success becomes increasingly dependent on reading, parents and educators have become more interested in how to engage students in reading. Teachers at a rural Georgia high school have reported that students are reluctant to engage in academic reading. Guided by previous research on the factors that promote or discourage…

A comparative study of campus experiences of college students with mental illnesses versus a general college sample.

PubMed

Salzer, Mark S

2012-01-01

Examine campus experiences and relationships of college students with mental illnesses compared to general student norms using the College Student Experiences Questionnaire to understand potential sources of distress and retention issues. Responses were obtained from 449 former and current students with mental illnesses from more than 300 colleges and universities around the country. Participants completed an online survey available from July 2005 to July 2006. Multivariate analysis of variance and t test results indicate that college students with mental illnesses report less engagement on campus and poorer relationships, and that these factors were associated with lower graduation rates. Students reporting they were treated differently "most of the time" because of a mental illness had the lowest levels of engagement and poorest relationships. More attention is needed to developing interventions that enhance social functioning and engagement and address stigma on campus in order to reduce distress and enhance retention.

Enhancing Learning Using 3D Printing: An Alternative to Traditional Student Project Methods

ERIC Educational Resources Information Center

McGahern, Patricia; Bosch, Frances; Poli, DorothyBelle

2015-01-01

Student engagement during the development of a three-dimensional visual aid or teaching model can vary for a number of reasons. Some students report that they are not "creative" or "good at art," often as an excuse to justify less professional outcomes. Student engagement can be low when using traditional methods to produce a…

Engaging Students as Co-Lecturers in Information Systems and Technology Courses

ERIC Educational Resources Information Center

Zheng, Jack G.; Li, Zhigang

2016-01-01

Engaging students in the learning process is critical to their learning experience. One common practice is to have students do the work and report it back in classroom as presentations. However, many of these presentations are solely presented by students and are crowded into specific presentation class sessions. This is suboptimal in achieving a…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Engaging Students in Learning: An Application with Quantitative Psychology

ERIC Educational Resources Information Center

Harlow, Lisa L.; Burkholder, Gary J.; Morrow, Jennifer A.

2006-01-01

In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peer-mentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented…

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students' motivation, behavioral engagement, and social anxiety.

PubMed

Gairns, Felicity; Whipp, Peter R; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students' relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students' perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE.

Using collective argumentation to engage students in a primary mathematics classroom

NASA Astrophysics Data System (ADS)

Brown, Raymond

2017-02-01

This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.

Transforming Higher Education and Student Engagement through Collaborative Review to Inform Educational Design

ERIC Educational Resources Information Center

von Konsky, Brian R.; Martin, Romana; Bolt, Susan; Broadley, Tania; Ostashewski, Nathaniel

2014-01-01

This paper reports on staff perceptions arising from a review process designed to assist staff in making informed decisions regarding educational design, approaches to engage students in learning, and the technology to support engagement in the classroom and across multiple locations and delivery modes. The aim of the review process was to…

Parental Involvement, Student Active Engagement and the "Secondary Slump" Phenomenon--Evidence from a Three-Year Study in a Barbadian Secondary School

ERIC Educational Resources Information Center

Marshall, Ian A.; Jackman, Grace-Anne

2015-01-01

This study examined the relationship between parental involvement and a proximal student academic outcome-active engagement, for a cohort of 160 students on their transition to secondary school and at three subsequent time periods. The student-reported measures were assessed using the Hoover-Dempsey and Sandler (2005) instrument. Results provide…

Trickle-Down Accountability: How Middle School Teachers Engage Students in Data Use

ERIC Educational Resources Information Center

Marsh, Julie A.; Farrell, Caitlin C.; Bertrand, Melanie

2016-01-01

Despite a growing body of research on data use in education, there has been relatively little focus on the role of students. This article begins to fill this gap by exploring teacher and administrator reports on engaging students in data use at six middle schools. Even though teachers expressed a belief that involving students in data use would…

Why Engaging in Mathematical Practices May Explain Stronger Outcomes in Affect and Engagement: Comparing Student-Driven with Highly Guided Inquiry

ERIC Educational Resources Information Center

Sengupta-Irving, Tesha; Enyedy, Noel

2015-01-01

This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of…

Contributions of psychological needs, self-compassion, leisure-time exercise, and achievement goals to academic engagement and exhaustion in Canadian medical students.

PubMed

Babenko, Oksana; Mosewich, Amber; Abraham, Joseph; Lai, Hollis

2018-01-01

To investigate the contributions of psychological needs (autonomy, competence, and relatedness) and coping strategies (self-compassion, leisure-time exercise, and achievement goals) to engagement and exhaustion in Canadian medical students. This was an observational study. Two hundred undergraduate medical students participated in the study: 60.4% were female, 95.4% were 20-29 years old, and 23.0% were in year 1, 30.0% in year 2, 21.0% in year 3, and 26.0% in year 4. Students completed an online survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory-student version; autonomy, competence, and relatedness from the Basic Psychological Needs Scale; self-compassion from the Self-Compassion Scale-short form; leisure-time exercise from the Godin Leisure-Time Exercise Questionnaire; and mastery approach, mastery avoidance, performance approach, and performance avoidance goals from the Achievement Goals Instrument. Descriptive and inferential analyses were performed. The need for competence was the strongest predictor of student engagement (β= 0.35, P= 0.000) and exhaustion (β= -0.33, P= 0.000). Students who endorsed mastery approach goals (β= 0.21, P= 0.005) and who were more self-compassionate (β= 0.13, P= 0.050) reported greater engagement with their medical studies. Students who were less self-compassionate (β= -0.32, P= 0.000), who exercised less (β= -0.12, P= 0.044), and who endorsed mastery avoidance goals (β= 0.22, P= 0.003) reported greater exhaustion from their studies. Students' gender (β= 0.18, P= 0.005) and year in medical school (β= -0.18, P= 0.004) were related to engagement, but not to exhaustion. Supporting students' need for competence and raising students' awareness of self-compassion, leisure-time exercise, and mastery approach goals may help protect students from burnout-related exhaustion and enhance their engagement with their medical school studies.

Mentoring and Argumentation in a Game-Infused Science Curriculum

ERIC Educational Resources Information Center

Gould, Deena L.; Parekh, Priyanka

2018-01-01

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the…

Stereogame: An Interactive Computer Game That Engages Students in Reviewing Stereochemistry Concepts

ERIC Educational Resources Information Center

da Silva, Jose´ Nunes, Jr.; Lima, Mary Anne Sousa; Moreira, Joao Victor Xerez; Alexandre, Francisco Serra Oliveira; de Almeida, Diego Macedo; de Oliveira, Maria da Conceicao Ferreira; Leite, Antonio Jose´ Melo, Jr.

2017-01-01

This report provides information about an interactive computer game that allows undergraduate students to review individually stereochemistry topics in an engaging way by responding to 230 novel questions distributed at three difficulty levels. Responses from students and instructors who have played the game have been quite positive. Stereogame is…

Enhancing Students' Engagement: Report of a 3-Year Intervention with Middle School Teachers

ERIC Educational Resources Information Center

Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Trucano, Meg; Fulmer, Sara M.

2014-01-01

All teachers (N = 32) at one middle school participated in a university-led intervention to improve student engagement. Teachers discussed four principles of motivation and related instructional strategies. Teachers enacted instructional strategies in their classrooms. We observed six randomly selected teachers and their students over 3 years.…

Student-Described Engagement with Text: Insights Are Discovered from Fourth Graders

ERIC Educational Resources Information Center

Weih, Timothy G.

2014-01-01

This article reports on a research study investigating student-described engagement with self-selected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to…

Using Game Mechanics to Increase Graduate Student Engagement with Library Resources

ERIC Educational Resources Information Center

Manson, Sharon K.

2017-01-01

The purpose of the current study was to determine whether adding gamification to a doctoral level class would improve 1) students' self-reported feelings of motivation, competency, and engagement, and 2) knowledge of the library resources available to complete research. Twenty-one students agreed to participate and completed the pretest survey.…

Effects of a Classroom Intervention on Academic Engagement of Elementary School Students with Anxiety

ERIC Educational Resources Information Center

Leatham, Lychelle

2017-01-01

This study evaluated the impact of anxiety reduction on academic engagement for eight students experiencing significant anxiety in grades three through five. All participating students showed high anxiety levels that appeared to be impacting performance on at least one academic task in the classroom, according to teacher report. Student…

Engaging Students in Early Exploration of Nanoscience Topics Using Hands-On Activities and Scanning Tunneling Microscopy

ERIC Educational Resources Information Center

Furlan, Ping Y.

2009-01-01

This manuscript reports on efforts to introduce beginning college students to the modern nanoscience field. These include: implementing selected experiments into sequencing core first-year and second-year chemistry laboratory courses; providing students with a first research experience; and engaging them in service learning and outreach programs…

Assessment and comparison of student engagement in a variety of physiology courses.

PubMed

Hopper, Mari K

2016-03-01

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including 100-level Anatomy and Physiology 1, 300-level Animal Physiology, 400-level Advanced Physiology, and 500-level Medical Physiology courses. The results indicated that SENG did not vary consistently by course level, format, or curriculum. The highest levels of SENG were found in the Advanced Physiology course, which included SENG as a primary objective of the course. Physiology student SENG scores were compared with National Survey of Student Engagement (NSSE) scores. The results demonstrated that physiology students enrolled in the Anatomy and Physiology 1 course reported lower levels of SENG than first-year students that completed the NSSE. Students enrolled in the Advanced Physiology course reported higher levels of SENG than fourth-year students that completed the NSSE. Assessment of SENG offers insights as to how engaged students are, identifies where efforts may best be applied to enhance SENG, and provides a baseline measure for future comparisons after targeted course modifications. Copyright © 2016 The American Physiological Society.

Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modelling Approach

ERIC Educational Resources Information Center

Harbaugh, Allen G.; Cavanagh, Robert F.

2012-01-01

This report is about the second of two phases in an investigation into associations between student engagement in classroom learning and the classroom-learning environment. Whereas the first phase utilized Rasch modelling (Cavanagh, 2012), this report uses latent variable modelling to explore the data. The investigations in both phases of this…

Associations between the Classroom Learning Environment and Student Engagement in Learning 1: A Rasch Model Approach

ERIC Educational Resources Information Center

Cavanagh, Rob

2012-01-01

This report is about one of two phases in an investigation into associations between student engagement in classroom learning and the classroom learning environment. Both phases applied the same instrumentation to the same sample. The difference between the phases was in the measurement approach applied. This report is about application of the…

Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement.

PubMed

Hughes, Jan N; Cao, Qian

2018-04-01

Using piece-wise longitudinal trajectory analysis, this study investigated trajectories of teacher-reported warmth and conflict in their relationships with students 4years prior to and 3years following the transition to middle school in a sample of 550 academically at-risk and ethnically diverse adolescents. At the transition to middle school, teacher reports of warmth showed a significant drop (shift in intercept), above age-related declines. Both warmth and conflict declined across the middle school years. Structural equation modeling (SEM) tested effects of the shifts in intercept and the post-transition slopes on reading and math achievement, teacher-rated engagement, and student-reported school belonging 3years post-transition, above pre-transition levels of the outcome. For warmth, a drop in intercept predicted lower math scores and engagement, and a more positive slope predicted higher engagement. For conflict, an increase in intercept and a negative slope predicted lower engagement. Implications of findings for reducing normative declines in academic engagement in middle school are discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Health perceptions, self and body image, physical activity and nutrition among undergraduate students in Israel.

PubMed

Korn, Liat; Gonen, Ester; Shaked, Yael; Golan, Moria

2013-01-01

This study examines health perceptions, self and body image, physical exercise and nutrition among undergraduate students. A structured, self-reported questionnaire was administered to more than 1500 students at a large academic institute in Israel. The study population was heterogenic in both gender and fields of academic study. High correlations between health perceptions, appropriate nutrition, and positive self and body image were found. The relationships between these variables differed between the subpopulation in the sample and the different genders. Engagement in physical exercise contributed to positive body image and positive health perceptions more than engagement in healthy nutrition. Nutrition students reported higher frequencies of positive health perceptions, positive self and body image and higher engagement in physical exercise in comparison to all other students in the sample. This study suggests, as have many before, that successful health promotion policy should reflect a collectivist rather than an individualist ethos by providing health prerequisites through a public policy of health-promotion, where the academic settings support a healthy lifestyle policy, by increasing availability of a healthy, nutritious and varied menu in the cafeterias, and offering students various activities that enhance healthy eating and exercise. IMPLICATIONS AND CONTRIBUTION: This study examined health perceptions, self-image, physical exercise and nutrition among undergraduate students and found high correlations between these topics. Nutrition students reported higher frequencies of positive health perceptions, and positive self and body image and engaged more in physical exercise when compared with all other students in the sample.

The Role of Challenge in Students' Engagement and Competence in High School Science Classrooms: Hispanic and Non-Hispanic Whites Compared

ERIC Educational Resources Information Center

Schmidt, Jennifer A.; Kackar-Cam, Hayal Z.; Strati, Anna D.; Shumow, Lee

2015-01-01

This study explores the associations of ethnicity and perceived challenge with high-school students' academic engagement and perceived competence in science. Data were collected through a variant of the Experience Sampling Method in which participants reported on their levels of engagement, perceived competence, and challenge while in science…

Teacher student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement

PubMed Central

Wu, Jiun-yu; Hughes, Jan N.; Kwok, Oi-man

2010-01-01

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second and third grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with reports of others: Congruent positive, Congruent Negative, Incongruent Child Negative and Incongruent Child Positive. The cluster solution evidenced good internal consistency and construct validity. Cluster membership predicted growth trajectories for teacher-rated engagement and standardized achievement scores over the following three years, above prior performance. The predictive associations between child reports of teacher support and conflict and outcomes depended on whether child reports were consistent or inconsistent with reports of others. Study findings have implications for theory development, assessment of teacher-student relationships, and teacher professional development. PMID:20728688

School Physics Teacher Class Management, Laboratory Practice, Student Engagement, Critical Thinking, Cooperative Learning and Use of Simulations Effects on Student Performance

ERIC Educational Resources Information Center

Riaz, Muhammad

2015-01-01

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary…

Conceptual Issues in Quantifying Unusualness and Conceiving Stochastic Experiments: Insights from Students' Experiences in Designing Sampling Simulations

ERIC Educational Resources Information Center

Saldanha, Luis

2016-01-01

This article reports on a classroom teaching experiment that engaged a group of high school students in designing sampling simulations within a computer microworld. The simulation-design activities aimed to foster students' abilities to conceive of contextual situations as stochastic experiments, and to engage them with the logic of hypothesis…

Psychometric Properties and Confirmatory Factor Analysis of the Student Engagement in School Success Skills

ERIC Educational Resources Information Center

Brigman, Greg; Wells, Craig; Webb, Linda; Villares, Elizabeth; Carey, John C.; Harrington, Karen

2015-01-01

This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students' use of strategies and skills associated with enhanced academic learning and achievement.

'Not Hard to Sway': A Case Study of Student Engagement in Two Large Engineering Classes

ERIC Educational Resources Information Center

Shekhar, Prateek; Borrego, Maura

2018-01-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This…

Research and Mapping for MCEECDYA Project: Student Academic Engagement. Report 2012

ERIC Educational Resources Information Center

Ure, Christine; Gray, Jan

2012-01-01

The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…

Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2015

ERIC Educational Resources Information Center

National Survey of Student Engagement, 2015

2015-01-01

In 2015, the National Survey of Student Engagement (NSSE) collected responses from more than 315,000 first-year and senior students attending 585 bachelor's degree-granting colleges and universities in the United States and Canada. This report presents selected NSSE results from students at 541 U.S. institutions or subsets of that group where…

Student Engagement in First Year of an ICT Degree: Staff and Student Perceptions

ERIC Educational Resources Information Center

Sheard, Judy; Carbone, Angela; Hurst, A. J.

2010-01-01

This article reports on a study of student engagement in the first year of their undergraduate information and communication technology (ICT) degree at an Australian university. The study was conducted at Monash University in the four undergraduate ICT degrees of the Faculty of Information Technology. The study draws on data collected from staff…

A Course in Evolutionary Biology: Engaging Students in the "Practice" of Evolution. Research Report.

ERIC Educational Resources Information Center

Passmore, Cynthia; Stewart, James

Recent education reform documents emphasize the need for students to develop a rich understanding of evolution's power to integrate knowledge of the natural world. This paper describes a nine-week high school course designed to help students understand evolutionary biology by engaging them in developing, elaborating, and using Charles Darwin's…

Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

ERIC Educational Resources Information Center

Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

2013-01-01

This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

Motivating Students through Positive Learning Experiences: A Comparison of Three Learning Designs for Computer Programming Courses

ERIC Educational Resources Information Center

Lykke, Marianne; Coto, Mayela; Jantzen, Christian; Mora, Sonia; Vandel, Niels

2015-01-01

Based on the assumption that wellbeing, positive emotions and engagement influence motivation for learning, the aim of this paper is to provide insight into students' emotional responses to and engagement in different learning designs. By comparing students' reports on the experiential qualities of three different learning designs, their…

College students coping with interpersonal stress: Examining a control-based model of coping.

PubMed

Coiro, Mary Jo; Bettis, Alexandra H; Compas, Bruce E

2017-04-01

The ways that college students cope with stress, particularly interpersonal stress, may be a critical factor in determining which students are at risk for impairing mental health disorders. Using a control-based model of coping, the present study examined associations between interpersonal stress, coping strategies, and symptoms. A total of 135 undergraduate students from 2 universities. Interpersonal stress, coping strategies, depression, anxiety, and somatization were assessed via self-report. Students reporting more interpersonal stress reported more depression, anxiety, and somatization, and they reported less use of engagement coping strategies and greater use of disengagement coping strategies. Engagement coping strategies accounted for a significant portion of the association between interpersonal stress and mental health symptoms. Unexpectedly, coping strategies did not moderate the association between stress and mental health symptoms. Interventions designed to improve students' coping strategies may be an effective way to reduce mental health problems on college campuses.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

PubMed Central

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

An Action Research Study into the Role of Student Negotiation in Enhancing Perceived Student Engagement during English Speaking Classes at University Level in Turkey

ERIC Educational Resources Information Center

Uztosun, Mehmet Sercan; Skinner, Nigel; Cadorath, Jill

2018-01-01

A major issue in English language teaching in Turkey and other monolingual countries is the teaching of spoken English. This article reports the initial and final stages of an action research study which used student negotiation to enhance student engagement in speaking classes. The research was conducted in the English Language Teaching…

Increasing Engagement in Science through an Authentic Crop Protection Experiment for Year 9 School Students Working with Scientists

ERIC Educational Resources Information Center

Oliver, Richard; Rybak, Kasia; Gruber, Cornelia; Nicholls, Graeme; Roberts, Graeme; Mengler, Janet; Oliver, Mary

2011-01-01

Practical work is often considered to be a highlight of science classes for students. However, there are few opportunities for students to engage in an investigation which is situated in a real world problem and students are required to contribute their own ideas to the design and conduct of an experiment. This paper reports on a Scientists in…

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

PubMed Central

Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.

2018-01-01

A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses.

PubMed

Weber, K Scott; Bridgewater, Laura C; Jensen, Jamie L; Breakwell, Donald P; Nielsen, Brent L; Johnson, Steven M

2018-01-01

A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses.

A systems approach to implementation of eLearning in medical education: five MEPI schools' journeys.

PubMed

Vovides, Yianna; Chale, Selamawit Bedada; Gadhula, Rumbidzayi; Kebaetse, Masego B; Nigussie, Netsanet Animut; Suleman, Fatima; Tibyampansha, Dativa; Ibrahim, Glory Ramadhan; Ntabaye, Moshi; Frehywot, Seble; Nkomazana, Oathokwa

2014-08-01

How should eLearning be implemented in resource-constrained settings? The introduction of eLearning at four African medical schools and one school of pharmacy, all part of the Medical Education Partnership Initiative (MEPI) eLearning Technical Working Group, highlighted the need for five factors essential for successful and sustainable implementation: institutional support; faculty engagement; student engagement; technical expertise; and infrastructure and support systems. All five MEPI schools reported strengthening technical expertise, infrastructure, and support systems; four schools indicated that they were also successful in developing student engagement; and three reported making good progress in building institutional support. Faculty engagement was the one core component that all five schools needed to enhance.

Do schools influence student risk-taking behaviors and emotional health symptoms?

PubMed

Denny, Simon J; Robinson, Elizabeth M; Utter, Jennifer; Fleming, Theresa M; Grant, Sue; Milfont, Taciano L; Crengle, Sue; Ameratunga, Shanthi N; Clark, Terryann

2011-03-01

Many schools engage in health promotion, health interventions, and services aimed at improving the health and well-being outcomes for students. The purpose of this study was to examine the effects of schools on student health risk-taking behaviors and depressive symptoms. A nationally representative sample (n = 9,056) of students from 96 secondary schools completed a health and well-being survey using Internet Tablets that included questions on school climate, health risk-taking behaviors, and mental health. Teachers (n = 2,901) and school administrators (n = 91) completed questionnaires on aspects of the school climate which included teacher well-being and burnout, the staff work environment, health and welfare services for students, and school organizational support for student health and well-being. Multilevel models were used to estimate school effects on the health risk-taking behaviors and depression symptoms among students. Schools where students reported a more positive school climate had fewer students with alcohol use problems, and fewer students engaging in violence and risky motor vehicle behaviors. Schools where teachers reported better health and welfare services for students had fewer students engaging in unsafe sexual health behaviors. Schools where teachers reported higher levels of well-being had fewer students reporting significant levels of depressive symptoms. More positive school climates and better school health and welfare services are associated with fewer health risk-taking behaviors among students. However, the overall school effects were modest, especially for cigarette use and suicidal behaviors. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Creating a Model for High Impact Practices at a Large, Regional, Comprehensive University: A Case Study

ERIC Educational Resources Information Center

McMahan, Shari

2008-01-01

Student engagement in High Impact Practices (HIPs) has been gaining the attention of higher education leaders and researchers. When students are actively engaged in the learning process they report greater gains in learning and personal development. Students involved in HIPs show better retention, higher GPA and succeed in graduating college in a…

Students' Knowledge Construction in Small Groups in the Seventh Grade Biology Laboratory: Verbal Communication and Physical Engagement.

ERIC Educational Resources Information Center

She, Hsiao-Ching

1999-01-01

Reports on a study of seventh-grade students' interactions in small groups during a biology laboratory activity. Finds that girls have the potential to perform equally as well as do boys in the science laboratory and that both individual and gender differences contribute to students' differential verbal communication and laboratory engagement.…

Active Learning and Student Engagement in the Business Curriculum: Excel Can Be the Answer

ERIC Educational Resources Information Center

McCloskey, Donna W.; Bussom, Lisa

2013-01-01

Business educators are struggling with how better to engage their students in the learning process. At the same time, stakeholders are reporting that business students are ill prepared in problem solving techniques and the effective use of spreadsheets. The systemic use of Excel as a teaching tool in the business curriculum may be the answer to…

Health Perceptions, Self and Body Image, Physical Activity and Nutrition among Undergraduate Students in Israel

PubMed Central

Korn, Liat; Gonen, Ester; Shaked, Yael; Golan, Moria

2013-01-01

Purpose This study examines health perceptions, self and body image, physical exercise and nutrition among undergraduate students. Methods A structured, self-reported questionnaire was administered to more than 1500 students at a large academic institute in Israel. The study population was heterogenic in both gender and fields of academic study. Results High correlations between health perceptions, appropriate nutrition, and positive self and body image were found. The relationships between these variables differed between the subpopulation in the sample and the different genders. Engagement in physical exercise contributed to positive body image and positive health perceptions more than engagement in healthy nutrition. Nutrition students reported higher frequencies of positive health perceptions, positive self and body image and higher engagement in physical exercise in comparison to all other students in the sample. Conclusions This study suggests, as have many before, that successful health promotion policy should reflect a collectivist rather than an individualist ethos by providing health prerequisites through a public policy of health-promotion, where the academic settings support a healthy lifestyle policy, by increasing availability of a healthy, nutritious and varied menu in the cafeterias, and offering students various activities that enhance healthy eating and exercise. Implications and contribution This study examined health perceptions, self-image, physical exercise and nutrition among undergraduate students and found high correlations between these topics. Nutrition students reported higher frequencies of positive health perceptions, and positive self and body image and engaged more in physical exercise when compared with all other students in the sample. PMID:23516503

Fundamental movement skills and motivational factors influencing engagement in physical activity.

PubMed

Kalaja, Sami; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony

2010-08-01

To assess whether subgroups based on children's fundamental movement skills, perceived competence, and self-determined motivation toward physical education vary with current self-reported physical activity, a sample of 316 Finnish Grade 7 students completed fundamental movement skills measures and self-report questionnaires assessing perceived competence, self-determined motivation toward physical education, and current physical activity. Cluster analysis indicated a three-cluster structure: "Low motivation/low skills profile," "High skills/low motivation profile," and "High skills/high motivation profile." Analysis of variance indicated that students in the third cluster engaged in significantly more physical activity than students of clusters one and two. These results provide support for previous claims regarding the importance of the relationship of fundamental movement skills with continuing engagement in physical activity. High fundamental movement skills, however, may represent only one element in maintaining adolescents' engagement in physical activity.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

PubMed Central

Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

2017-01-01

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed. PMID:29021772

Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students?

PubMed

Gallegos, Cara; Nakashima, Hannah

2018-03-01

Engaging nursing students in theoretical courses, such as research, can be challenging. Innovative instructional strategies are essential to engage nursing students in theoretical nursing courses. This article describes an educational innovation using technology as a tool in an undergraduate nursing research class. All students in the course received iPads for the semester. Lecture material was presented in class using Nearpod, an interactive presentation embedded with slides, multimedia components, and learning activities. Students reported that using the mobile technology helped them minimize off-task activities, interact more with each other and the instructor, solve problems in the class, and develop skills and confidence related to their career. Allowing device use in the classroom, such as iPads and interactive mobile applications, can be a useful learning tool. Intentional use of technology and pedagogy can increase engagement and interaction with students. [J Nurs Educ. 2018;57(3):170-173.]. Copyright 2018, SLACK Incorporated.

The Association between Deliberate Self-harm and College Student Subjective Quality of Life.

PubMed

Zullig, Keith J

2016-03-01

The association between deliberate self-harm (DSH) and domain-based life satisfaction reports and health-related quality of life (HRQOL) was explored simultaneously among college students. Randomly selected participants (N = 723) completed an online survey. Relationships among DSH, 7 life satisfaction domains, and HRQOL (as assessed by mean good physical and mental health days, GHDs) were examined through correlational and general linear modeling procedures with post hoc analyses. DSH was a significant predictor for all life satisfaction domains, overall life satisfaction, and mean GHDs, even after controlling for covariates (p < .0001), with greatest dissatisfaction with friendships and selves. Effect sizes ranged from .42 (living environment) to 1.18 (overall). Students who engaged in DSH reported 15.2 mean GHDs during the past 30 days compared to 20.4 for the referent group (Cohen's d = .63). Those engaging in DSH report greatest dissatisfaction with friendships and selves compared to those not engaging in DSH. Surprisingly, DSH was only weakly associated with satisfaction with family, and behind that of satisfaction with physical appearance, school, and romantic relationships. Lastly, those engaging in DSH experience on average 60 fewer GHDs each year than those not engaging in DSH.

Students' Perceptions of Study Modes

ERIC Educational Resources Information Center

Hagel, Pauline; Shaw, Robin N.

2006-01-01

This paper reports on a survey of how Australian undergraduate students perceive the benefits of broad study modes: face-to-face classes, web-based study, and print-based study. Two benefit types were identified through factor analysis: engagement and functionality. Respondents rated face-to-face classes highest on engagement and print-based study…

The Impact of Changes to Finance-Major Assessment Structures on Student Engagement and Success

ERIC Educational Resources Information Center

Burrow, Michael; McIver, Ron P.

2012-01-01

Analysis of assessment activities that encourage student engagement and attainment of higher-order cognitive outcomes within Bloom's Taxonomy (deep learning; Anderson & Krathwohl, 2001) supports greater use of individual and group presentations, research reports, and open-book exams. Consistent with this analysis this paper outlines changes…

Reading for Pleasure: The Research Paper Reconsidered.

ERIC Educational Resources Information Center

Kotler, Janet

1989-01-01

Describes a research paper assignment in which students choose a controversial news event reported by six to eight newspapers and arrive at a thesis by comparing the accounts. Notes that students become truly engaged with the assignment and that engagement shows itself strongly in the intelligence and life of the papers. (RS)

Media and Information Literacy (MIL) in journalistic learning: strategies for accurately engaging with information and reporting news

NASA Astrophysics Data System (ADS)

Inayatillah, F.

2018-01-01

In the era of digital technology, there is abundant information from various sources. This ease of access needs to be accompanied by the ability to engage with the information wisely. Thus, information and media literacy is required. From the results of preliminary observations, it was found that the students of Universitas Negeri Surabaya, whose major is Indonesian Literature, and they take journalistic course lack of the skill of media and information literacy (MIL). Therefore, they need to be equipped with MIL. The method used is descriptive qualitative, which includes data collection, data analysis, and presentation of data analysis. Observation and documentation techniques were used to obtain data of MIL’s impact on journalistic learning for students. This study aims at describing the important role of MIL for students of journalistic and its impact on journalistic learning for students of Indonesian literature batch 2014. The results of this research indicate that journalistic is a science that is essential for students because it affects how a person perceives news report. Through the reinforcement of the course, students can avoid a hoax. MIL-based journalistic learning makes students will be more skillful at absorbing, processing, and presenting information accurately. The subject influences students in engaging with information so that they can report news credibly.

Surgery 101: evaluating the use of podcasting in a general surgery clerkship.

PubMed

White, J S; Sharma, N; Boora, P

2011-01-01

Provision of learning resources online is rapidly becoming a feature of medical education. This study set out to determine how medical students engaged in a 6-week clerkship in General Surgery would make use of a series of audio podcasts designed to meet their educational objectives. Patterns of use and student learning styles were determined using an anonymous survey. Of the 112 students, 93 responded to the survey (83%); 68% of students reported listening to at least one podcast (average number: six). While students reported listening in a variety of time and places, the majority of students reported listening on a computer in dedicated study time. Of the listeners, 84% agreed the podcasts helped them learn core topics, and over 80% found the recordings interesting and engaging. This study demonstrates that podcasts are an acceptable learning resource for medical students engaged in a surgery clerkship, and can be integrated into existing study habits. We believe that podcasting can help us cater to busy students with a range of learning styles. We have also shown that a free online resource developed by one school can reach a global audience many times larger than its intended target: to date, the 'Surgery 101' podcast series has been downloaded more than 160,000 times worldwide.

Zombies in the Classroom: A Horrific Attempt to Engage Students in Critically Thinking about Turkey's Undead Application to Join the European Union

ERIC Educational Resources Information Center

McCarthy, Linda; Sziarto, Kristin

2015-01-01

This paper reports on an introductory world regional geography course with a role-playing exercise. The goal was to situate students in a form of popular geopolitics that engaged them viscerally with positionality and othering. Students were assigned different positionalities in a liminal active learning environment within a context of fear of…

Using a Simple, Free Voice-over-Internet Protocol Service to Add Interest to Lectures and Enhance Student Engagement

ERIC Educational Resources Information Center

Beaton, Susan J.; Forster, Peter M.

2013-01-01

A large proportion of students in higher education report feeling bored during lectures, for example, Mann and Robinson (2009) put this figure at 60 per cent. This short article reviews our experiences of using a simple, free Voice-over-Internet Protocol (VoIP) service, Skype, to enhance the interest and engagement of students by holding a…

Raising Levels of School Student Engagement and Retention in Rural, Regional and Disadvantaged Areas: Is It a Lost Cause?

ERIC Educational Resources Information Center

Allen, Jeanne Maree; Wright, Suzie; Cranston, Neil; Watson, Jane; Beswick, Kim; Hay, Ian

2018-01-01

This paper reports on the views of key members of the educational community about student engagement and retention in rural, regional and disadvantaged areas of the Australian state of Tasmania. It provides insights into the attributed reasons for the longstanding low levels of student retention in Tasmania, and the possible ways to militate…

Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings

PubMed Central

Henning, Jolene M.; Weidner, Thomas G.; Snyder, Melissa; Dudley, William N.

2012-01-01

Context: Peer-assisted learning (PAL) has been recommended as an educational strategy to improve students' skill acquisition and supplement the role of the clinical instructor (CI). How frequently students actually engage in PAL in different settings is unknown. Objective: To determine the perceived frequency of planned and unplanned PAL (peer modeling, peer feedback and assessment, peer mentoring) in different settings. Design: Cross-sectional study. Setting: Laboratory and collegiate clinical settings. Patients or Other Participants: A total of 933 students, 84 administrators, and 208 CIs representing 52 (15%) accredited athletic training education programs. Intervention(s): Three versions (student, CI, administrator) of the Athletic Training Peer Assisted Learning Survey (AT-PALS) were administered. Cronbach α values ranged from .80 to .90. Main Outcome Measure(s): Administrators' and CIs' perceived frequency of 3 PAL categories under 2 conditions (planned, unplanned) and in 2 settings (instructional laboratory, collegiate clinical). Self-reported frequency of students' engagement in 3 categories of PAL in 2 settings. Results: Administrators and CIs perceived that unplanned PAL (0.39 ± 0.22) occurred more frequently than planned PAL (0.29 ± 0.19) regardless of category or setting (F1,282 = 83.48, P < .001). They perceived that PAL occurred more frequently in the collegiate clinical (0.46 ± 0.22) than laboratory (0.21 ± 0.24) setting regardless of condition or category (F1,282 = 217.17, P < .001). Students reported engaging in PAL more frequently in the collegiate clinical (3.31 ± 0.56) than laboratory (3.26 ± 0.62) setting regardless of category (F1,860 = 13.40, P < .001). We found a main effect for category (F2,859 = 1318.02, P < .001), with students reporting they engaged in peer modeling (4.01 ± 0.60) more frequently than peer mentoring (2.99 ± 0.88) (P < .001) and peer assessment and feedback (2.86 ± 0.64) (P < .001). Conclusions: Participants perceived that students engage in unplanned PAL in the collegiate clinical setting with a stronger inclination toward engagement in peer modeling. Educators should develop planned PAL activities to capitalize on the inherent desire of the students to collaborate with their peers. PMID:22488288

The role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership.

PubMed

Ang, Rebecca P; Huan, Vivien S; Chan, Wei Teng; Cheong, Siew Ann; Leaw, Jia Ning

2015-06-01

Given the robust positive association between gangs and crime, a better understanding of factors related to reported youth gang membership is critical and especially since youth in gangs are a universal concern. The present study investigated the role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership using a large sample of 1027 Singapore adolescents. Results from logistic regression showed that delinquency, proactive aggression, and behavioral school engagement were statistically significant risk factors for reported youth gang membership, and that psychopathy was not related to reported gang membership. Implications for prevention and intervention work with respect to youth gang membership were discussed. In particular, strengthening students' engagement with school and meaningful school-related activities and developing supportive teacher-student relationships are particularly important in working with young people with respect to prevention work. Additionally, the present study's theoretical and empirical contributions were also discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

PubMed

Wagner, Elissa A

2014-06-01

This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.

Active transportation and bullying in Canadian schoolchildren: a cross-sectional study.

PubMed

Cozma, Ioana; Kukaswadia, Atif; Janssen, Ian; Craig, Wendy; Pickett, William

2015-02-07

Bullying is a recognized social problem within child populations. Engagement in childhood bullying often occurs in settings that are away from adult supervision, such as en route to and from school. Bullying episodes may also have a negative impact on school childrens' decisions to engage in active transportation. Using a cross-sectional design, we analyzed reports from the 2009/10 cycle of the Canadian Health Behaviour in School-Aged Children (HBSC) study. Records from this general health survey were obtained for 3,997 urban students in grades 6-10 who lived in close proximity of their school and were hence ineligible for school bussing. Students who indicated walking or bicycling to school were classified as engaged in active transportation. Victims and perpetrators of bullying were defined using standard measures and a frequency cut-off of at least 2-3 times per month. Analyses focused on relations between bullying and active transportation, as well as barriers to active transportation as perceived by young people. 27% of young people indicated being victimized, and 12% indicated that they engaged in bullying. Girls were more likely to be victimized than boys, and younger students were more likely to be victimized than older students. Engagement in active transportation was reported by 63% of respondents, of these, 68% indicated that worrying about bullying on the way to school was an impediment to such transportation methods. Victimization by bullying (adjusted OR = 1.26, 95% CI: 1.00 - 1.59) was reported more frequently by children who used active transportation. Health promotion efforts to promote engagement in active transportation of students to school have obvious value. The potential for modest increases in exposure to bullying should be considered in the planning of such initiatives.

Gender Differences in the Relationships Among Major Depressive Disorder, Heavy Alcohol Use, and Mental Health Treatment Engagement Among College Students.

PubMed

Pedrelli, Paola; Borsari, Brian; Lipson, Sarah Ketchen; Heinze, Justin E; Eisenberg, Daniel

2016-07-01

Although major depressive disorder (MDD) and heavy episodic drinking (HED, 4+/5+ drinks in a single sitting for women/men) are common among young adults in college, the relationship between the two remains unclear. This study examined the association between MDD and HED in this population, the effect of gender on this association, and whether comorbid MDD and heavy alcohol use are associated with higher rates of mental health treatment engagement. The study comprised 61,561 (65.3% female) undergraduate students who answered an online survey on depression, alcohol use, and treatment engagement in the past year. Hierarchical linear regressions examined the association between MDD and alcohol use (HED and peak blood alcohol concentration [pBAC]) and whether gender moderated these associations. Logistic regressions were then conducted to examine the influence of MDD, heavy alcohol use, and gender on treatment engagement. Students with MDD reported more frequent HED and higher pBAC than did students without MDD; this was especially true for female students. Rates of treatment engagement were higher among women than men, among students with MDD than students without MDD, and among female students with HED than women without HED. The presence of an association between MDD and heavy alcohol use suggests the need for systematic screenings of both conditions. Low rates of treatment engagement in college students with MDD and heavy alcohol use calls for the development of strategies to engage this high-risk group in treatment.

Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

NASA Astrophysics Data System (ADS)

Abraham, Jessy; Barker, Katrina

2015-02-01

Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation, engagement and enrolment behaviour among senior secondary students from New South Wales schools who have already chosen to study physics. It examines whether the differences reflect differences of degree in these dimensions, or differences of kind for these students. Fine-grained analyses at module-specific level of the senior secondary physics curriculum indicated that the differences do not represent differences of kind. That is, girls' and boys' perceptions of the key facets of motivation, sustained engagement and choice intentions in relation to physics seemed to be qualitatively the same. However, there were differences in the degree to which boys and girls are motivated, although the pattern was inconsistent across the four modules of the senior secondary physics curriculum. Girls' motivation, engagement and sustained enrolment plans in relation to physics were found equal to or higher than boys' at various time points through the course. These findings highlight the need to change the existing gender-biased stereotype that students perceive physics as a male domain and that subjective motivation, engagement and enrolment plans will always report higher measures for males. The results have implications for intervention strategies aimed at sustaining student motivation in physics. The potential implications of the findings for practitioners and researchers are discussed.

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

PubMed

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, p<.001; equity γ=-0.05, p=.007; and engagement γ=-0.05, p<.001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, p<.001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers

ERIC Educational Resources Information Center

Bunce, Diane M.; Flens, Elizabeth A.; Neiles, Kelly Y.

2010-01-01

Students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers). Students report attention declines of 1 min or less more often than longer attention lapses. The data suggest that student engagement alternates between attention…

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China.

PubMed

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. The mean age of sampled students was 13.3 ± 1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥ 1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥ 1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥ 2 h/day, and 42.9% reported screen time for ≥ 2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09-1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students.

Reality-Based Learning: Outbreak, an Engaging Introductory Course in Public Health and Epidemiology

ERIC Educational Resources Information Center

Calonge, David Santandreu; Grando, Danilla

2013-01-01

Objective: To develop a totally online reality-based course that engages students and enables the development of enhanced teamwork and report-writing skills. Setting: Outbreaks of infectious diseases impacts upon commerce, trade and tourism as well as placing strains on healthcare systems. A general course introducing university students to…

Fostering Students' Engagement with Topical Issues through Different Modes of Online Exchange

ERIC Educational Resources Information Center

Batardière, Marie-Thérèse; Helm, Francesca

2016-01-01

This paper reports on two distinct models of telecollaboration--the Soliya Connect Program, a synchronous Computer Mediated Communication (CMC) project, and the Intercultural Franco-Irish Exchange, an asynchronous CMC project--which seek to provide students with a learning space to promote a more politically engaged and reflective pedagogy…

Using Wiki Technology to Support Student Engagement: Lessons from the Trenches

ERIC Educational Resources Information Center

Cole, Melissa

2009-01-01

This paper reports on a failed experiment to use Wiki technology to support student engagement with the subject matter of a third year undergraduate module. Using qualitative data, the findings reveal that in an educational context, social technologies such as Wiki's, are perceived differently compared with ordinary personal use and this…

Rethinking Learning and Teaching in Africa: Storytelling and Sitting Position as Engagement Strategy

ERIC Educational Resources Information Center

Ukwuoma, Uju C.

2016-01-01

This research report uses elements of autoethnography and mixed research to share the efforts of an academic to engage his students during classroom instruction. Participants included 28 science students from a regionally accredited university in Southern Africa, who were taking many sections of a research course. The researcher rearranged…

Experiential Learning for Engaging Nutrition Undergraduates with Sustainability

ERIC Educational Resources Information Center

Maher, Judith; Burkhart, Sarah

2017-01-01

Purpose: The purpose of this paper is to describe students' self-reported learning from engaging in an experiential learning task designed to develop their understanding of sustainable food systems and dietary practices. Design/methodology/approach: In all, 143 first-year students enrolled in an entry level food and nutrition subject undertook a…

Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006

ERIC Educational Resources Information Center

McConney, Andrew; Oliver, Mary C.; Woods-McConney, Amanda; Schibeci, Renato; Maor, Dorit

2014-01-01

In this study, we examine patterns of students' literacy and engagement in science associated with different levels of "inquiry-oriented" learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co-operation and Development's 2006 Programme for International…

Global Experience: The Development and Preliminary Evaluation of a Programme Designed to Enhance Students' Global Engagement

ERIC Educational Resources Information Center

Feast, Vicki; Collyer-Braham, Sarah; Bretag, Tracey

2011-01-01

This paper reports on the development and preliminary evaluation of "Global Experience", an innovative programme at the University of South Australia designed to broaden students' intercultural engagement through a range of international experiential activities. The paper provides the rationale for the establishment of the programme…

Using the 5E Learning Cycle Sequence with Carbon Dioxide

ERIC Educational Resources Information Center

Schlenker, Richard M.; Blanke, Regina; Mecca, Peter

2007-01-01

The authors used the 5E learning cycle (engage, explore, explain, extend, and evaluate) and a pulmonary carbon dioxide mystery to introduce eighth grade students to the study of chemistry. The activity engages students in measurement, data collection, data analysis, media and internet research, research design, and report writing as they search…

Practitioner Reflections on Engineering Students' Engagement with e-Learning

ERIC Educational Resources Information Center

Chang, Rosemary L.; Richardson, Jennifer C.; Banky, George P.; Coller, Brianno D.; Jaksa, Mark B.; Lindsay, Euan D.; Maier, Holger R.

2011-01-01

This paper reports on an investigation of student engagement with e-learning, using practitioner reflection as a lens. Five e-learning practitioners each provided a case study from their teaching, which was the focus of practitioners' reflective accounts. Each of the practitioners had used e-learning as a way of promoting both learning and…

Designing Feedback in an Immersive Videogame: Supporting Student Mathematical Engagement

ERIC Educational Resources Information Center

Gresalfi, Melissa Sommerfeld; Barnes, Jacqueline

2016-01-01

This paper draws from and contributes to two bodies of research: how particular elements of game design support learning; and how particular characteristics of feedback impact student engagement. This paper reports findings from two rounds of a design-based research project that focuses on better understanding how feedback is integrated into, and…

Emotional expression in school context, social relationships, and academic adjustment in kindergarten.

PubMed

Hernández, Maciel M; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K; Spinrad, Tracy L; Silva, Kassondra M; Berger, Rebecca H; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S; Southworth, Jody

2016-06-01

This study evaluated direct relations of both kindergarteners' (N = 301) naturalistically observed emotion in 2 different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher-student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher-student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher-student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher-student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Emotional Expression in School Context, Social Relationships, and Academic Adjustment in Kindergarten

PubMed Central

Hernández, Maciel M.; Eisenberg, Nancy; Valiente, Carlos; VanSchyndel, Sarah K.; Spinrad, Tracy L.; Silva, Kassondra M.; Berger, Rebecca H.; Diaz, Anjolii; Terrell, Nathan; Thompson, Marilyn S.; Southworth, Jody

2015-01-01

This study evaluated direct relations of both kindergarteners’ (N = 301) naturalistically observed emotion in two different school contexts and early kindergarten verbal competence to academic adjustment (i.e., standardized measures of academic achievement, teacher-reported academic skills, teacher-reported and observed school engagement) and if these relations were mediated by teacher-reported conflict with students and by peer acceptance. When controlling for verbal competence, positive emotions expressed in the classroom context positively directly predicted academic skills, whereas positive emotions expressed outside class (lunch/recess) negatively predicted academic skills. Negative emotions observed in the classroom context and during lunch/recess negatively predicted academic achievement. Positive emotions observed in both contexts indirectly predicted higher school engagement through its positive relation to peer acceptance; positive emotions expressed in lunch and recess indirectly predicted higher school engagement via lower teacher–student conflict. Negative emotions observed in both contexts also indirectly predicted lower school engagement via higher teacher–student conflict. Furthermore, verbal competence indirectly predicted higher academic adjustment via lower teacher–student conflict. Moreover, verbal competence moderated the association between peer acceptance (but not teacher–student conflict) and academic adjustment. Because verbal competence moderated the associations from peer competence, positive emotions in both contexts indirectly predicted higher academic adjustment via higher peer acceptance primarily for children with low, but not high, initial verbal competence. PMID:26751629

Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

NASA Astrophysics Data System (ADS)

Baele, Loren C.

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the control group, who were the least engaged. Males presented with e-PBL instruction not only had better engagement, they had the greatest content knowledge growth of any group. Females were likely to have a greater negative difference between self-assessment scores and teacher assessment scores, while males self-assessed themselves closer to the teacher assessment score. Challenges to e-PBL implementation were identified including time, teacher training, and the strict school schedule. A learning management system (LMS) was found to effectively facilitate an e-PBL learning environment.

The rich club phenomenon in the classroom

PubMed Central

Vaquero, Luis M.; Cebrian, Manuel

2013-01-01

We analyse the evolution of the online interactions held by college students and report on novel relationships between social structure and performance. Our results indicate that more frequent and intense social interactions generally imply better score for students engaging in them. We find that these interactions are hosted within a “rich-club”, mediated by persistent interactions among high performing students, which is created during the first weeks of the course. Low performing students try to engage in the club after it has been initially formed, and fail to produce reciprocity in their interactions, displaying more transient interactions and higher social diversity. Furthermore, high performance students exchange information by means of complex information cascades, from which low performing students are selectively excluded. Failure to engage in the rich club eventually decreases these students' communication activity towards the end of the course. PMID:23378908

Promoting tolerance and moral engagement through peer modeling.

PubMed

McAlister, A L; Ama, E; Barroso, C; Peters, R J; Kelder, S

2000-11-01

Behavioral journalism influences audiences by presenting peer modeling for cognitive processes that lead to behavior change. This technique was used in student newsletters promoting intergroup tolerance and moral engagement in a Houston high school with a diverse ethnic composition. Pretest (N = 393) and posttest (N = 363) cross-sectional comparisons of the student population in that school provided evidence of short-term (6 month) communication effects on attitudes and behavior. Tolerance and moral engagement increased among students in the school where behavioral journalism newsletters were distributed, and there was a corresponding reduction in hostile behavioral intentions and in reports of verbal aggression.

Engagement for Enhancement: Report of a UK Survey Pilot

ERIC Educational Resources Information Center

Buckley, Alex

2013-01-01

This report presents the findings from a United Kingdom pilot of selected questions from the National Survey of Student Engagement (NSSE). 8,582 responses were gathered from nine institutions in Spring/Summer 2013. Also available to download are a full report of the cognitive testing by researchers from King's College London, a set of…

Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course.

PubMed

Thomas, Valarie; Schuessler, Jenny B

2016-01-01

It is often difficult to engage nursing students and keep their interest when teaching pharmacology. This article reports on an effective change from a lecture-only approach to teaching with the use of games and case studies in a baccalaureate nursing education program. Improvements have been noted in standardized test scores and student evaluations, and students are more engaged in the learning process. Learning has been shifted from the instructor, as in the traditional classroom, and is now student focused.

Analysis of the Carnegie Classification of Community Engagement: Patterns and Impact on Institutions

ERIC Educational Resources Information Center

Driscoll, Amy

2014-01-01

This chapter describes the impact that participation in the Carnegie Classification for Community Engagement had on the institutions of higher learning that applied for the classification. This is described in terms of changes in direct community engagement, monitoring and reporting on community engagement, and levels of student and professor…

Measuring and Visualizing Students' Behavioral Engagement in Writing Activities

ERIC Educational Resources Information Center

Liu, Ming; Calvo, Rafael A.; Pardo, Abelardo; Martin, Andrew

2015-01-01

Engagement is critical to the success of learning activities such as writing, and can be promoted with appropriate feedback. Current engagement measures rely mostly on data collected by observers or self-reported by the participants. In this paper, we describe a learning analytic system called Tracer, which derives behavioral engagement measures…

Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students

NASA Astrophysics Data System (ADS)

Marshall, Jill A.; Dorward, James T.

2000-07-01

The study reported here was designed to substantiate the findings of previous research on the use of inquiry-based laboratory activities in introductory college physics courses. The authors sought to determine whether limited use of inquiry activities as a supplement to a traditional lecture and demonstration curriculum would improve student achievement in introductory classes for preservice teachers and general education students. Achievement was measured by responses to problems designed to test conceptual understanding as well as overall course grades. We analyzed the effect on selected student outcome measures in a preliminary study in which some students engaged in inquiry activities and others did not, and interviewed students about their perceptions of the inquiry activities. In the preliminary study, preservice elementary teachers and female students showed significantly higher achievement after engaging such activities, but only on exam questions relating directly to the material covered in the exercises. In a second study we used a common exam problem to compare the performance of students who had engaged in a revised version of the inquiry activities with the performance of students in algebra and calculus-based classes. The students who had engaged in inquiry investigations significantly outperformed the other students.

School engagement trajectories in adolescence: The role of peer likeability and popularity.

PubMed

Engels, Maaike C; Colpin, Hilde; Van Leeuwen, Karla; Bijttebier, Patricia; Den Noortgate, Wim Van; Claes, Stephan; Goossens, Luc; Verschueren, Karine

2017-10-01

This accelerated longitudinal study examined how peer status (i.e., peer likeability and popularity) is involved in adolescents' school engagement trajectories. A large sample of students was followed from Grades 7 to 11 (N=1116; M age =13.79years). Students' school engagement and peer status were assessed using self-reports and peer nominations, respectively. Latent growth curve modeling revealed that different engagement dimensions were differentially associated with peer status. Likeability was positively related to both behavioral and emotional engagement in Grade 7, but not to behavioral and emotional disaffection. In contrast, popularity was related to less behavioral engagement and more behavioral disaffection at the start of secondary education, but not to emotional engagement and disaffection. Moreover, students' aggressive behavior moderated the relation between popularity and behavioral engagement in Grade 7, denoting the risk of popularity in combination with average and high levels of aggression. Results suggest that adolescents' popularity may interfere with meeting academic demands in general and with showing engagement in particular. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Gender Differences in the Relationships Among Major Depressive Disorder, Heavy Alcohol Use, and Mental Health Treatment Engagement Among College Students

PubMed Central

Pedrelli, Paola; Borsari, Brian; Lipson, Sarah Ketchen; Heinze, Justin E.; Eisenberg, Daniel

2016-01-01

Objective: Although major depressive disorder (MDD) and heavy episodic drinking (HED, 4+/5+ drinks in a single sitting for women/men) are common among young adults in college, the relationship between the two remains unclear. This study examined the association between MDD and HED in this population, the effect of gender on this association, and whether comorbid MDD and heavy alcohol use are associated with higher rates of mental health treatment engagement. Method: The study comprised 61,561 (65.3% female) undergraduate students who answered an online survey on depression, alcohol use, and treatment engagement in the past year. Hierarchical linear regressions examined the association between MDD and alcohol use (HED and peak blood alcohol concentration [pBAC]) and whether gender moderated these associations. Logistic regressions were then conducted to examine the influence of MDD, heavy alcohol use, and gender on treatment engagement. Results: Students with MDD reported more frequent HED and higher pBAC than did students without MDD; this was especially true for female students. Rates of treatment engagement were higher among women than men, among students with MDD than students without MDD, and among female students with HED than women without HED. Conclusions: The presence of an association between MDD and heavy alcohol use suggests the need for systematic screenings of both conditions. Low rates of treatment engagement in college students with MDD and heavy alcohol use calls for the development of strategies to engage this high-risk group in treatment. PMID:27340967

Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

NASA Astrophysics Data System (ADS)

Collins, Stephen Craig

This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of learning environment showed increased levels of all types of engagement over the teachers with a lower perception of learning environment. Qualitative data suggested that teachers who created a more positive learning environment had increased student engagement in their class. Follow-up questions also revealed that teachers who incorporated a wider variety of classroom instructional strategies increased behavioral engagement of students at-risk in science class.

"GetReel": Engaging Year 6 Students in Planning, Scripting, Actualising and Evaluating Media Text

ERIC Educational Resources Information Center

Kervin, Lisa

2009-01-01

The notion of "multiliteracies" and the development and creation of multimodal texts within classrooms is of pedagogic interest in this age of Information and Communications Technologies (ICT). The case study reported herein provides an analysis of how one teacher engaged her class of primary school students as they responded to the challenge of…

Developing Students' Ability to Engage Critically with Science in the News: Identifying Elements of the "Media Awareness" Dimension

ERIC Educational Resources Information Center

Jarman, Ruth; McClune, Billy

2010-01-01

Worldwide, science education reform movements are stressing the need to promote "scientific literacy" among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date,…

What Did You Do in School Today? Transforming Classrooms through Social, Academic, and Intellectual Engagement. (First National Report)

ERIC Educational Resources Information Center

Willms, J. Douglas; Friesen, Sharon; Milton, Penny

2009-01-01

Across Canada there is increased attention to the important relationship between the quality of learning environments--particularly effective teaching--and student achievement. "What did you do in school today?" proposes a multi-dimensional framework of student engagement as a core idea for improving the quality of teaching and learning…

Gamifying the Media Classroom: Instructor Perspectives and the Multidimensional Impact of Gamification on Student Engagement

ERIC Educational Resources Information Center

Seaborn, Katie; Fels, Deborah I.; Bajko, Rob; Hodson, Jaigris

2017-01-01

Gamification, or the use of game elements in non-game contexts, has become a popular and increasingly accepted method of engaging learners in educational settings. However, there have been few comparisons of different kinds of courses and students, particularly in terms of discipline and content. Additionally, little work has reported on course…

The Impact of Within-School Autonomy on Students' Goal Orientations and Engagement with Mathematics

ERIC Educational Resources Information Center

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-01-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with…

Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

ERIC Educational Resources Information Center

Abraham, Jessy; Barker, Katrina

2015-01-01

Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation,…

A Mixed Methods Assessment of Students' Flow Experiences during a Mobile Augmented Reality Science Game

ERIC Educational Resources Information Center

Bressler, D. M.; Bodzin, A. M.

2013-01-01

Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision-based AR learning games. This study investigated factors…

Serious Playground: Using "Second Life" to Engage High School Students in Urban Planning

ERIC Educational Resources Information Center

Mallan, Kerry; Foth, Marcus; Greenaway, Ruth; Young, Greg T.

2010-01-01

Virtual world platforms such as "Second Life" have been successfully used in educational contexts to motivate and engage learners. This article reports on an exploratory workshop involving a group of high school students using "Second Life" for an urban planning project. Young people are traditionally an under-represented demographic when it comes…

Personal Responsibility and Behavioral Disengagement in Innocent Bystanders during Classroom Management Events: The Moderating Effect of Teacher Aggressive Tendencies

ERIC Educational Resources Information Center

Montuoro, Paul; Lewis, Ramon

2018-01-01

Recent studies have shown that student behavioral engagement is malleable. For example, these studies have reported that students who feel emotionally supported by their teachers experience higher levels of behavioral engagement. The authors contributed to this research by investigating behavioral disengagement among innocent bystanders during…

Here's Looking at You: Transparency, Institutional Self-Presentation, and the Public Interest

ERIC Educational Resources Information Center

McCormick, Alexander C.

2010-01-01

In this article, the author examines various forms of public reporting of student engagement information. Some are controlled by third parties and others by the institutions themselves. He looks at four third-party efforts: (1) the Community College Survey of Student Engagement (CCSSE); (2) the Voluntary System of Accountability (VSA); (3)…

Cheating among University of Transkei students.

PubMed

Mwamwenda, T S; Monyooe, L A

2000-08-01

The purpose of this study was to investigate the extent to which cheating in academic work occurs at this university. 58 participants registered for a postgraduate diploma in education responded to a questionnaire on cheating. Some students admitted engaging in every behaviour; however, the percentage of students so engaged was much lower than those reported among British and American institutions of higher learning. This may partly be attributed to respondents being reluctant to divulge their dishonesty.

Where Immigrant Students Succeed: A Comparative Review of Performance and Engagement in PISA 2003

ERIC Educational Resources Information Center

Schleicher, Andreas

2006-01-01

This report examines how immigrant students performed, mainly in mathematics and reading, but also in science and problem-solving skills in the PISA 2003 assessment, both in comparison with native students in their adopted country and relative to other students across all countries covered in the report (the "case countries"). In…

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

A sociodrama: an innovative program engaging college students to learn and self-reflect about alcohol use.

PubMed

Haleem, Diane M; Winters, Justin

2011-08-01

A sociodrama addressing college drinking.   This article reports on the development, production, and evaluation of an innovative sociodrama addressing college drinking mental health professionals caring for students who drink at levels that cause negative consequences can use techniques addressed in the sociodrama to help students self-reflect on their alcohol use. The goal is to help students make healthy choices to decrease the negative consequences as a result of drinking. A script for the sociodrama was developed and five students acted out the sociodrama. A facilitator engaged the audience of college students, at scripted pauses, during the production to reflect on the scenes presented. The purpose of the sociodrama is to foster a discussion, to aid in student understanding concerning college drinking, to have students consider and commit to use harm reduction techniques, to access resources, and to correct misperceptions about drinking. The sociodrama format can help address communication challenges, problem solving, and self-awareness. Pre- and post-surveys were administered to test commitment to use harm reduction techniques, assess the perception of a student's own drinking pattern to the perception of their fellow student colleague drinking, assess the student use of resources, and assess the effectiveness of the sociodrama as a means of learning. This research was Institutional Review Board approved. Over 41% of students reported not consuming alcohol the last time they partied or socialized yet reported only 3.8% of their students colleagues did not consume alcohol. Most students (94%) reported that drinking five or more drinks would place them at risk as opposed to estimating that the same amount would put fewer students at risk (75%). Students significantly increased their commitment to use harm reduction techniques. A sociodrama is an effective method of involving students in discussions about college drinking and engaging them in conversation and self-reflection. © 2011 Wiley Periodicals, Inc.

The college journey and academic engagement: how metaphor use enhances identity-based motivation.

PubMed

Landau, Mark J; Oyserman, Daphna; Keefer, Lucas A; Smith, George C

2014-05-01

People commonly talk about goals metaphorically as destinations on physical paths extending into the future or as contained in future periods. Does metaphor use have consequences for people's motivation to engage in goal-directed action? Three experiments examine the effect of metaphor use on students' engagement with their academic possible identity: their image of themselves as academically successful graduates. Students primed to frame their academic possible identity using the goal-as-journey metaphor reported stronger academic intention, and displayed increased effort on academic tasks, compared to students primed with a nonacademic possible identity, a different metaphoric framing (goal-as-contained-entity), and past academic achievements (Studies 1-2). This motivating effect persisted up to a week later as reflected in final exam performance (Study 3). Four experiments examine the cognitive processes underlying this effect. Conceptual metaphor theory posits that an accessible metaphor transfers knowledge between dissimilar concepts. As predicted in this paradigm, a journey-metaphoric framing of a possible academic identity transferred confidence in the procedure, or action sequence, required to attain that possible identity, which in turn led participants to perceive that possible identity as more connected to their current identity (Study 4). Drawing on identity-based motivation theory, we hypothesized that strengthened current/possible identity connection would mediate the journey framing's motivating effect. This mediational process predicted students' academic engagement (Study 5) and an online sample's engagement with possible identities in other domains (Study 6). Also as predicted, journey framing increased academic engagement particularly among students reporting a weak connection to their academic possible identity (Study 7).

Assessing Behavioral Engagement in Flipped and Non-Flipped Mathematics Classrooms: Teacher Abilities and Other Potential Factors

ERIC Educational Resources Information Center

Hodgson, Theodore R.; Cunningham, Abby; McGee, Daniel; Kinne, Lenore J.; Murphy, Teri J.

2017-01-01

There is a growing evidence that flipped classrooms are associated with increased levels of student engagement, as compared to engagement in "traditional" settings. Much of this research, however, occurs in post-secondary classrooms and is based upon self-reported engagement data. This study seeks to extend existing flipped classroom…

Students' perceptions of communication ease and engagement. How they relate to academic success.

PubMed

Long, G; Stinson, M S; Braeges, J

1991-12-01

The extent to which students' self-perceptions of communication ease and engagement relate to their academic achievement was assessed in a study of 95 high school students enrolled in a large urban school for the deaf. Four dimensions of classroom communication were measured: students' understanding of teachers, students' understanding of peers, and positive and negative feelings about communication at school. Engagement, the extent students report being excited and actively involved in the classroom, predicted only teacher-assigned grades when the variance of background variables such as residual hearing and IQ was removed. However, communication ease made a significant contribution to the prediction of the three standardized achievement test scores, as well as grades, when background variance was removed. The results suggest that students are more likely to learn if they perceive themselves as being effective in communicating and have positive feelings about the communication that occurs.

Engaging with Drama

ERIC Educational Resources Information Center

Gallagher, Kathleen

2013-01-01

This article reports on a multi-site global, ethnographic, and mixed methods study on student engagement. Our research has closely examined how engagement and disengagement operate subtly, simultaneously and relationally in the places and spaces where drama is made. Through years of qualitative time in high school classrooms and two different…

Student perceptions of a community engagement experience: exploration of reflections on social responsibility and professional formation.

PubMed

Furze, Jennifer; Black, Lisa; Peck, Kirk; Jensen, Gail M

2011-08-01

Physical therapy educators are challenged to emphasize the importance of social responsibility as a vital curricular element of professional development. Through reflection, students are able to identify core values, beliefs, and attitudes as part of the professional development process. The purpose of this study was to explore student perceptions and values of a community engagement experience based upon frequency of participation. This qualitative research report investigated student perceptions of the community experience following participation. Data collection tools included an open-ended questionnaire and focus group interviews. Comparisons were made across data for participants who engaged in the activity one time versus multiple times. Data analysis revealed participation in the community engagement experience had a positive impact on most participants. One time only participants demonstrated increased self-awareness, contemplating change, and capacity to serve while more than one time participants described a deeper understanding of community, impact on others, and professional transformation. Student involvement in community engagement activities combined with structured reflection provided meaningful insight into participants' personal beliefs. The results suggest incorporation of community-based learning experiences into academic curriculum may be beneficial in the students' preliminary understanding of social responsibility.

Association between school engagement and disclosure of suicidal ideation to adults among Latino adolescents.

PubMed

De Luca, Susan M; Wyman, Peter A

2012-06-01

We examined associations between Latino adolescents' school engagement and their likelihood of disclosing suicidal ideation (SI) to adults and of asking for help for SI. A first set of analyses was conducted on a total sample of 14 high schools, and a second set of analyses was conducted on 8 "Latino-representative" high schools. The criterion for Latino representation was that ≥10% of the school's total student population was Latino. Across all 14 high schools, 17% (110/663) of Latino students reported SI in the past year, compared to 13% (359/2,740) of non-Hispanic White students and 11% (78/719) of African American students. Of Latino students with SI, 24% (26/110) told an adult and 35% (38/110) sought help. In the 8 Latino-representative schools, higher levels of reported school engagement were associated with a greater likelihood of seeking help (OR = 6.17) and disclosure of SI to an adult (OR = 7.64) for Latino males. For Latinas, however, school engagement was not associated with either disclosure of SI to an adult or seeking help. Additional research is needed to clarify the processes, including social connectedness, that contribute to the disclosure of and help-seeking for SI among Latino adolescents.

Peer Learning in Instrumental Practicing

PubMed Central

Nielsen, Siw G.; Johansen, Guro G.; Jørgensen, Harald

2018-01-01

In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in several aspects, such as sense of belonging, motivation and self-efficacy. This is consistent with the concept of vicarious learning. In this study, we conducted a survey among bachelor music students in church music, performance or music education programs enrolled in a music academy (N = 96), where parts of the questionnaire addressed peer learning and peer's influence on the students's instrumental practicing, and the degree of satisfaction with their practicing. These issues were seen in relation to gender, musical genre and study program. Overall, the students reported engaging in peer learning related to their instrumental practicing, to various degrees. This involved discussing practicing matters with peers, and practicing together with peers. However, student's reports of their views on peer learning, show that they perceive it more beneficial than the amount of time reported doing it would indicate. No significant gender differences were found, but students within improvised music/jazz engaged the most in peer learning, and church music students the least. Neither the degree of engaging in peer learning nor reported influence from peers correlated significantly with the degree of satisfaction. We discuss whether a general dissatisfaction is caused by being in a competitive learning environment combined with a privatized culture for learning. Finally, we suggest that collaborative forums for instrumental practicing within HME institutions can function as constructive and supportive arenas to enhance students learning and inner motivation. PMID:29599738

Peer Teaching as a Strategy for Conflict Management and Student Re-Engagement in Schools

ERIC Educational Resources Information Center

Burton, Bruce

2012-01-01

This article reports on a major action research program that experimented with the use of cross-age peer teaching in schools to assist teachers to manage conflict issues in their classrooms, and to re-engage disaffected students in learning. The research, which was conducted in a range of elementary and secondary schools in Australia, was part of…

Intended and Unintended Consequences of Student Use of an Online Questioning Environment

ERIC Educational Resources Information Center

Ng'ambi, Dick; Brown, Irwin

2009-01-01

While supplementation of face-to-face (F2F) teaching with online engagement is increasingly common, the educators' challenge of teaching F2F personalities and facilitating online personalities has not been widely explored. In this paper, we report on a project in which 1st-year students attended F2F sessions and engaged with an anonymous online…

Acceptance of and Engagement in Risky Driving Behaviors by Teenagers

ERIC Educational Resources Information Center

Sarkar, Sheila; Andreas, Marie

2004-01-01

Data gathered from 1,430 teenage student drivers and 880 teenage traffic violators were used to examine the levels of exposure to risky driving behaviors and perceptions concerning the level of danger of such behaviors. For student drivers, 55% reported exposure to risky driving by being in a car with a driver engaging in such activities as drunk…

Teacher-Student Relationship Quality Type in Elementary Grades: Effects on Trajectories for Achievement and Engagement

ERIC Educational Resources Information Center

Wu, Jiun-Yu; Hughes, Jan N.; Kwok, Oi-Man

2010-01-01

Teacher, peer, and student reports of the quality of the teacher-student relationship were obtained for an ethnically diverse and academically at-risk sample of 706 second- and third-grade students. Cluster analysis identified four types of relationships based on the consistency of child reports of support and conflict in the relationship with…

Effects of Tootling on Classwide Disruptive and Academically Engaged Behavior of General-Education High School Students

ERIC Educational Resources Information Center

Lum, John D. K.; Tingstrom, Daniel H.; Dufrene, Brad A.; Radley, Keith C.; Lynne, Shauna

2017-01-01

Considered the opposite of tattling, "Tootling" is a positive peer-reporting procedure in which students report their classmates' positive prosocial behavior instead of inappropriate behavior and employs other well-established behavior analytic principles. This study examined the effects of Tootling on students' behavior in three…

Reflections on learning and enhancing communication skills through community engagement: a student perspective.

PubMed

Hanks, S; Marples, C; Wall, E

2016-07-22

Students in Peninsula School of Dentistry (PSD), Plymouth, undertake community engagement projects during the first two years of their undergraduate curriculum. These projects involve interaction with a variety of specific community groups and the planning and delivery of an appropriate and meaningful oral health intervention. Many of the project outcomes are based on enhancing communication skills and encouraging students to transfer these into their patient treatment sessions. This report draws on the experience of students who undertook two specific projects to demonstrate how they feel this is achieved.

How do academic stress and leisure activities influence college students' emotional well-being? A daily diary investigation.

PubMed

Zhang, Jieting; Zheng, Yao

2017-10-01

China has one of the largest bodies of college students who face growing academic stress that influences their well-being. Using a daily diary method in a group of Chinese college students (n = 139, mean age = 19.50 years, 27% males) who reported their daily positive and negative emotion consecutively for two weeks, this study investigated the dynamic relations between daily academic stress, leisure activities engagement, and emotion, and further examined the moderation of sex on these links. The results showed that at both between- and within-person level, academic stress was positively associated with negative emotion, and leisure activities engagement was positively associated with positive emotion. The association between leisure activities engagement and positive emotion were stronger among female students than among male students. These results suggest that effectively reducing academic stress and actively engaging in leisure activities are both important in promoting and enhancing daily emotional well-being. Copyright © 2017. Published by Elsevier Ltd.

Collaborative Stakeholder Engagement. Special Report

ERIC Educational Resources Information Center

Jordan, Matt; Chrislip, David; Workman, Emily

2016-01-01

Stakeholder engagement and collaboration are essential to the development of an effective state plan. Engaging a diverse group of stakeholders tasked with working together to create education policies that will have a positive, lasting impact on students is not as easy as it sounds. Experts in the field argue that the traditional stakeholder…

Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

ERIC Educational Resources Information Center

Robinson, Keith; Mueller, Anna S.

2014-01-01

Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

Online Peer Evaluation for Assessing Perceived Academic Engagement in Higher Education

ERIC Educational Resources Information Center

Oncu, Semiral

2015-01-01

Many institutions monitor academic engagement to investigate student achievement and institutional performance. Relying only on self-reports is prone to misjudgment. Peer evaluation through teamwork has the potential to substitute for measuring engagement, which has not been emphasized in the literature. This study examines whether peer evaluation…

Effectiveness of a shortened, clinically engaged anatomy course for physician assistant students.

PubMed

Rizzolo, Lawrence J; Rando, William C; O'Brien, Michael K; Garino, Alexandria; Stewart, William B

2011-01-01

There is little consensus among programs that train physician assistants (PAs) regarding how much time should be devoted to the study of anatomy, what should be included, or how it should be taught. Similar concerns led us to redesign anatomy for medical students and introduce clinically engaged anatomy, an approach designed in collaboration with clinical faculty. This approach presents anatomy entirely within the context of common clinical cases. This report examines whether clinically engaged anatomy could be adapted to the PA program, where students cover the basic sciences in half the time as medical students. We offered a modified version of clinically engaged anatomy to PA students in which time spent in self-directed learning activities was reduced relative to medical students. We compared their scores on an examination of long-term recall to students who took the previous course. Two classes who took clinically engaged anatomy, scored the same or significantly higher on every portion of the examination (P < 0.05). Students expressed high satisfaction with the course (Likert scale, 4.3-4.8/5 points). Compared to medical students who took clinically engaged anatomy, the data suggest that the tradeoff for reducing the time spent in self-directed learning was reduced skills in applying structure-function relationships and spatial reasoning to clinical problems. The data suggest clinically engaged anatomy can be effective in various educational settings, and can be readily adapted to clinical programs that vary in the depth that anatomy is covered. Nonetheless, careful assessments are needed to determine if the necessary tradeoffs are consistent with the goals of the profession. Copyright © 2011 American Association of Anatomists.

The Promise of Using Energy Tracking Data to Promote Home-School Connections and Youth Agency in Climate Action

NASA Astrophysics Data System (ADS)

Walsh, E.; Jenkins, D.; Cordero, E.

2015-12-01

Formal classroom learning experiences that support energy conservation behaviors outside the classroom necessarily must bridge students' home and school lives, as knowledge and practice learned in the classroom is implemented outside of school. To this end, we study the impact of the Green Ninja Energy Tracker curriculum, which uses students' home energy data in the classroom to promote engagement in climate change and conservation behaviors. Data is drawn from class observations, a focus group, and pre- and post- surveys of a pilot implementation of this curriculum in a diverse 12th-grade Earth Science classroom at an alternative school. We investigate what factors contributed to student engagement in learning about and participating in energy conservation behaviors. We found that students were engaged by the immediacy of tracking their energy use in near-real time, and were motivated by the economic benefits experienced as a direct result of changing their behaviors. In addition, students reported discussing and problem-solving energy use with their families, and surfaced considerations that informed which energy behaviors were implemented and why. Students also reported high levels of personal agency in taking action on climate change, but were pessimistic about the likelihood of society as a whole taking action. We suggest that this pilot demonstrates that potential power of connecting students' home and school lives through energy tracker software as a catalyst for developing scientific expertise and engagement, and supporting energy conservation behaviors.

Study on Current Levels of Physical Activity and Sedentary Behavior among Middle School Students in Beijing, China

PubMed Central

Duan, Jiali; Hu, Huanhuan; Wang, Guan; Arao, Takashi

2015-01-01

Introduction This study aimed to determine current levels of physical activity and sedentary behavior in middle school students on the basis of grade, sex, student attitudes toward physical education, and residence location. Methods In 2013, a cross-sectional study of 1793 students aged 12 to 15 years was conducted across eight middle schools in Beijing, China. Four schools were selected from an urban district and another four schools were from a suburban district. Physical activity and sedentary behavior data were collected using the commonly used school-based Chinese version of the China Health and Nutrition Survey. Results The mean age of sampled students was 13.3±1.0 years; 51.5% were boys. Approximately 76.6% of students reported having three 45-minute physical education classes every week. A total of 35.6% students spent ≥1 h/day performing moderate to vigorous physical activity (MVPA) during school, and 34.9% spent ≥1 h/day in MVPA outside school time. Approximately half (49.7%) of the students engaged in reading, writing, or drawing for ≥2 h/day, and 42.9% reported screen time for ≥2 h/day. Although boys spent more time engaged in physical activity than girls did, they also spent more time exhibiting sedentary behavior. Each 10-unit increase in attitudes toward physical education was associated with an increased odds of 1.15 (95%CI: 1.09–1.20) for spending more than 1 h/day on MVPA. Students in suburban schools reported engaging in physical activity less when compared with those in urban schools. Conclusion The majority of our students did not meet the current physical activity recommendations, and about half of the students spent excessive time engaging in sedentary behaviors. Findings from this study highlight a positive association between student attitudes toward physical education and physical activity. Studies are needed to further explore the role of student attitudes toward physical education in promoting physical activity among Chinese students. PMID:26181052

Development and Validation of ENGAGE[TM] Grades 6-9. ACT Research Report Series, 2011-1

ERIC Educational Resources Information Center

Casillas, Alex; Allen, Jeff; Kuo, Yi-Lung; Pappas, Susan; Hanson, Mary Ann; Robbins, Steve

2011-01-01

This report details the development and validation of the ENGAGE Grades 6-9, a measure of academic behavior designed to determine students' levels of academic risk. The work presented in this report is part of a comprehensive research program of educational risk assessment based on key academic behavior predictors (also known in the literature as…

Freshman Seminars: Interdisciplinary Engagements in Astronomy

NASA Astrophysics Data System (ADS)

Hemenway, M. K.

2006-08-01

The Freshman Seminar program at the University of Texas is designed to allow groups of fifteen students an engaging introduction to the University. The seminars introduce students to the resources of the university and allow them to identify interesting subjects for further research or future careers. An emphasis on oral and written communication by the students provides these first-year students a transition to college-level writing and thinking. Seminar activities include field trips to an art museum, a research library, and the Humanities Research Center rare book collection. This paper will report on two seminars, each fifteen weeks in length. In "The Galileo Scandal" students examine Galileo's struggle with the church (including a mock trial). They perform activities that connect his use of the telescope and observations to astronomical concepts. In "Astronomy and the Humanities" students analyze various forms of human expression that have astronomical connections (art, drama, literature, music, poetry, and science fiction); they perform hands-on activities to reinforce the related astronomy concepts. Evaluation of the seminars indicates student engagement and improvement in communication skills. Many of the activities could be used independently to engage students enrolled in standard introductory astronomy classes.

Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory.

PubMed

Wang, Ze; Bergin, Christi; Bergin, David A

2014-12-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Sexual Perceptions versus Reality in Undergraduates: Data-Driven Praxis for Sex-Related Campus Programming

ERIC Educational Resources Information Center

Yadlosky, Lauren B.; de St. Aubin, Ed; Mosack, Katie E.; Devine, John B.

2017-01-01

We explored perceived and reported sex (male and female) differences in heterosexual, cisgender undergraduate sexual engagement across 10 common behaviors. Results from 1,007 students suggest that males are perceived to be more sexually engaged than women despite generally no sex differences in reported behavior. Across behaviors, perception…

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students’ motivation, behavioral engagement, and social anxiety

PubMed Central

Gairns, Felicity; Whipp, Peter R.; Jackson, Ben

2015-01-01

Although researchers have demonstrated the importance of interpersonal processes in school-based physical education (PE), there have been calls for further studies that account for multiple relational perspectives and provide a more holistic understanding of students’ relational perceptions. Guided by principles outlined within self-determination theory and the tripartite efficacy model, our aim was to explore the ways in which students’ perceptions about their teacher and classmates directly and/or indirectly predicted motivation, anxiety, and engagement in PE. A total of 374 female high-school students reported the extent to which their teachers and classmates independently (a) engaged in relatedness-supportive behaviors, (b) satisfied their need for relatedness, and (c) were confident in their ability in PE (i.e., relation-inferred self-efficacy). Students also rated their motivation and anxiety regarding PE, and teachers provided ratings of in-class behavioral engagement for each student. Analyses demonstrated support for the predictive properties of both teacher- and peer-focused perceptions. Students largely reported more positive motivational orientations when they held favorable perceptions regarding their teacher and peers, and autonomous motivation was in turn positively related to behavioral engagement ratings. These findings offer novel insight into the network of interpersonal appraisals that directly and indirectly underpins important in-class outcomes in PE. PMID:26157404

How Cognitive Engagement Fluctuates during a Team-Based Learning Session and How It Predicts Academic Achievement

ERIC Educational Resources Information Center

Rotgans, Jerome I.; Schmidt, Henk G.; Rajalingam, Preman; Hao, Joey Wong Ying; Canning, Claire Ann; Ferenczi, Michael A.; Low-Beer, Naomi

2018-01-01

The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL?; (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL?; (3) To which extent does cognitive engagement…

Uncovering Categories of Civically Engaged College Students: A Latent Class Analysis

ERIC Educational Resources Information Center

Weerts, David J.; Cabrera, Alberto F.; Mejias, Paulina Perez

2014-01-01

Various commissions and reports have called on colleges and universities to better prepare students for participation in a democratic society. A limit of such reports is that they often fail to consider how students might be categorized relative to their shared patterns of civic behaviors. Relying on alumni survey data from American College…

Motivating Remedial Readers (Open to Suggestion).

ERIC Educational Resources Information Center

Glowacki, Joan

1990-01-01

Describes the effect on remedial reading students of engaging in reading activities with trainable mentally handicapped children. Reports that the students requested additional opportunities to share reading activities with the mentally handicapped students. Notes that students developed a Big Book that described their experiences during the…

An inquiry-based practical for a large, foundation-level undergraduate laboratory that enhances student understanding of basic cellular concepts and scientific experimental design.

PubMed

Bugarcic, A; Zimbardi, K; Macaranas, J; Thorn, P

2012-01-01

Student-centered education involving research experiences or inquiry have been shown to help undergraduate students understand, and become excited about, the process of scientific investigation. These benefits are particularly important for students in the early stages of their degree (Report and Kenny, http://naplesccsunysbedu/Pres/boyernsf/1998). However, embedding such experiences into the curriculum is particularly difficult when dealing with early stage students, who are in larger cohorts and often lack the background content knowledge necessary to engage with primary research literature and research level methods and equipment. We report here the design, delivery, assessment, and subsequent student learning outcomes of a 4-week practical module for 120 students at the beginning of their second year of university, which successfully engages students in designing cell culture experiments and in understanding the molecular processes and machinery involved in the basic cellular process of macropinocytosis. Copyright © 2011 Wiley Periodicals, Inc.

Engagement of undergraduate medical students of paediatrics in special schools for children with disabilities.

PubMed

Whitehall, John; McCulloch, Rebecca; Edwards, Matthew; McDonald, Jenny

2015-08-01

Over 200 000 Australian children suffer significant disability. How should medical students be prepared for this challenge? Community engagement has become fundamental to education, but there is little experience with engagement of undergraduates with children with disabilities. This paper reviews such experience in Western Sydney. Since 2011, UWS paediatric students have been rotated through local special schools for 2 weeks each term. In 2013, feedback was solicited in a questionnaire from the 129 students involved that year with 109 being returned. It had been solicited from school staff and parents in formal and informal communication from the beginning. Fourteen per cent of students reported no prior exposure to disabled children: 55% only chance, 24% regular and 7% extensive. Thirty-seven per cent reported greatly increased understanding: 39% moderately, 15% somewhat, 7% a little and 2% not. Forty-three per cent declared understanding of impact on family greatly increased: 40% moderately, 11% somewhat, 5% a little and 1% not. Twenty-seven per cent declared greatly increased knowledge of services, 43% moderately, 25% somewhat, 4% a little and 1% none. Fifteen per cent declared greatly increased preparation for caring, 44% moderately, 30% somewhat, 6% a little and 5% none. Thirty-six per cent declared greatly increased understanding of role of schools, 30% moderately, 20% somewhat, 10% a little, and 2% none and 2% cannot recall. School staff and parents reported very favourably. Problems involved professionalism in students and some fatigue in parents. The engagement has been successful. Professionalism has been emphasised, and rotations have been designed to prevent fatigue. © 2015 The Authors. Journal of Paediatrics and Child Health © 2015 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

PubMed

Brown, James A L

2016-05-06

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:304-313 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Mental Health Treatment Seeking Among Veteran and Civilian Community College Students.

PubMed

Fortney, John C; Curran, Geoffrey M; Hunt, Justin B; Lu, Liya; Eisenberg, Daniel; Valenstein, Marcia

2017-08-01

A Web-based survey examined treatment seeking among community college students to inform the design of engagement interventions. Veteran and civilian community college students (N=765) were screened for mental disorders and reported perceptions of treatment need, effectiveness, and stigma, as well as service use. Regression analysis identified predictors of pharmacotherapy and psychotherapy use. Of the 511 students who screened positive for a current mental disorder or reported a perceived need for treatment (149 veterans and 362 civilians), 30% reported past-year use of psychotropic medications. Predictors were perceived treatment need (odds ratio [OR]=7.81, p<.001) and the perception that psychotropic medications are effective (OR=3.38, p=.012). Eleven percent of participants reported past-year psychotherapy use, and predictors were a positive screen for posttraumatic stress disorder (OR=2.78, p=.04) and poorer financial status. Modifiable barriers, including perceived need for and effectiveness of treatment, were correlated with pharmacotherapy use and should be targeted by engagement interventions.

Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

NASA Astrophysics Data System (ADS)

Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

2015-12-01

This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science. All students were assessed using the same science, technology, engineering and mathematics (STEM) dispositions instrument. Findings indicate that the after-school group whose participants self-selected STEM engagement activities, and the self-selected academy of mathematics and science group, each had highly positive STEM dispositions comparable to those of STEM professionals, while a subset of the middle school whole-classroom energy monitoring group that reported high interest in STEM as a career, also possessed highly positive STEM dispositions comparable to the STEM Professionals group. The authors conclude that several different kinds of hands-on STEM engagement activities are likely to foster or maintain positive STEM dispositions at the middle school and high school levels, and that these highly positive levels of dispositions can be viewed as a target toward which projects seeking to interest mainstream secondary students in STEM majors in college and STEM careers, can hope to aspire. Gender findings regarding STEM dispositions are also reported for these groups.

Engaging youth of color in applied science education and public health promotion

NASA Astrophysics Data System (ADS)

Sprague Martinez, Linda; Bowers, Edmond; Reich, Amanda J.; Ndulue, Uchenna J.; Le, Albert An; Peréa, Flavia C.

2016-03-01

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to 'think' like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.

Engaging actively with issues in the responsible conduct of science: lessons from international efforts are relevant for undergraduate education in the United States.

PubMed

Clements, John D; Connell, Nancy D; Dirks, Clarissa; El-Faham, Mohamed; Hay, Alastair; Heitman, Elizabeth; Stith, James H; Bond, Enriqueta C; Colwell, Rita R; Anestidou, Lida; Husbands, Jo L; Labov, Jay B

2013-01-01

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish "train-the-trainer" programs at their home institutions.

Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States

PubMed Central

Clements, John D.; Connell, Nancy D.; Dirks, Clarissa; El-Faham, Mohamed; Hay, Alastair; Heitman, Elizabeth; Stith, James H.; Bond, Enriqueta C.; Colwell, Rita R.; Anestidou, Lida; Husbands, Jo L.; Labov, Jay B.

2013-01-01

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions. PMID:24297287

Individual response technology to promote active learning within the caring sciences: An experimental research study.

PubMed

Hedén, Lena; Ahlstrom, Linda

2016-01-01

One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, p<0.001), participation (n=92, mean 6.1 vs. n=79, mean 7.7, p<0.001), and active learning (n=92, mean 7.3 vs. n=79, mean 8.2 p<0.001). Additionally, the students experienced this technology as a supportive technical system during lectures (mean 6.6 vs. mean 8.1, p<0.001). The use of individual response technology during teaching is one way to enhance students' experiences of engagement, participation, and learning within the caring sciences. Copyright © 2015 Elsevier Ltd. All rights reserved.

"If I had to pick any subject, it wouldn't be maths": foundations for engagement with mathematics during the middle years

NASA Astrophysics Data System (ADS)

Attard, Catherine

2013-12-01

This article is a report on a longitudinal case study that investigated the problem of lowered engagement with mathematics and students' perspectives of the factors that influenced their engagement during the middle years of schooling. The article provides a synthesis of the entire study and a summary of its findings. In order to address the research question a group of 20 students from within the same school cohort participated in the study spanning three school years from their final year of primary school, to their second year of secondary school. Data was collected through interviews, focus group discussions, and classroom observations. A major finding of this study was that positive pedagogical relationships between teachers and their students must be developed as a foundation for sustained engagement.

"You're Only Young Once:" Things College Students Report Doing Now Before it is Too Late

ERIC Educational Resources Information Center

Ravert, Russell D.

2009-01-01

This exploratory study examined the extent to which emerging adult college students report engaging in behaviors now because they feel they will lose those opportunities later in life. Students at a large Midwestern U.S. university (N = 248) reported how often they do or try something because they will not be able to do it later as an adult and…

Development, validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines

NASA Astrophysics Data System (ADS)

Ibrahim, Ahmed; Aulls, Mark W.; Shore, Bruce M.

2016-11-01

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students' personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts' judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students' self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments' factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.

Under-represented students' engagement in secondary science learning: A non-equivalent control group design

NASA Astrophysics Data System (ADS)

Vann-Hamilton, Joy J.

Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were conducted. The reliability results prompted exploratory factory analyses, which resulted in two of the three subscale factors, cognitive and behavioral, being retained. One-within one-between subjects ANOVAs, independent samples t-test, and multiple linear regressions were also used to examine the impact of a multicultural science education, multimedia, and individual characteristics on students' engagement in science learning. Results. There were main effects found within subjects on posttest scores for the cognitive and behavioral subscales of student engagement. Both groups, using their respective versions of the multimedia science curriculum, reported increased engagement in science learning. There was also a statistical difference found for the experimental group at posttest on the measure of "online science was more interesting than school science." All five items unique to the posttest related to the multimedia variable were found to be significant predictors of cognitive and/or behavioral engagement. Conclusions. Engagement in science learning increased for both groups of participants; this finding is aligned with other significant research findings that more embracive and relevant pedagogies can potentially benefit all students. The significant difference found for the experimental group in relation to the multimedia usage was moderate and also may have reflected positive responses to other questions about the use of technology in science learning. As all five measures of multimedia usage were found to be significant predictors of student engagement in science learning, the indications were that: (a) technical difficulties did not impede engagement; (b) participants were better able to understand and visualize the physics concepts as they were presented in a variety of ways; (c) participants' abilities to use computers supported engagement; (d) participants in both groups found the online science curriculum more interesting compared to school science learning; and (e) the ability to immediately see the results of their work increased engagement in science learning.

Concurrent Use of an Audience Response System at a Multi-Campus College of Pharmacy

PubMed Central

Alkhateeb, Fadi M.; Singh-Franco, Devada

2012-01-01

Objective. To assess the impact of an audience response system (ARS) on student engagement at a multi-campus college of pharmacy. Methods. An online questionnaire was designed and administered to measure the impact of an ARS on student engagement, distance education, projected use, and satisfaction among pharmacy students for a course delivered across 3 sites via synchronous video transmission. Results. Students reported that use of the ARS made it easier to participate (85.3%) and helped them to focus (75.7%) in classes when the lecturer was physically at a different site. They also valued that the ARS allowed them to respond anonymously (93.2%). A minority of students indicated that use of the ARS was distracting (11.8%). Conclusions. Implementation of an ARS was associated with positive student perceptions of engagement and may improve feelings of connectedness among students at schools with multiple sites. Use of ARSs could also represent a cognitive intercession strategy to help reduce communication apprehension. PMID:22412205

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

NASA Astrophysics Data System (ADS)

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-04-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement in didactic classroom learning. CROP demonstrated "proof of concept" that setting up cosmic ray detector arrays in schools run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult.

Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience.

PubMed

Leadbeatter, Delyse; Gao, Jinlong

2018-04-01

Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek integrative methods to help students engage in meaningful knowledge production and understand that what they are learning goes beyond acquisition of scientific facts.

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738

Capturing the Friendship Context with a Collective Property: Friendship Group Engagement vs. Disaffection

ERIC Educational Resources Information Center

Furrer, Carrie J.

2010-01-01

The purpose of this study was to introduce a motivational property of the group, friendship group engagement vs. disaffection, and to examine different composition models for combining individual reports into an indicator of a group-level property. Data were collected from 312 ninth grade students and their teachers. Self-reported friendship group…

Science and Non-Science Undergraduate Students' Critical Thinking and Argumentation Performance in Reading a Science News Report

ERIC Educational Resources Information Center

Lin, Shu-Sheng

2014-01-01

A scientifically literate person should be able to engage and critique science news reports about socioscientific issues from a variety of information sources. Such engagement involves critical thinking and argumentation skills to determine if claims made are justified by evidence and explained by reasonable explanations. This study explored…

Examining the Relationship between Student Engagement and STEM Persistence at an HBCU

NASA Astrophysics Data System (ADS)

Evans, Saundra Yates

A growing imbalance in the demand for a science and technology workforce and the declining availability of a science and technology talent pool is challenging America's world dominance in research and innovation, economic performance, and quality of life. Contributing to this imbalance is flatness in the trend of students selecting science, technology, engineering and mathematics (STEM) majors coupled with decreasing rates of retention in STEM disciplines. Many research studies and reports emphasize that incorporating the untapped talents of Americans who are underrepresented in STEM disciplines---African-Americans, Hispanics, and women--is necessary to increase the pipeline of STEM graduates. A synthesis of college persistence literature by Robert Reason (2009) indicates that student engagement is one of the most influential drivers of persistence, and that engagement interventions must address specific student needs within specific institutional contexts to be effective. Past research found that engagement of underrepresented STEM students has been found to positively influence their persistence, and HBCUs have been found to better engage African American students than do other types of institutions. This predictive correlational study examined the relationship between student engagement and persistence in STEM disciplines at an HBCU located in southeastern United States. The relationship between benchmark variables from the National Survey of Student Engagement (NSSE) (academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment) and STEM persistence was examined via a predictive correlational design. A non-random sample of STEM students enrolled full-time in their fourth year during spring 2011 and spring 2014 and who participated in the NSSE as freshmen was studied. While the correlation analysis did not result in significant differences in the relationship of student engagement to STEM persistence among persisters as compared to non-persisters, results of the logistic regression indicate that active and collaborative learning and enriching education experiences, along with majoring in engineering and first year GPA, are predictive of STEM persistence. There are several implications of the study for practice, policy, and future research.

#Learning: The use of back channel technology in multi-campus nursing education.

PubMed

Yates, Karen; Birks, Melanie; Woods, Cindy; Hitchins, Marnie

2015-09-01

This paper reports on the results of a study into the use of microblogging technology (TodaysMeet) in large, multi-site lectures in a nursing program. The aim of this study was to investigate students' use of the technology and their perceptions of its value in stimulating engagement in a complex learning environment. The study demonstrated that students like the anonymity that the technology provided, allowing them to ask questions without fear of appearing less competent than their peers. Many of the respondents commented positively on the opportunity to engage with students and the lecturer at other campuses. While some students appreciated the opportunity to interact and have feedback from peers, others saw this as a negative aspect of the technology. This study suggests that, used appropriately, microblogging can be incorporated into large lectures to promote student participation and engagement and ultimately enhance the learning process. Copyright © 2015 Elsevier Ltd. All rights reserved.

Young adolescents' engagement in dietary behaviour - the impact of gender, socio-economic status, self-efficacy and scientific literacy. Methodological aspects of constructing measures in nutrition literacy research using the Rasch model.

PubMed

Guttersrud, Øystein; Petterson, Kjell Sverre

2015-10-01

The present study validates a revised scale measuring individuals' level of the 'engagement in dietary behaviour' aspect of 'critical nutrition literacy' and describes how background factors affect this aspect of Norwegian tenth-grade students' nutrition literacy. Data were gathered electronically during a field trial of a standardised sample test in science. Test items and questionnaire constructs were distributed evenly across four electronic field-test booklets. Data management and analysis were performed using the RUMM2030 item analysis package and the IBM SPSS Statistics 20 statistical software package. Students responded on computers at school. Seven hundred and forty tenth-grade students at twenty-seven randomly sampled public schools were enrolled in the field-test study. The engagement in dietary behaviour scale and the self-efficacy in science scale were distributed to 178 of these students. The dietary behaviour scale and the self-efficacy in science scale came out as valid, reliable and well-targeted instruments usable for the construction of measurements. Girls and students with high self-efficacy reported higher engagement in dietary behaviour than other students. Socio-economic status and scientific literacy - measured as ability in science by applying an achievement test - did not correlate significantly different from zero with students' engagement in dietary behaviour.

Stalking the Neighborhood Invertebrate.

ERIC Educational Resources Information Center

Manley, James W.

1982-01-01

Describes a six-week simulation of basic research in which high school students acquire, observe, describe, illustrate, and report on an invertebrate of their choice. Includes chart used to evaluate student monographs, and comments relating to student experiences while engaged in their projects. (Author/JN)

Exploring the Engagement of Lecturers with Learning and Teaching Agendas through a Focus on Their Beliefs about, and Experience with, Student Support

ERIC Educational Resources Information Center

Bailey, Richard

2013-01-01

This article reports on research which aimed to examine academic staff attitudes to, and beliefs regarding the role and efficacy of, support for students' broader learning needs once engaged in degree study. It is contended here that the perspective of teachers represents a gap in current pedagogical research. The study has two complementary aims:…

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

NASA Astrophysics Data System (ADS)

Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes to address the needs of black students in science classrooms (Rodriguez, 1998). Thirdly, the findings suggested the participants' in the study generally reported early experiences related to race helped to shape their beliefs about race and their teaching beliefs and practices. Lastly, implications for science teacher educators, classroom teachers, and educational researchers are provided.

Online Learning and Student Satisfaction: Academic Standing, Ethnicity and Their influence on Facilitated Learning, Engagement, and Information Fluency

ERIC Educational Resources Information Center

Bradford, George; Wyatt, Shelly

2010-01-01

A study by Mullen and Tallent-Runnels (2006) found significance in the differences between online and traditional students' reports of instructors' academic support, instructors' demands, and students' satisfaction. They also recognized that the limitation to their study was their demographic data. In an original report funded by the Alfred P.…

Are comic books an effective way to engage nonmajors in learning and appreciating science?

PubMed

Hosler, Jay; Boomer, K B

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors' content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.

A multi-site study on medical school selection, performance, motivation and engagement.

PubMed

Wouters, A; Croiset, G; Schripsema, N R; Cohen-Schotanus, J; Spaai, G W G; Hulsman, R L; Kusurkar, R A

2017-05-01

Medical schools seek ways to improve their admissions strategies, since the available methods prove to be suboptimal for selecting the best and most motivated students. In this multi-site cross-sectional questionnaire study, we examined the value of (different) selection procedures compared to a weighted lottery procedure, which includes direct admission based on top pre-university grade point averages (≥8 out of 10; top-pu-GPA). We also considered whether students had participated in selection, prior to being admitted through weighted lottery. Year-1 (pre-clinical) and Year-4 (clinical) students completed standard validated questionnaires measuring quality of motivation (Academic Self-regulation Questionnaire), strength of motivation (Strength of Motivation for Medical School-Revised) and engagement (Utrecht Work Engagement Scale-Student). Performance data comprised GPA and course credits in Year-1 and clerkship performance in Year-4. Regression analyses were performed. The response rate was 35% (387 Year-1 and 273 Year-4 students). Top-pu-GPA students outperformed selected students. Selected Year-1 students reported higher strength of motivation than top-pu-GPA students. Selected students did not outperform or show better quality of motivation and engagement than lottery-admitted students. Participation in selection was associated with higher engagement and better clerkship performance in Year-4. GPA, course credits and strength of motivation in Year-1 differed between students admitted through different selection procedures. Top-pu-GPA students perform best in the medical study. The few and small differences found raise questions about the added value of an extensive selection procedure compared to a weighted lottery procedure. Findings have to be interpreted with caution because of a low response rate and small group sizes.

Faculty Members' Attitudes Predict Adoption of Interactive Engagement Methods

ERIC Educational Resources Information Center

Madson, Laura; Trafimow, David; Gray, Tara

2017-01-01

Why do some faculty members use interactive engagement methods and others rely on lecture? Using a cross-disciplinary sample of U.S. faculty members (N = 442), the best predictor of faculty members' self-reported use of these methods was their attitudes about the positive consequences of using interactive engagement methods for students and for…

A Profile of Boise State First Year and Senior Students with Comparisons to Other Urban Universities. Research Report 2002-07.

ERIC Educational Resources Information Center

Belcheir, Marcia J.

This study reports the demographic results from the 2002 National Survey of Student Engagement. In this year, comparisons were available for other urban institutions in addition to broader national institutions. The report provides information on age, gender, ethnicity, transfer status, living arrangements, parents educational background, annual…

Student views on the role of self-regulated learning in a surgery clerkship.

PubMed

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P

2016-12-01

Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied. We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis. We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience. We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning. Copyright © 2016 Elsevier Inc. All rights reserved.

An exploration of the relationship between youth assets and engagement in risky sexual behaviors.

PubMed

Evans, Alexandra E; Sanderson, Maureen; Griffin, Sarah F; Reininger, Belinda; Vincent, Murray L; Parra-Medina, Debra; Valois, Robert F; Taylor, Doug

2004-11-01

To examine the relationship between specific youth assets and adolescents' engagement in risky sexual behaviors, as measured by an Aggregate Sexual Risk score, and to specifically explore which youth assets and demographic variables were predictive of youth engagement in risky sexual intercourse. A total of 2108 sexually active high school students attending public high schools in a southern state completed a self-report questionnaire that measured youth assets. Based upon responses to items measuring risk behaviors, an Aggregate Sexual Risk score was calculated for each student. Unconditional logistic regression and multivariate logistic regression analyses were conducted to examine the relationships between the assets and the Aggregate Risk Score. Four separate analyses (white females, white males, black females, and black males) were conducted. In general, the patterns in all four groups indicated that students who had an Aggregate Risk Score of > or = 3 (high risk) possessed less of the measured youth assets. The assets that were most significantly associated with engagement in risky sexual behaviors included self peer values regarding risky behaviors, quantity of other adult support, and youths' empathetic relationships. Thus, students who reported not having these assets were significantly more likely to engage in the risky sexual behaviors. Results underscore the relationship of specific youth assets to sexual risk behaviors. Health researcher and practitioners who work to prevent teen pregnancy and sexually transmitted infections among teenagers need to understand and acknowledge these factors within this population so that the assets can be built or strengthened.

Status of portfolios in undergraduate medical education in the LCME accredited US medical school.

PubMed

Chertoff, Jason; Wright, Ashleigh; Novak, Maureen; Fantone, Joseph; Fleming, Amy; Ahmed, Toufeeq; Green, Marianne M; Kalet, Adina; Linsenmeyer, Machelle; Jacobs, Joshua; Dokter, Christina; Zaidi, Zareen

2016-09-01

We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students. A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone. Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement. While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.

Showing and telling: using tablet technology to engage students in mathematics

NASA Astrophysics Data System (ADS)

Ingram, Naomi; Williamson-Leadley, Sandra; Pratt, Keryn

2016-03-01

This paper reports on a qualitative investigation into the use of Show and Tell tablet technology in mathematics classrooms. A Show and Tell application (app) allows the user to capture voice and writing or text in real time. Described here are the perceptions of 11 teachers during and after their exploration into the use of Show and Tell in their primary and secondary classrooms. These perceptions were used to evaluate Show and Tell tablet technology against a framework of student engagement and effective pedagogy. The results of the study indicated that the teachers perceived both the level and the quality of the students' engagement were high. Using Show and Tell apps enabled the teachers to enact effective pedagogy within their classroom practices. Importantly, through the use of Show and Tell recordings, students' thinking became visible to themselves, their teachers and other students in the class. This thinking then formed the basis of robust discussions and negotiation about the mathematical concepts and the strategies the students used to solve problems.

Classroom Journal Club: Collaborative Study of Contemporary Primary Literature in the Biomechanics Classroom.

PubMed

Kuxhaus, Laurel; Corbiere, Nicole C

2016-07-01

Current engineering pedagogy primarily focuses on developing technical proficiency and problem solving skills; the peer-review process for sharing new research results is often overlooked. The use of a collaborative classroom journal club can engage students with the excitement of scientific discovery and the process of dissemination of research results, which are also important lifelong learning skills. In this work, a classroom journal club was implemented and a survey of student perceptions spanning three student cohorts was collected. In this collaborative learning activity, students regularly chose and discussed a recent biomechanics journal article, and were assessed based on specific, individual preparation tasks. Most student-chosen journal articles were relevant to topics discussed in the regular class lecture. Surveys assessed student perceptions of the activity. The survey responses show that, across all cohorts, students both enjoyed the classroom journal club and recognized it as an important learning experience. Many reported discussing their journal articles with others outside of the classroom, indicating good engagement. The results demonstrate that student engagement with primary literature can foster both technical knowledge and lifelong learning skills.

Quantity, type, and correlates of physical activity among American Middle Eastern university students.

PubMed

Kahan, David

2009-09-01

The prevalence of hypokinetic disease among persons of Middle Eastern heritage is higher than whites and research on American young adults of this population is limited. Therefore 214 tertiary students of Middle Eastern descent self-reported their physical activity (PA) over a 1-week monitoring period using pedometers and daily activity logs. Daily step count averaged 9,256 (SD = 3,084) steps, while daily energy expenditure averaged 6.26 kcal/kg (SD = 4.92). Most participants reported no weekly engagement in sport (69.2%) and walk/run (52.8%) activities, and at least once-weekly engagement in conditioning (68.7%) activities. Moderately religious and highly acculturated men, and Muslims, and moderately/highly acculturated persons were more likely to average > or = 10,000 steps/day and engage in at least one sport activity per week, respectively. These findings may be related to religious and cultural issues unique to Middle Eastern American college students whose collectivist social affiliations with family and community members may facilitate or inhibit various aspects of PA behavior.

A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings

ERIC Educational Resources Information Center

Lim, Billy; Hosack, Bryan; Vogt, Paul

2012-01-01

This paper describes a framework for measuring student learning gains and engagement in a Computer Science 1 (CS 1) / Information Systems 1 (IS 1) course. The framework is designed for a CS1/IS1 course as it has been traditionally taught over the years as well as when it is taught using a new pedagogical approach with Web services. It enables the…

"I Never Knew That Pictures Could Convey Such Powerful Messages": Chinese Students in an English Department Explore Visual Constructions of HIV and AIDS

ERIC Educational Resources Information Center

Tao, Ran; Mitchell, Claudia

2010-01-01

This article reports on a recent project in which 25 Chinese college students in an English Department of an urban university in China engaged in a series of photovoice workshops. In the context of a youth as cultural producers framework, the project was meant to engage youth in media production. This approach helped not only to expand their…

Depth-of-processing effects as college students use academic advising Web sites.

PubMed

Boatright-Horowitz, Su L; Langley, Michelle; Gunnip, Matthew

2009-06-01

This research examined students' cognitive and affective responses to an academic advising Web site. Specifically, we investigated whether exposure to our Web site increased student reports that they would access university Web sites to obtain various types of advising information. A depth-of-processing (DOP) manipulation revealed this effect as students engaged in semantic processing of Web content but not when they engaged in superficial examination of the physical appearance of the same Web site. Students appeared to scan online academic advising materials for information of immediate importance without noticing other information or hyperlinks (e.g., regarding internships and careers). Suggestions are presented for increasing the effectiveness of academic advising Web sites.

Integrating authentic scientific research in a conservation course–based undergraduate research experience

USGS Publications Warehouse

Sorensen, Amanda E.; Corral, Lucia; Dauer, Jenny M.; Fontaine, Joseph J.

2018-01-01

Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.

How Much Hope Is Enough? Levels of Hope and Students' Psychological and School Functioning

ERIC Educational Resources Information Center

Marques, Susana C.; Lopez, Shane J.; Fontaine, Anne Marie; Coimbra, Susana; Mitchell, Joanna

2015-01-01

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11-17) completed measures of hope, school engagement, life satisfaction, self-worth, and mental health. Academic achievement was obtained from students' school records. Based on their hope scores, students were divided…

The Perceived Benefits of Participative Music Making for Non-Music University Students: A Comparison with Music Students

ERIC Educational Resources Information Center

Kokotsaki, Dimitra; Hallam, Susan

2011-01-01

This study aimed to assess the perceived impact of young people's active engagement in ensemble music making. Sixty-two non-music university students were asked to report on the impact that their participation in music making had on their lives. The data were analysed using Atlas.ti software. There was a reported positive impact on social, musical…

Exploring the Relationship Between the Misuse of Stimulant Medications and Academic Dishonesty Among a Sample of College Students.

PubMed

Gallucci, Andrew R; Martin, Ryan J; Hackman, Christine; Hutcheson, Amanda

2017-04-01

The misuse of prescription stimulant medications (MPS) and academic dishonesty (AD) are both problematic behaviors among college students. Although both behaviors are linked to a student's desire to succeed academically, little research has been conducted to examine the relationship between these behaviors. The purpose of this study was to determine if students who engaged in past-year MPS committed acts of AD more frequently than those who do not engage in MPS. We collected our data from a sample of undergraduates (n = 974) between the ages of 18 and 25 enrolled at one of three universities in the US who completed an online questionnaire to assess AD and MPS. Results indicated that 18.2 % of the sample engaged in MPS in the past year and 65 % committed one or more acts of AD during the past year. An increased frequency of AD increased the odds of reporting MPS when controlling for known covariates (e.g., gender, stimulant prescription status, and energy drink consumption). In addition, higher rates of MPS were identified in students affiliated with a Greek organization, those with a current stimulant prescription, those who consume energy drinks, and those who misuse other prescriptions. Concerning specific AD-types, misusers reported copying off someone else's homework, having someone copy of their homework, and using the internet to commit acts of dishonesty more frequently than those who do not engage in MPS. This study adds to the MPS college student literature by highlighting the relationship between MPS and AD.

Aural Image in Practice: A Multicase Analysis of Instrumental Practice in Middle School Learners

ERIC Educational Resources Information Center

Oare, Steve

2016-01-01

This multiple case study examined six adolescent band students engaged in self-directed practice. The students' practice sessions were videotaped. Students provided verbal reports during their practice and again retrospectively while reviewing their video immediately after practice. Students were asked to discuss their choice of practice…

Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter?

ERIC Educational Resources Information Center

Romi, Shlomo; Lewis, Ramon; Salkovsky, Merav

2015-01-01

Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers' attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher…

Digitally Mastered? Technology and Transition in the Experience of Taught Postgraduate Students

ERIC Educational Resources Information Center

Masterman, Elizabeth; Shuyska, Jane Alexen

2012-01-01

Taught Master's students have been largely overlooked in research into learners' engagement with digital technologies. This article reports work to redress this imbalance, in which an extended email correspondence was conducted with 23 Master's students. Specifically, it investigates (1) the extent to which these students start their courses both…

A gender discrepancy analysis of heterosexual sexual behaviors in two university samples.

PubMed

Jozkowski, Kristen N; Satinsky, Sonya A

2013-12-01

The current study aimed to (1) offer a large-scale enumeration of college students' lifetime sexual behaviors and sexual behaviors at last event, and (2) apply a gender discrepancy lens to college students' sexual behaviors in order to examine potential gender differences in heterosexual college students' experiences. Nine-hundred and seventy college students between the ages of 18 and 27 from two large universities in the United States participated in the current study. Participants filled out a paper-pencil questionnaire during the last 30 min of class. Measures of lifetime sexual behaviors and engagement in behaviors at last sexual event were replicated from the National Survey of Sexual Health Behavior. Most college students engaged in some form of sexual behavior (manual, oral, vaginal-penile, anal). Men more frequently reported engaging in receptive sexual behaviors (e.g., receiving oral sex) where as women were more likely to engage in performative sexual behaviors (e.g., performing oral sex). At most recent sexual event, men were more likely than women to report being the sexual initiator. Findings highlight gender differences in sexual behavior and provide a foundation for social norms interventions. Holistic sexual health promotion for young adults includes acknowledging and discouraging sites of disparity in equity and pleasure. Therefore, college-level sexual health educators should pay attention to the potential pleasure gap between men and women in heterosexual encounters, and to see pleasure as an important part of sexual health that should be included in social norms campaigns.

Reconstructing the Geologic Timeline.

ERIC Educational Resources Information Center

Hemler, Deb; Repine, Tom

2002-01-01

Reports on the use of a non-traditional approach to constructing a geological timeline that allows students to manipulate data, explore their understanding, and confront misconceptions. Lists possible steps to use in engaging students in this constructivist activity. (DDR)

Personal genome testing in medical education: student experiences with genotyping in the classroom

PubMed Central

2013-01-01

Background Direct-to-consumer (DTC) personal genotyping services are beginning to be adopted by educational institutions as pedagogical tools for learning about human genetics. However, there is little known about student reactions to such testing. This study investigated student experiences and attitudes towards DTC personal genome testing. Methods Individual interviews were conducted with students who chose to undergo personal genotyping in the context of an elective genetics course. Ten medical and graduate students were interviewed before genotyping occurred, and at 2 weeks and 6 months after receiving their genotype results. Qualitative analysis of interview transcripts assessed the expectations and experiences of students who underwent personal genotyping, how they interpreted and applied their results; how the testing affected the quality of their learning during the course, and what were their perceived needs for support. Results Students stated that personal genotyping enhanced their engagement with the course content. Although students expressed skepticism over the clinical utility of some test results, they expressed significant enthusiasm immediately after receiving their personal genetic analysis, and were particularly interested in results such as drug response and carrier testing. However, few reported making behavioral changes or following up on specific results through a healthcare provider. Students did not report utilizing genetic counseling, despite feeling strongly that the 'general public' would need these services. In follow-up interviews, students exhibited poor recall on details of the consent and biobanking agreements, but expressed little regret over their decision to undergo genotyping. Students reported mining their raw genetic data, and conveyed a need for further consultation support in their exploration of genetic variants. Conclusions Personal genotyping may improve students' self-reported motivation and engagement with course material. However, consultative support that is different from traditional genetic counseling will be necessary to support students. Before incorporating personal genotyping into coursework, institutions should lead multi-disciplinary discussion to anticipate issues and incorporate teaching mechanisms that engage the ethical, legal, and social implications of personal genotyping, including addressing those found in this study, to go beyond what is offered by commercial providers. PMID:23510111

Personal genome testing in medical education: student experiences with genotyping in the classroom.

PubMed

Vernez, Simone Lucia; Salari, Keyan; Ormond, Kelly E; Lee, Sandra Soo-Jin

2013-01-01

Direct-to-consumer (DTC) personal genotyping services are beginning to be adopted by educational institutions as pedagogical tools for learning about human genetics. However, there is little known about student reactions to such testing. This study investigated student experiences and attitudes towards DTC personal genome testing. Individual interviews were conducted with students who chose to undergo personal genotyping in the context of an elective genetics course. Ten medical and graduate students were interviewed before genotyping occurred, and at 2 weeks and 6 months after receiving their genotype results. Qualitative analysis of interview transcripts assessed the expectations and experiences of students who underwent personal genotyping, how they interpreted and applied their results; how the testing affected the quality of their learning during the course, and what were their perceived needs for support. Students stated that personal genotyping enhanced their engagement with the course content. Although students expressed skepticism over the clinical utility of some test results, they expressed significant enthusiasm immediately after receiving their personal genetic analysis, and were particularly interested in results such as drug response and carrier testing. However, few reported making behavioral changes or following up on specific results through a healthcare provider. Students did not report utilizing genetic counseling, despite feeling strongly that the 'general public' would need these services. In follow-up interviews, students exhibited poor recall on details of the consent and biobanking agreements, but expressed little regret over their decision to undergo genotyping. Students reported mining their raw genetic data, and conveyed a need for further consultation support in their exploration of genetic variants. Personal genotyping may improve students' self-reported motivation and engagement with course material. However, consultative support that is different from traditional genetic counseling will be necessary to support students. Before incorporating personal genotyping into coursework, institutions should lead multi-disciplinary discussion to anticipate issues and incorporate teaching mechanisms that engage the ethical, legal, and social implications of personal genotyping, including addressing those found in this study, to go beyond what is offered by commercial providers.

Gamification: using elements of video games to improve engagement in an undergraduate physics class

NASA Astrophysics Data System (ADS)

Rose, J. A.; O'Meara, J. M.; Gerhardt, T. C.; Williams, M.

2016-09-01

Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

Development of a transferable student engagement and knowledge retention framework for the earth sciences

NASA Astrophysics Data System (ADS)

Palsole, Sunay Vasant

The earth sciences play an important role in engaging students in science and in science, technology, engineering and mathematics (STEM) disciplines, because of the integrative nature of the disciplines. It then becomes important for us to provide an engaging experience for students taking earth science courses, because it serves a dual purpose of possibly increasing new majors in the discipline and helping to create a science literate population. Given that a majority of students in the larger introductory courses are non-majors, it behooves us to explore alternative engagement techniques and measure their efficacy in student engagement, which in turn can help inform instructional design for advanced geoscience courses. This study focused on creating a highly engaging course using inquiry based learning scenarios inter-spread throughout the semester along with heuristic quizzes (a series of questions in a specific sequence that map to a process) with very specific feedback that help students understand the development of the earth processes. Along with the heuristic quizzes, the course was transformed into an active learning based hybrid course, where the didactic content was uploaded and made available to the students using a learning management system and class time was spent working on application exercises that were developed by me. I chose specific scenarios and processes that the students could possibly encounter in the greater El Paso region to provide a local and situational aspect to the exercises. The course and instructional design process followed a period of 18 months with each semester providing data to jigsaw into the final design. Student performance data, both qualitative (self efficacy, self reported engagement ) as well as quantitative scales (performance on assessments, course grades) was collected over the entire development period. Comparative data of the hybrid course and a traditional course indicate improved student performance in the active learning course over the traditional course. The data also indicate that the students had greater content retention 8 week after the course had ended in the hybrid course over the traditional course. The study then presents a nascent model for the design of earth science courses.

First-Generation College Students: Personal Best Leadership Experiences and Intramural Sports Participation

ERIC Educational Resources Information Center

Milone, Joseph P.

2016-01-01

The phenomenon of interest in this exploratory case study was the self-reported leadership skills of first-generation college students who were actively participating in intramural sports. Specifically, the purpose was to describe participants' reports of engaging in behaviors or actions, during intramural sports, that are aligned with the…

Building a Foundation: How Technology-Rich Project-Based Learning Transformed Talladega County Schools. Case Study

ERIC Educational Resources Information Center

Jones, Rachel; Hall, Sara White; Thigpen, Kamila; Murray, Tom; Loschert, Kristen

2015-01-01

This report demonstrates how one predominantly low-income school district dramatically improved student engagement in the classroom and increased high school graduation rates through project-based learning (PBL) and the effective use of technology. The report, which includes short video segments with educators and students, focuses on Talladega…

Residential Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Residential learning communities in postsecondary education, also known as living-learning programs, aim to improve student learning and success by integrating students' academic and daily living environments. Students participating in these programs live together (usually in a residential dormitory), take certain classes together, and engage in…

Addressing Academic Dishonesty among the Highest Achievers

ERIC Educational Resources Information Center

Miller, Angela D.; Murdock, Tamera B.; Grotewiel, Morgan M.

2017-01-01

Although research shows that higher-achieving students report engaging in cheating behaviors less frequently than lower-achieving students, the cheating rates among this population are still startling. Certain aspects of the context of being a high-achieving student support academic dishonesty. We investigate integrity among the highest achievers…

Student motorcyclists' mobile phone use while driving in Vientiane, Laos.

PubMed

Phommachanh, Sysavanh; Ichikawa, Masao; Nakahara, Shinji; Mayxay, Mayfong; Kimura, Akio

2017-06-01

To investigate mobile phone use while driving among student motorcyclists in Laos, we conducted a school-based questionnaire survey in central Vientiane in May 2014. Of the 883 high school students who reported to drive motorcycles at least once a week, 40% have ever used phones while driving motorcycles in both sexes. Those phone users had longer driving exposures than non-users, with about half engaging in phone use while driving at least 2 days a week and 70% engaging for 1 min or longer on an average day. They reported not just talking on the phone while driving but operating the phone such as dialling and text-messaging. In some instances, phone use was reportedly involved in their past crash experiences. To formulate a sound policy on this emerging distracting behaviour among motorcyclists, its contribution to the occurrence of overall crashes among motorcyclists should be investigated.

Beyond Yes or No: Understanding Undergraduate Students' Responses as Bystanders to Sexual Assault Risk Situations.

PubMed

Hoxmeier, Jill C; McMahon, Sarah; O'Connor, Julia

2017-08-01

The White House Task Force to Protect Students From Sexual Assault recommends bystander engagement programming as part of campus sexual assault prevention efforts. Measuring students' bystander behavior, and thus, assessing the effectiveness of such programming, is a challenging endeavor due to the range of risk situations students may witness, as well as the nuances in potential barriers students may face in these situations. Currently, many studies include dichotomous measures of bystander behavior without gathering further information about students' opportunities to intervene, barriers to intervening, and intervention strategies. The current study sought to implement a more comprehensive approach to understanding the types of sexual assault risk situations students report to witness, as well as their response in those situations, reasons for not intervening, and any gender differences therein. In 2014, undergraduate students ( n = 9,358) at a large, public university in the Northeast completed a web-based survey to assess bystander opportunities and responses for six different risk situations. Results show that prosocial bystander responses varied depending on the risk situation. Of those students with opportunities to intervene, noninterveners reported the situation was "none of their business" or that they were "unsure of what to do." Interveners reported to have either "confronted the situation directly" or "went and got assistance." We also observed significant gender differences in students' reported intervention opportunities and bystander responses. The findings of this study have several important implications for bystander engagement programming and future research.

Improving Student Engagement of Health Services Management Students

ERIC Educational Resources Information Center

Trowers, LaToya L.

2016-01-01

This capstone provides readers with an analysis of the role student engagement has in higher education. Student engagement has been studied extensively by many authors, and each has provided a framework for understanding the various approaches to increasing engagement of students. This paper approaches the topic of student engagement by examining…

Pharmaceutical Cognitive Enhancement in Greek University Students: Differences Between Users and Non-Users in Social Cognitive Variables, Burnout, and Engagement.

PubMed

Lazuras, Lambros; Ypsilanti, Antonia; Lamprou, Efthymios; Kontogiorgis, Christos

2017-06-07

Pharmaceutical cognitive enhancement (PCE) represents the non-medical use of prescribed medication for the improvement of cognitive functioning and academic performance. Although there are some studies about PCE prevalence, it is less clear how users and non-users of PCE substances differ with respect to their positive and negative student experiences (e.g. academic burnout and engagement with studies) and in social cognitive variables that relate to decision-making and self-regulation of PCE use. The present study assessed whether students with different experiences of PCE substance use displayed differences in academic burnout, study engagement, and social cognitive variables relevant to PCE use. Three hundred and forty-seven university students (mean age (M) = 22.15 years, SD = 1.69; 54% females) completed a battery of anonymous questionnaires on academic burnout, engagement with studies, social cognitive variables relevant to PCE use, and self-reported use of PCE substances and non-prescribed nutritional supplements. Three user groups emerged, namely non-users (51.9%, n = 180), single users of non-prescribed dietary supplements (25.4%, n = 88), and dual users of both non-prescribed dietary supplements and PCE (22.8%, n = 79). Multivariate analysis of variance indicated significant differences among the three user groups in intentions, attitudes, social norms, and anticipated regret toward PCE use. No significant differences were observed with respect to academic burnout and work engagement. The findings show that university students may engage in PCE use independent of their student experiences. Rather, a chemically assisted performance enhancement mindset seems to differentiate users from non-users of PCE substances.

The Effects of Using a Wiki on Student Engagement and Learning of Report Writing Skills in a University Statistics Course

ERIC Educational Resources Information Center

Neumann, David L.; Hood, Michelle

2009-01-01

A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a…

Engaging Student Borrowers: Results of a Survey of Financial Aid Professionals. Research Report

ERIC Educational Resources Information Center

Webster, Jeff; Fernandez, Chris; Fletcher, Carla; Klepfer, Kasey

2017-01-01

The rising cost of attending college creates a financial challenge for most students, many of whom must take out student loans to pursue their education goals. Whether or not they earn a degree, these students will leave school with the burden of managing student debt. How well they manage this complex process may shape their personal finances for…

Medical student perceptions of research and research-orientated careers: An international questionnaire study.

PubMed

Funston, Garth; Piper, Rory J; Connell, Claire; Foden, Philip; Young, Adam M H; O'Neill, Paul

2016-10-01

Engaging and inspiring the next generation of physician-scientists at an early stage is recognised as key to ensure the future of medical research. However, little is known about medical student perceptions of research. We attempted to ascertain perceptions of research and research-orientated careers from medical students studying in different countries. An online questionnaire was developed, piloted, and promoted to medical students in various countries. 1625 responses were collected from 38 countries. Analysis was restricted to data collected from countries with >100 responses (n = 890). Less than half the respondents felt their medical school provided adequate research training. Key perceived barriers to research participation as a student included lack of time and difficulty finding mentors or projects. A significant gender disparity existed in research ambitions of students with females desiring less research involvement. The importance of barriers and satisfaction with research training differed significantly between countries. Students perceive a number of key barriers to research involvement and pursuit of research-orientated careers. Programmes designed to engage students with research should focus on overcoming identified barriers. Greater effort is needed to engage female students who report more significant barriers and less desire to follow research-orientated careers.

Role of smartphone addiction in gambling passion and schoolwork engagement: a Dualistic Model of Passion approach.

PubMed

Enwereuzor, Ibeawuchi K; Ugwu, Leonard I; Ugwu, Dorothy I

There are growing concerns that seem to suggest that students no longer engage in school-related activities as they ought to. Recent observation has revealed that students now spend excessive time participating in Internet gambling with their smartphone during school period. This trend could have far-reaching consequences on their schoolwork engagement and by extension, academic performance. Drawing on the Dualistic Model of Passion, this study therefore, examined the mediatory role of smartphone addiction in the gambling passion-schoolwork engagement relation. A cross-sectional design was adopted. Male undergraduates ( N  = 278) of a large public university in Nigeria who engage in Internet gambling participated in the study. They completed self-report measures of gambling passion, smartphone addiction, and schoolwork engagement. Results showed that harmonious gambling passion was not related to smartphone addiction whereas it was positively related to schoolwork engagement. Obsessive gambling passion had positive and negative relations with smartphone addiction and schoolwork engagement, respectively. Smartphone addiction was negatively related to schoolwork engagement and mediated only the obsessive gambling passion-schoolwork engagement relation but not that between harmonious gambling passion and schoolwork engagement. The theoretical and practical implications of the findings are discussed.

Facilitating Asian Students' Critical Thinking in Online Discussions

ERIC Educational Resources Information Center

Chiu, Yi-Ching Jean

2009-01-01

The purpose of the study reported here is to illustrate how an approach based on a culturally appropriate "shepherd metaphor" has helped Asian students to cross cultural boundaries and to engage in critical thinking online. Asian students are under different levels of influence from the Confucian Heritage Culture, which cultivates…

Assessing Students' Motivation to Engage in Sustainable Engineering

ERIC Educational Resources Information Center

McCormick, Mary; Bielefeldt, Angela R.; Swan, Christopher W.; Paterson, Kurtis G.

2015-01-01

Purpose: The purpose of this study was to design an assessment instrument to evaluate students' attitudes toward sustainable engineering (SE). Factors that impact SE beliefs could then be explored. Design/methodology/approach: Using the definition of sustainability from the Brundtland report and expectancy value theory, students' sentiment toward…

Middle Years Students Influencing Local Policy

ERIC Educational Resources Information Center

Marshman, Margaret

2015-01-01

Middle Years students often do not see mathematics as useful. Authentic and real mathematics tasks and artefacts are frequently advocated as arresting this situation. However, often such experiences are contrived and lack authenticity. This paper reports on how a group of Middle Years students used mathematics and technology to engage in a real…

AIDS: Its Effects on Sexual Practices among Homosexual and Heterosexual College Students.

ERIC Educational Resources Information Center

Chng, Chwee Lye; Moore, Alan

1994-01-01

Reports a study that assessed high-risk/low-risk safer sex behaviors among homosexual and heterosexual college students. Surveys indicated most students engaged in high-risk sexual behaviors that put them at risk for HIV infection regardless of their sexual orientation or fraternity/sorority affiliation. (SM)

Engaging International Students: An Analysis of the Australian Universities Quality Agency (AUQA) Reports

ERIC Educational Resources Information Center

Burdett, Jane; Crossman, Joanna

2012-01-01

Purpose: Australia has enjoyed two decades of growth in international student enrolments. This phenomenon, combined with the evolution of quality assurance policy frameworks, has stimulated interest in the social and academic experiences of international students and their educational outcomes. The Australian Universities Quality Agency's (AUQA)…

Student Engagement with Feedback

ERIC Educational Resources Information Center

Scott, Jon; Shields, Cathy; Gardner, James; Hancock, Alysoun; Nutt, Alex

2011-01-01

This report considers Biological Sciences students' perceptions of feedback, compared with those of the University as a whole, this includes what forms of feedback were considered most useful and how feedback used. Compared with data from previous studies, Biological Sciences students gave much greater recognition to oral feedback, placing it on a…

Suicidal behavior, negative affect, gender, and self-reported delinquency in college students.

PubMed

Langhinrichsen-Rohling, Jennifer; Arata, Catalina; Bowers, David; O'Brien, Natalie; Morgan, Allen

2004-01-01

The associations among suicidal behavior, negative affect, and delinquency were assessed via an anonymous self-report survey administered to male and female college students ( N = 383). Contrary to our hypothesized results, there were no gender differences in rates of suicidal ideation and attempts. Confirming our hypotheses about gender differences, college men did report significantly more delinquent behavior than college women. College men also scored higher on the suicide-proneness scale, which contained a mixture of death-related, risk-related, and negative self- and health-related items. Furthermore, as predicted, college students with a history of depression, suicide ideation, and/or suicide attempts all reported significantly more delinquent behavior. Self-reported delinquency and current levels of depressive symptomology emerged as significant predictors of suicide-prone behavior for both college men and women, explaining 34% of the variance for women and 17% for men. Levels of engagement in suicide-prone behavior and feelings of depression were elevated in college students with any type of juvenile arrest history. Students with an arrest history were also more likely to have had a diagnosis of depression and to have engaged in suicide ideation in their past. These findings suggest there are complex links between depression, delinquency, and suicidal behavior in college men and women.

Differences in students' mathematics engagement between gender and between rural and urban schools

NASA Astrophysics Data System (ADS)

Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin

2017-01-01

The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools and also among the boys.

Promoting Student Teachers' Adaptive Capabilities through Community Engagement

ERIC Educational Resources Information Center

Hlalele, Dipane; Tsotetsi, Cias T.

2016-01-01

The gap between student teachers and their ability to adapt to the school situation remains a challenge. The literature further indicates that there is an under-utilisation of students' abilities in an ever-changing curriculum that should be responsive to the challenges with which communities are faced. This paper aims to report on the students'…

Connecting Teachers and Students with Science and Scientists: The Science Learning Hub

ERIC Educational Resources Information Center

Cooper, Beverley; Cowie, Bronwen; Jones, Alister

2010-01-01

National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today's students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and…

Testing the Use of Natural Schoolyards to Develop Stewardship Attitudes in Students

ERIC Educational Resources Information Center

Nelson, Nicole; Shaw, Bret R.

2013-01-01

The study reported here measured the impact of natural schoolyards, within the science curriculum, on middle school students' environmental attitudes. It was expected that students engaged in such a curriculum would show increased pro-environmental attitudes and behaviors. Participants were 7th-grade students in Madison, WI. A modified form of the…

Alignment of Hands-On STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

ERIC Educational Resources Information Center

Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

2015-01-01

This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in…

Engaging Students in Science: Turtle Nestwatch

ERIC Educational Resources Information Center

Lewis, Elaine; Baudains, Catherine; Mansfield, Caroline

2009-01-01

Involving students in authentic science work is one way to enhance their interest in science. This paper reports a project in which Year 4-7 students actively participated in a study that involved the provision of a suitable nesting site for local turtles. The students collected data on turtle nests at the site and evidence of turtle hatchlings at…

Student Experiences of Engaged Enquiry in Pharmacy Education: Digital Natives or Something Else?

ERIC Educational Resources Information Center

Ellis, Robert A.; Bliuc, Ana-Maria; Goodyear, Peter

2012-01-01

This article reports on research into the student experience of enquiry in two tasks in a university pharmacy course. Students were required to investigate through a field trip how a community pharmacy operated to meet customer needs and the requirements of the Health System in which it operated. Students were also required to investigate…

Punish Them or Engage Them? Teachers' Views of Unproductive Student Behaviours in the Classroom

ERIC Educational Resources Information Center

Sullivan, Anna M.; Johnson, Bruce; Owens, Larry; Conway, Robert

2014-01-01

This paper reports on a study that investigated the extent to which student behaviour is a concern for school teachers. A questionnaire was used to investigate teachers' views about student behaviour in their classes. The results suggest that low-level disruptive and disengaged student behaviours occur frequently and teachers find them difficult…

Exploring Anomalies in Indigenous Student Engagement: Findings from a National Australian Survey of Undergraduates

ERIC Educational Resources Information Center

Asmar, Christine; Page, Susan; Radloff, Ali

2015-01-01

Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to…

Loans, Logins, and Lasting the Course: Academic Library Use and Student Retention

ERIC Educational Resources Information Center

Haddow, Gaby; Joseph, Jayanthi

2010-01-01

Activities and services that improve student engagement and retention in the higher education sector are important not only to individual students' success but also to university planning and funding. This paper reports on a study carried out to explore whether use of the library by new university students is associated with continued enrolment.…

Feed-Forward: Students Gaining More from Assessment via Deeper Engagement in Video-Recorded Presentations

ERIC Educational Resources Information Center

Murphy, Karen; Barry, Shane

2016-01-01

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students' perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after…

Socratic Seminar with Data: A Strategy to Support Student Discourse and Understanding

PubMed Central

Griswold, Joan; Shaw, Loren; Munn, Maureen

2017-01-01

A Socratic seminar can be a powerful tool for increasing students’ ability to analyze and interpret data. Most commonly used for text-based discussion, we found that using Socratic seminar to engage students with data contributes to student understanding by allowing them to reason through and process complex information as a group. This approach also provides teachers with insights about student misconceptions and understanding of concepts by listening to the student-driven discussion. This article reports on Socratic seminar in the context of a high school type 2 diabetes curriculum that explores gene and environment interactions. A case study illustrates how Socratic seminar is applied in a classroom and how students engage with the process. General characteristics of Socratic seminar are discussed at the end of the article. PMID:29147033

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context.

PubMed

Hughes, Jan N; Im, MyungHee; Kwok, Oi-Man; Cham, Heining; West, Stephen G

2015-09-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

PubMed Central

Hughes, Jan N.; Im, MyungHee; Kwok, Oi-man; Cham, Heining; West, Stephen G.

2014-01-01

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students. PMID:26347591

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

NASA Astrophysics Data System (ADS)

Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

NASA Astrophysics Data System (ADS)

Stevens, Sally; Andrade, Rosi; Page, Melissa

2016-12-01

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

A comparative study: do "clickers" increase student engagement in multidisciplinary clinical microbiology teaching?

PubMed

Stevens, Niall T; McDermott, Hélène; Boland, Fiona; Pawlikowska, Teresa; Humphreys, Hilary

2017-04-08

Audience response devices, or "clickers", have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of "clickers" in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme. Six multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the "clickers" and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the "clickers" to gauge their attitudes on the use of these devices. Of 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a "clicker" was used were slightly lower. Looking only at the grades of students who engaged completely with the process (n = 19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the "clickers" were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the "clickers" made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered. Overall, it appears that "clickers" help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable.

AMS Climate Studies Diversity Project and its Relationship to a Concentration in STEM Discipline at Alabama A&M University

NASA Astrophysics Data System (ADS)

Oluwoye, J.

2017-12-01

The American Meteorological Society (AMS) reported that our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, technology, engineering, and mathematics (STEM) and is especially acute in the small number of minority college students majoring in the geosciences. The purpose of this paper is to report on how the author engages Alabama A&M University (AAMU) students in STEM transportation science. Specifically, the objective is to develop a conceptual framework of engaging minority students in transportation concentration in the department of community and regional planning. The students were involved in writing a research paper on direct and indirect climate change impacts on transportation and also involved in classroom discussions during a wk14 module on overview of transportation suitability: climate change and environment. The paper concludes with minority needs to gain access to STEM and participation of minority students in field and site analysis.

Junior Solar Sprint.

ERIC Educational Resources Information Center

O'Shea, Aisling

1997-01-01

Reports on a project sponsored by the United States Department of Energy (DOE) that engages students in building solar cars in groups with kits that include a three volt panel. The design and engineering decisions are made by the students using pertinent information. (DDR)

Healthy & Empowered Youth: A Positive Youth Development Program for Native Youth.

PubMed

Rushing, Stephanie N Craig; Hildebrandt, Nichole L; Grimes, Carol J; Rowsell, Amanda J; Christensen, Benjamin C; Lambert, William E

2017-03-01

During 2010-2012, Oregon Health & Science University's Prevention Research Center, a Northwest Tribe, and the Northwest Portland Area Indian Health Board, collaborated to evaluate the Healthy & Empowered Youth Project, a school- and community-based positive youth development program for American Indian and Alaska Native high school students. The Native STAND (Students Together Against Negative Decisions) curriculum was enhanced with hands-on learning activities in media design to engage students in sexual and reproductive health topics covered by the curriculum. Guest speakers, field trips, and extracurricular activities were added to provide academic enrichment, engage students in cultural activities, and offer opportunities for career development. Students completed comprehensive pre- and post-surveys, and the authors conducted focus groups and key informant interviews with students and teachers. Data analysis was conducted during 2013-2014. Survey findings demonstrated improvements in student leadership and achievement, physical and mental health, and protective sexual health behaviors. The percentage of female teens reporting use of a condom the last time they had sex increased from 17% to 30%, and those who reported ever having been tested for sexually transmitted illnesses doubled from 12% to 24%. Focus group and interview findings indicated similar improvements in student self-esteem, life skills, health behavior, and engagement in community. The Healthy & Empowered Youth Project educated and empowered Native high school students on a variety of sensitive health topics. The media enhancements were central to the program's success, reinforcing and personalizing classroom lessons and generating health-related videos and posters that resonated with family and friends. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2016

ERIC Educational Resources Information Center

National Survey of Student Engagement, 2016

2016-01-01

The National Survey of Student Engagement (NSSE) and its companion projects serve colleges and universities committed to monitoring and improving the quality of the undergraduate experience. While participating institutions receive detailed customized reports, the "Annual Results" series presents noteworthy aggregate findings from the…

Teachers, Social Media, and Free Speech

ERIC Educational Resources Information Center

Vasek, Mandy; Hendricks, Randy

2016-01-01

Teachers across the United States routinely use social media to improve communication with students and parents, enrich the classroom curriculum, and engage in professional conversations with peers. However, teacher use of social media also has a dark side. Media reports are replete with stories of teachers engaging in inappropriate social…

Students' Perceptions of Good Citizenship: A Person-Centred Approach

ERIC Educational Resources Information Center

Reichert, Frank

2016-01-01

It is commonly understood that democracies need actively engaged democrats and that adolescence is a significant period in life for educating engaged citizens. Whereas previous quantitative studies in the field have primarily focused on the relationships among participation-related variables, the research reported here aims to categorize secondary…

Polish Teenage Students' Willingness to Engage in On-Line Intercultural Interactions

ERIC Educational Resources Information Center

Wach, Aleksandra

2013-01-01

Computer-based technologies, including various forms of computer-mediated communication (CMC), provide L2 users with opportunities to engage in intercultural interactions which may promote the development of their intercultural communicative competence. The article reports the findings of a study that investigated how beyond-the-classroom…

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

PubMed

Kim, Ha Yeon; Cappella, Elise

2016-03-01

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

Injury risk behaviours among young Asian New Zealanders: a national survey of secondary school students.

PubMed

Rasanathan, Kumanan; Ameratunga, Shanthi; Tin Tin, Sandar; Robinson, Elizabeth; Chen, Janet; Young, Wilson; Watson, Peter D

2008-02-01

To investigate injury risk behaviours among young Asian New Zealanders. Secondary analysis of data from Youth2000, a nationwide cross-sectional youth health survey conducted in 2001 in a random sample of New Zealand (NZ) secondary schools using a multimedia, computer-assisted, self-administered interview. Of the 9,567 survey participants (aged 12 to 18 years), this study was restricted to students who identified with an 'Asian' ethnic category (n=922). Many young Asian New Zealanders report engaging in injury risk behaviours, including: not using helmets when cycling; dangerous drink and drug driving; and being intentionally physically harmed by others. NZ-born Asian students are more likely than overseas-born Asian students to report most of these risky behaviours. Chinese and Indian students are less likely to engage in most of these behaviours than their NZ European peers. While young Asian New Zealanders are a relatively healthy population, many engage in well-recognised injury risk behaviours. The lower levels of these risky behaviours in Indian and Chinese students compared with NZ European students, and the positive dose-response effect seen in relation to duration of residence in NZ, are likely to be due to the effect of acculturation. Injury prevention strategies for young people in NZ need to specifically consider the diversity, context and specific risk profiles of young Asian New Zealanders. Health promotion efforts for this group should target the use of safety equipment and risky driving behaviours and consider traditional cultural practices that may be protective.

Middle School Students' Perceptions of Their Interests in Reading as Defined by Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS

ERIC Educational Resources Information Center

Ware, Regina J.

2012-01-01

Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two interventions that were incorporated into the regular curriculum to determine if these two reading interventions would encourage this researcher's students to read more. The "Nation's Report Card"…

Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes.

PubMed

Gase, Lauren N; Gomez, Louis M; Kuo, Tony; Glenn, Beth A; Inkelas, Moira; Ponce, Ninez A

2017-05-01

School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes. The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. © 2017, American School Health Association.

Relationships between Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes

PubMed Central

Gase, Lauren Nichol; Gomez, Louis M.; Kuo, Tony; Glenn, Beth A.; Inkelas, Moira; Ponce, Ninez A.

2018-01-01

BACKGROUND School climate is an integral part of a comprehensive approach to improving the wellbeing of students; however, little is known about the relationships between its different domains and measures. This study examined the relationships between student, staff, and administrative measures of school climate in order to understand the extent to which they were related to each other and student outcomes. METHODS The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014–2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and five outcomes of student wellbeing: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. RESULTS Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. CONCLUSIONS As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multi-dimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. PMID:28382671

Achieving public and global health competencies: A teaching case study of Botswana's cervical cancer screening program.

PubMed

Okatch, Harriet; Sowicz, Timothy Joseph; Teng, Helen; Ramogola-Masire, Doreen; Buttenheim, Alison M

2018-05-01

To design and implement a case study on the cervical cancer screening program in Botswana to teach public and global health competencies to undergraduate nursing students. The case study was developed following a review of the literature on the epidemiology and health policies of cervical cancer in Botswana, and an interview with an obstetrician/gynecologist engaged in both clinical practice and research in Botswana. The case study has been implemented over seven semesters to students enrolled in the Nursing in the Community course at the University of Pennsylvania. Approximately 75-100 students are enrolled each semester. Student's perceptions of epidemiologic skills gained and group functioning. Students responded to an open-ended question about lessons learned and offered suggestions to improve the learning experience. Faculty assessment of student deliverables demonstrated that students achieved the learning objectives and mastered necessary competencies. More than 70% (n = 69) of the students indicated that they acquired relevant skills at greater than a satisfactory level. Generally, students had great experiences working in groups measured across five dimensions: engagement/contribution, creativity/resilience, on task/works independently, social interaction/communication, and preparedness. However, isolated cases of poor group functioning were reported for engagement/contribution, and creativity/resilience. The case study, which has been revised with respect to length, content and group processes, has been valuable in educating undergraduate nursing students in a more engaging way that mimics real life public health nursing scenarios. Students achieved both public and global health competencies through participation in the case study. © 2018 Wiley Periodicals, Inc.

Exposure and Engagement With Tobacco- and E-Cigarette-Related Social Media.

PubMed

Hébert, Emily T; Case, Kathleen R; Kelder, Steven H; Delk, Joanne; Perry, Cheryl L; Harrell, Melissa B

2017-09-01

Little is known about the nature and extent of adolescents' exposure to tobacco- and e-cigarette-related communications on social media. In this study, we describe the prevalence and correlates of youth exposure and engagement with tobacco- and e-cigarette-related social media. Data are from the baseline survey of the Texas Adolescent Tobacco and Marketing Surveillance system, a cross-sectional sample of sixth, eighth, and 10th graders (n = 3907, N = 461,097). Weighted logistic regression models were used to examine associations between demographic characteristics, sensation seeking, tobacco use, and exposure and engagement with tobacco-related social media. Overall, 52.5% of students reported exposure to tobacco-related social media in the past month, whereas < 6% reported engagement. Exposure and some forms of engagement were more common among high school students, girls, those with friends who use tobacco, and high sensation seekers (p < .05). The odds of exposure were significantly higher among students susceptible to combustible tobacco (adjusted odds ratio [AOR] = 1.71, p < .05), e-cigarettes (AOR = 2.10, p < .01), and both combustible tobacco and e-cigarettes (AOR = 2.24, p < .001). The odds of engaging with social media was higher among those who were susceptible to, had ever, or currently use both combustible tobacco and e-cigarettes (AOR = 2.10-3.46, p < .05). About 1 in every 2 adolescents in Texas are exposed to tobacco-related social media. Adolescents who are susceptible to or use e-cigarettes and/or combustible tobacco are exposed to and engage with tobacco-related social media more than their peers. Social media appears to be an important venue when targeting vulnerable youth in prevention campaigns. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

A Systematic Review and Meta-Analysis of Medical Students’ Perspectives on the Engagement in Research

PubMed Central

Naing, Cho; Wai, Victor Nyunt; Durham, Jo; Whittaker, Maxine A.; Win, Ni Ni; Aung, Kyan; Mak, Joon Wah

2015-01-01

Abstract Engaging students in active learning lies at the center of effective higher education. In medical schools, students’ engagement in learning and research has come under increasing attention. The objective of this study was to synthesize evidence on medical students’ perspectives on the engagement in research. We performed a systematic review and meta-analysis. Relevant studies were searched in electronic databases. The methodological quality of the included studies was assessed. Overall, 14 observational studies (with 17 data sets) were included. In general, many studies did not use the same questionnaires and the outcome measurements were not consistently reported; these presented some difficulties in pooling the results. Whenever data permitted, we performed pooled analysis for the 4 education outcomes. A Bayesian meta-analytical approach was supplemented as a measure of uncertainty. A pooled analysis showed that 74% (95% confidence interval [CI]: 1.57%–11.07%; I2: 95.2%) of those students who engaged in research (while at the medical school) had positive attitudes toward their research experiences, whereas 49.5% (95% CI: 36.4%–62.7%; I2: 93.4%) had positive attitudes toward the study of medical sciences, 62.3% (95% CI: 46.7%–77.9%; I2: 96.3%) had self-reported changes in their practices, and 64% (95% CI: 30.8%–96.6%; I2: 98.5%) could have published their work. There was substantial heterogeneity among studies. We acknowledged the caveats and the merit of the current review. Findings showed that engagement in research resulted in favorable reactions toward research and academic learning. Future well-designed studies using standardized research tools on how to engage students in research are recommended. PMID:26181541

Exposure and Engagement With Tobacco- and E-Cigarette–Related Social Media

PubMed Central

Hébert, Emily T.; Case, Kathleen R.; Kelder, Steven H.; Delk, Joanne; Perry, Cheryl L.; Harrell, Melissa B.

2017-01-01

Purpose Little is known about the nature and extent of adolescents’ exposure to tobacco- and e-cigarette–related communications on social media. In this study, we describe the prevalence and correlates of youth exposure and engagement with tobacco- and e-cigarette–related social media. Methods Data are from the baseline survey of the Texas Adolescent Tobacco and Marketing Surveillance system, a cross-sectional sample of sixth, eighth, and 10th graders (n = 3907, N = 461,097). Weighted logistic regression models were used to examine associations between demographic characteristics, sensation seeking, tobacco use, and exposure and engagement with tobacco-related social media. Results Overall, 52.5% of students reported exposure to tobacco-related social media in the past month, whereas < 6% reported engagement. Exposure and some forms of engagement were more common among high school students, girls, those with friends who use tobacco, and high sensation seekers (p < .05). The odds of exposure were significantly higher among students susceptible to combustible tobacco (adjusted odds ratio [AOR] = 1.71, p < .05), e-cigarettes (AOR = 2.10, p < .01), and both combustible tobacco and e-cigarettes (AOR = 2.24, p < .001). The odds of engaging with social media was higher among those who were susceptible to, had ever, or currently use both combustible tobacco and e-cigarettes (AOR = 2.10–3.46, p < .05). Conclusions About 1 in every 2 adolescents in Texas are exposed to tobacco-related social media. Adolescents who are susceptible to or use e-cigarettes and/or combustible tobacco are exposed to and engage with tobacco-related social media more than their peers. Social media appears to be an important venue when targeting vulnerable youth in prevention campaigns. PMID:28669801

Storytelling and Technology Combine to Create Student Engagement Around Locally Relevant Climate Change Topics.

NASA Astrophysics Data System (ADS)

Leckey, E.; Littrell-Baez, M.; Tayne, K.; Gold, A. U.; Okochi, C.; Oonk, D.; Smith, L. K.; Lynds, S. E.

2017-12-01

Storytelling is a powerful way for students to engage with science topics, particularly topics that may initially seem too broad to impact their lives, like climate change. Empowering students to telling a personal story about climate change's effects and helping them turn their story into a film is powerful approach. Especially because these films can be shared globally and gives students a voice around a complex topic like climate change. Here, we present impacts of the Lens on Climate Change program (LOCC), which engages middle and high school students in producing short films featuring how climate change impacts their communities. LOCC is offered as an intensive week-long summer program and as an extracurricular program during the school year. The majority of student participants are recruited from historically underserved communities and come from ethnical and socioeconomically diverse backgrounds. Survey data revealed that LOCC participants had a significant increase in their belief in the reality of climate change after participation in their program relative to students in a demographically-matched control groups. Furthermore, participant responses on reflection surveys given after the program included statements that suggest that students had begun thinking more deeply about climate change as a serious global challenge and felt empowered to take actions to mitigate climate change and/or spread awareness in their communities. The majority of students in the LOCC program also reported being very proud of their film and intended to share their film with their friends and family. Additionally, we explored the long-term impacts of participation by interviewing students a year after the program and offered them the opportunity to make a subsequent film. Students in this "advanced group" reported being more aware of climate change in their community following making their films and were enthusiastic to increase their filmmaking skills through producing additional films. We suggest that the combination of storytelling and filmmaking gives students a means to become part of the climate change narrative and to engage in thinking about and acting on climate change at a broader level than they might otherwise be comfortable doing.

High school student's motivation to engage in conceptual change-learning in science

NASA Astrophysics Data System (ADS)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding. Furthermore, students' motivation to learn was also influenced by other factors that are not directly related to the four motivational factors assessed by the MSLQ such as the teacher's unique personality had a positive influenced on student learning. The overall conclusions drawn from this study are that conceptual change instruction requires the teacher to be aware of the importance of affective aspects and motivational factors of students learning.

a Matter of Confidence: Gender Differences in Attitudes Toward Engaging in Lab and Course Work in Undergraduate Engineering

NASA Astrophysics Data System (ADS)

Micari, Marina; Pazos, Pilar; Hartmann, Mitra J. Z.

Although there has been a great deal of research on women's experiences in engineering study, there has been little attempt to connect experiential factors to performance in both course and lab. This two-phase study investigated gender differences in undergraduates' experiences in a fluid mechanics course as well as the relationship between experiential factors and student performance in that course. One hundred forty-seven students at a Midwestern research university completed questionnaires related to course experience and perceived engagement. Data were also collected on final grade for 89 students in the second round of data collection. Relative to men, women reported less confidence that they could avoid mistakes in the lab, less experience with mechanical items, less perceived ability in engineering relative to classmates, and less perceived skill in tasks requiring navigation or maneuvering through space. Feelings of engagement were related to grade, but no gender differences were found in either engagement or grade.

A pharmacy course on leadership and leading change.

PubMed

Sorensen, Todd D; Traynor, Andrew P; Janke, Kristin K

2009-04-07

To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession. A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change. Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated "very useful") and a Leadership Networking Partners (LNP) program (83% of students rated "very useful"). Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills.

"If I Had to Pick Any Subject, It Wouldn't Be Maths": Foundations for Engagement with Mathematics during the Middle Years

ERIC Educational Resources Information Center

Attard, Catherine

2013-01-01

This article is a report on a longitudinal case study that investigated the problem of lowered engagement with mathematics and students' perspectives of the factors that influenced their engagement during the middle years of schooling. The article provides a synthesis of the entire study and a summary of its findings. In order to address the…

Understanding Student Behavioral Engagement: Importance of Student Interaction with Peers and Teachers

ERIC Educational Resources Information Center

Nguyen, Tuan Dinh; Cannata, Marisa; Miller, Jason

2018-01-01

Recent theoretical conceptualizations of student engagement have raised questions about how to measure student engagement and how engagement varies not only across schools, but also within school and within classrooms. The authors build on existing research on student behavioral engagement and extend this research to emphasize a continuum of…

The Relationship between Observed Task Characteristics and the Pattern of Seventh Grade Students' Situational Engagement during a Science Unit

NASA Astrophysics Data System (ADS)

Glassman, Sarah J.

Student engagement is an important aspect of teaching and learning. Traditionally, engagement has been measured as a static trait. This study measured engagement as a fluid trait in order to explore the relationship between seventh grade students' situational engagement over a science unit and five specific task characteristics. Further, this study investigated how the changing pattern of instruction is related to a changing pattern of student engagement. Informed by Self-Determination Theory, the five specific task characteristics investigated were: the use of tasks that give students opportunities to act autonomously (choice), the use of tasks that challenge students (challenge), constructive feedback from the teacher or peers that guides students work on the current task (feedback), the inclusion of tasks that require student collaboration (collaboration), and tasks in which the importance or relevance is explained to students or the task includes a real-world problem or scenario (real-life significance). Student engagement was measured as a multidimensional trait consisting of behavioral, emotional, and cognitive dimensions. Participants included two teachers and 37 students. Two classrooms were observed and video-recorded for 10 consecutive 1.5 hour blocks during a unit investigating cells. At the end of each block students completed a three item survey for each task. For all tasks in both classrooms, the cumulative presence of task characteristics correlated with student engagement. However, students' behavioral engagement negatively correlated with the use of choice. Students' engagement increased from low to high during four related tasks exhibiting the highest cumulative presence of task characteristics. Nine out of 10 tasks with the highest student engagement involved hands-on learning. However, students' engagement was lower during tasks elaborating on those hands-on tasks.

"Opening the Doors to Multiculturalism": Australian Pre-Service Music Teacher Education Students' Understandings of Cultural Diversity

ERIC Educational Resources Information Center

Joseph, Dawn; Southcott, Jane

2009-01-01

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project…

Engaging Engineering Students in Geoscience through Case Studies and Active Learning

ERIC Educational Resources Information Center

Holley, Elizabeth A.

2017-01-01

This study reports on a case study-based curricular intervention designed to help undergraduate engineering students make connections between geoscience and its applications. Teaching through case studies resulted in a measurable and significant improvement in the confidence that students had in their ability to apply geoscience concepts in an…

Barriers to Self-Management Behaviors in College Students with Food Allergies

ERIC Educational Resources Information Center

Duncan, Sarah E.; Annunziato, Rachel A.

2018-01-01

Objective: This study examined barriers to engagement in self-management behaviors among food-allergic college students (1) within the frameworks of the health belief model (HBM) and common sense self-regulation model (CS-SRM) and (2) in the context of overall risky behaviors. Participants: Undergraduate college students who reported having a…

Learning from Evaluations: Probing the Reality

ERIC Educational Resources Information Center

Spiller, Dorothy; Harris, Trudy

2013-01-01

This paper reports on findings from a major New Zealand research project around staff perceptions of student evaluations of teaching. The main focus of this discussion is the insights that the research afforded into staff engagement with and use of student evaluations to inform their teaching practice and to improve student learning. The research…

Introductory Astronomy Course at the University of Cape Town: Probing Student Perspectives

ERIC Educational Resources Information Center

Rajpaul, Vinesh; Allie, Saalih; Blyth, Sarah-Louise

2014-01-01

We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire…

Outcomes of Synergetic Peer Assessment: First-Year Experience

ERIC Educational Resources Information Center

Hodgson, Paula; Chan, Kitty; Liu, Justina

2014-01-01

Active participation in learning activities and reviewing assessment activity can facilitate learners engaged in these processes. This case study reports student experiences of the process of peer assessment with teacher guidance in a group project for a first-year nursing course with 153 students. Twenty groups of students were assigned roles in…

Challenge Based Learning: The Report from the Implementation Project

ERIC Educational Resources Information Center

Johnson, L.; Adams, S.

2011-01-01

Challenge Based Learning (CBL) is an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities…

Discontinuities in University Student Experiences of Learning through Discussions

ERIC Educational Resources Information Center

Ellis, Robert A.; Calvo, Rafael A.

2006-01-01

This article reports on research into the student experience of learning through discussions in a third-year undergraduate engineering subject. Information engineering students studying e-commerce were required to engage in face-to-face and online discussions as a key aspect of their learning experience. This study investigates the quality of the…

Students' Communication, Argumentation and Knowledge in a Citizens' Conference on Global Warming

ERIC Educational Resources Information Center

Albe, Virginie; Gombert, Marie-Jose

2012-01-01

An empirical study on 12th-grade students' engagement on a global warming debate as a citizens' conference is reported. Within the design-based research methodology, an interdisciplinary teaching sequence integrating an initiation to non-violent communication was developed. Students' debates were analyzed according to three dimensions:…

Women Students In Rural Communities: A Preliminary Report.

ERIC Educational Resources Information Center

Moore-West, Maggi; Lucero, Susan

Personality and a social support system are two factors that may influence women medical students' choice of a rural primary care specialty. The 2-year study of 11 University of New Mexico School of Medicine women students engaged in 4-month rural primary care preceptorships included interviews and a personality inventory. Three women had…

Investigating the Impact of Context on Students' Performance

ERIC Educational Resources Information Center

Almuna Salgado, Felipe

2016-01-01

This paper reports on a study that examines the effects of problem context on students' performance. The performance of 151 Year 10 students on six mathematical problems was compared with the performance on fifteen variants with more and less context familiarity (CF) and engagement (CE) across levels of context use (LCU). The latter explanatory…

Breaking Bad in Business Education: Impacts on Student Incivility and Academic Dishonesty

ERIC Educational Resources Information Center

Offstein, Evan H.; Chory, Rebecca M.

2017-01-01

The present study examines instructors' attempts to increase student satisfaction through what we predict to be destructive communication tactics. Results indicate that business majors reported being more likely to engage in incivility and academic dishonesty in courses taught by professors who attempted to gain student favor through gossiping,…

Balancing between Inspiration and Exhaustion: PhD Students' Experienced Socio-Psychological Well-Being

ERIC Educational Resources Information Center

Stubb, J.; Pyhalto, K.; Lonka, K.

2011-01-01

This paper explores doctoral students' experiences of their scholarly communities in terms of socio-psychological well-being. Further, the study examines how experiences were related to study engagement and to self-reported stress, exhaustion, and anxiety. Altogether 669 doctoral students from the University of Helsinki, Finland, responded a…

21st-Century Urban Renewal: Mathematical Understanding of Real-World Graphical Data Using Geospatial Technologies

ERIC Educational Resources Information Center

DeBay, Dennis J.

2017-01-01

The introduction of real-world, meaningful tasks in mathematics classrooms promises to create opportunities for enhancing students' learning through active engagement with mathematical ideas; however, researchers have given little consideration to the contexts in which urban high-school students live. The case study of three students reported in…

A Longitudinal Study Examining Changes in Students' Leadership Behavior

ERIC Educational Resources Information Center

Posner, Barry Z.

2009-01-01

This study investigated the impact of a leadership development program in students' first year with the subsequent leadership behaviors of those students in their senior year. Significant changes were reported in the frequency of engaging in leadership behaviors from freshman to senior years. No differences were found on the basis of gender. In…

Analysing Students' Engagement and Learning Presence in an Educational Blog Community

ERIC Educational Resources Information Center

Angelaina, Sophia; Jimoyiannis, Athanassios

2012-01-01

This paper reports on a case study investigating students' participation and learning presence in an educational blog implemented as a cross-thematic inquiry activity exploring and debating on the acid rain problem. Twenty-one secondary education students (14-15 years aged), coming from two separate classes, were involved. The content and…

Student Teachers' Engagement with Re-Contextualized Materials: A Case of Numerical Approximation

ERIC Educational Resources Information Center

Brijlall, Deonarain; Bansilal, Sarah

2011-01-01

This paper reports on an exploration of students' learning derived from the implementation of learning materials developed in a previous collaborative project. The purpose of the study was to examine the development of third-year students' understanding of the Reimann Sum. These concepts were taught to undergraduate teacher trainees wishing to…

Meeting Students' Special Needs in Catholic Schools: A Report from the USA

ERIC Educational Resources Information Center

Scanlan, Martin

2017-01-01

Students experience a wide array of special needs, from diagnosed disabilities to cultural and linguistic barriers to traumas. Schools around the world and across public and private sectors struggle to provide optimal opportunities to learn for students experiencing special needs. Moreover, schools typically engage in these efforts in isolation…

Student Engagement with E-Portfolios: Purpose, Benefits and Problems

ERIC Educational Resources Information Center

Thanaraj, Ann

2012-01-01

This paper reports on a phenomenographic study about the different ways that undergraduate law students understood and conceptualised the idea of e-portfolios as used on their programme. The aim of the study was to investigate variations in conceptions of e-portfolios, including their purpose, benefits and problems as experienced by students. The…

Software Literacy and Student Learning in the Tertiary Environment: Powerpoint and Beyond

ERIC Educational Resources Information Center

Khoo, Elaine; Hight, Craig; Cowie, Bronwen; Torrens, Rob; Ferrarelli, Lisabeth

2014-01-01

In this paper, we explore the relationship between student success in acquiring software literacy and students' broader engagement and understanding of knowledge across different disciplines. We report on the first phase of a project that examines software literacies associated with Microsoft PowerPoint as a common software package encountered and…

Chinese Students' Engagement with Mathematics Learning

ERIC Educational Resources Information Center

Norton, Stephen; Zhang, Qingiong

2013-01-01

Over the past decade it has been frequently reported that East Asian students are outperforming their Western counterparts in international tests of mathematics at middle-school level. This paper probes classroom discourse in an attempt to shed some light on this phenomenon. Data were collected from a sample of Chinese Year 8 students in a normal…

Student Part-Time Employment: Characteristics and Consequences

ERIC Educational Resources Information Center

Robotham, David

2012-01-01

Purpose: The aim of the paper is to examine the consequences of students engaging in part-time employment during their studies. It reports the results of a survey of part-time employment among university students. The research examined the possible consequences of combining part-time employment with full-time study, with particular reference to…

An Examination of College Student Activities and Attentiveness during a Web-Delivered Personalized Normative Feedback Intervention

PubMed Central

Lewis, Melissa A.

2014-01-01

Both heavy drinking and related risky sexual behavior among college students are common and are often associated with a number of negative consequences. A previously reported randomized controlled trial showed that a brief personalized normative feedback (PNF) intervention reduced the alcohol consumption and alcohol-related risky sexual behavior of heavy drinking, sexually active college students (Lewis et al., in press). For the present study, we examined what activities students were engaged in when viewing the feedback as well as who they were with and where they were when receiving the intervention. Furthermore, we conducted supplemental analyses with perceived attentiveness as a hypothesized predictor of change using the same sample (N = 480). Findings indicated that most students were engaged in activities when viewing the feedback and that most students viewed the feedback alone and at home. Furthermore, results revealed PNF to be most effective in reducing drinks per week among participants who reported greater attention. Clinical implications and suggestions for additional research examining how attentiveness can be increased during web-based interventions are discussed. PMID:25134036

Creating Student Engagement Through Immersion: Exploring the MT6 Shipwreck in Puget Sound via Submersible, Using a Team Challenge Format

NASA Astrophysics Data System (ADS)

Sarason, C. P.; Hartzler, R.; Anderson, A.

2016-02-01

Educational literature has many stories describing the "aha" moment that teachers are privileged to observe: a student who suddenly grasps a concept (ding!), dives into an activity (whee!) or works tirelessly to complete a complicated project (wow!). Designing moments like these for students can be one of the great joys of teaching. Experiencing such a moment can have a lasting impact on student engagement and motivation, and is the underlying rationale for the importance of creating a wide array of outreach efforts, from field work to telepresence activities.During the spring of 2015, OceanGate Foundation and Seattle Central College partnered on a pilot program to design a program that had this kind of impact and created the Open The Oceans Challenge. Student teams responded to our Request for Proposal (RFP), which was centered around the exploration of a shipwreck in 150 meters of water just off the Seattle waterfront, the MT-6. Students spent a significant amount of time crafting their proposals and reported that they enjoyed the process of writing the proposal as a team. The two winning teams accompanied us on a series of submersible dives performed by OceanGate, Inc. and worked up the results afterward. In addition to researching the MT-6 wreck and documenting what they found, students were able to do basic observational research on the wreck, providing sonar and photographic data that will help form the basis of future expeditions to this site.We report on lessons learned from this pilot — the impact for the small set of students involved in this project was profound, but how can we expand the reach of such activities? Results from this experience suggest that providing a highly engaging topic and expedition may not be enough to inspire an "aha" moment that creates lasting engagement; the scaffolding and mentorship that surrounds a rich experience is also critical.

Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

ERIC Educational Resources Information Center

Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

2015-01-01

The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

Exploring the Relationship between Professor/Student Rapport and Students' Expectancy for Success and Values/Goals in College of Agriculture Classrooms

ERIC Educational Resources Information Center

Estepp, Christopher M.; Roberts, T. Grady

2013-01-01

Recent reports have indicated that many undergraduate students have become unmotivated and unengaged in the learning process. As a result, calls have been made for instructors in higher education to implement classroom interventions to help better engage students in the learning process. Research has shown that creating a hospitable learning…

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

ERIC Educational Resources Information Center

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-01-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher-student teams to…

Expanding Agency: Centering Gender Identity in College and University Student Records Systems

ERIC Educational Resources Information Center

Linley, Jodi L.; Kilgo, Cindy Ann

2018-01-01

This article details the process the authors--a doctoral student at the time, and a faculty member--engaged in to change the ways the University of Iowa (UI) asks for and reports student name, gender pronouns, sex, and gender identity. The UI Inclusive Student Records Initiative raises implications for practice and research. Two focus groups--one…

Practical Insights for the Pharmacist Educator on Student Engagement

PubMed Central

Romanelli, Frank; Piascik, Peggy; Cain, Jeff

2016-01-01

Student engagement continues to be a point of emphasis in pharmacy education, yet there remains little data on tangible means to increase organic student engagement. This review attempts to better define student engagement, draws from educational theorists to emphasize the importance of student engagement, and provides the reader with practice philosophies that can be used across of variety of teaching settings to help develop an engaging learning environment. PMID:27899839

Weaving Student Engagement into the Core Practices of Schools. A National Dropout Prevention Center/Network Position Paper

ERIC Educational Resources Information Center

Dary, Teri; Pickeral, Terry; Shumer, Rob; Williams, Anderson

2016-01-01

This position paper on student engagement is organized in response to major questions on how student engagement aligns with dropout prevention. Through a set of questions and responses, the "Weaving Student Engagement Into the Core Practices of Schools" position paper on student engagement : (1) defines the term "student…

The Relationship between Student Engagement and Professionalism in Pharmacy Students

ERIC Educational Resources Information Center

Flaherty, Anne Guerin

2011-01-01

This study investigates the relationship between student engagement (as measured by the National Survey of Student Engagement benchmarks) and pharmacy student professionalism (as measured by the Pharmacy Professionalism Domain instrument) in first and third year pharmacy students at seven different schools of pharmacy. Engagement provides the…

Individual and Instructional Determinants of Student Engagement in Physical Education

PubMed Central

Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

2012-01-01

This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

Engaging students in learning: findings from a study of project-led education

NASA Astrophysics Data System (ADS)

Fernandes, Sandra; Mesquita, Diana; Assunção Flores, Maria; Lima, Rui M.

2014-01-01

This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students' perceptions of PLE as a learning device and its implications for faculty and students' role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.

Brief Report: A Mobile Application to Treat Prosodic Deficits in Autism Spectrum Disorder and Other Communication Impairments: A Pilot Study.

PubMed

Simmons, Elizabeth Schoen; Paul, Rhea; Shic, Frederick

2016-01-01

This study examined the acceptability of a mobile application, SpeechPrompts, designed to treat prosodic disorders in children with ASD and other communication impairments. Ten speech-language pathologists (SLPs) in public schools and 40 of their students, 5-19 years with prosody deficits participated. Students received treatment with the software over eight weeks. Pre- and post-treatment speech samples and student engagement data were collected. Feedback on the utility of the software was also obtained. SLPs implemented the software with their students in an authentic education setting. Student engagement ratings indicated students' attention to the software was maintained during treatment. Although more testing is warranted, post-treatment prosody ratings suggest that SpeechPrompts has potential to be a useful tool in the treatment of prosodic disorders.

Promoting student case creation to enhance instruction of clinical reasoning skills: a pilot feasibility study.

PubMed

Chandrasekar, Hamsika; Gesundheit, Neil; Nevins, Andrew B; Pompei, Peter; Bruce, Janine; Merrell, Sylvia Bereknyei

2018-01-01

It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student-faculty interaction. Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Faculty provided feedback on case quality afterwards. Students completed pre- and post-self-assessment surveys. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions. Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student-faculty interaction and the use of visual aids ( P < 0.05). The results of our feasibility study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student-faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the development of clinical reasoning skills.

A Research Experiences for Undergraduates program (REU) Program Designed to Recruit, Engage and Prepare a Diverse Student Population for Careers in Ocean Sciences.

NASA Astrophysics Data System (ADS)

Clarkston, B. E.; Garza, C.

2016-02-01

The problem of improving diversity within the Ocean Sciences workforce—still underperforming relative to other scientific disciplines—can only be addressed by first recruiting and engaging a more diverse student population into the discipline, then retaining them in the workforce. California State University, Monterey Bay (CSUMB) is home to the Monterey Bay Regional Ocean Science Research Experiences for Undergraduates (REU) program. As an HSI with strong ties to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system, the Monterey Bay REU is uniquely positioned to address the crucial recruitment and engagement of a diverse student body. Eleven sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students develop scientific self-efficacy and literacy skills through rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two cohorts (2014, 2015) and here we present successes, challenges and lessons learned for an innovative program designed to recruit, engage and prepare students for Ocean Science careers.

Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors.

PubMed

Dykstra Steinbrenner, Jessica R; Watson, Linda R

2015-08-01

Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD.

Investigating Mathematics through Digital Media: Cognitive Visual Perturbations

ERIC Educational Resources Information Center

Calder, Nigel

2011-01-01

How might investigating mathematical tasks through digital media influence students' learning trajectories, and hence their mathematical thinking? This article reports on elements of an ongoing study that examines how engaging mathematical phenomena through digital pedagogical media might influence understanding. As the students sought…

Bowling Together.

ERIC Educational Resources Information Center

Campbell, David E.

2001-01-01

Using data from 1996 National Household Education Survey, reports that a higher percentage of students in private schools, especially Catholic schools, acquire civic engagement skills (voluntary community service, civic skills), have greater political knowledge, and have a higher level of political tolerance than do students in public schools.…

Impact of Sustainability Pedagogies on Pre-Service Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Evans, Neus; Tomas, Louisa; Woods, Cindy

2016-01-01

Education for sustainable development (ESD) espouses student-centred, transformative pedagogies that promote learning through active, participatory and experiential learning. Yet, traditional lectures provide limited opportunities for engaging students in such pedagogies. This article reports on the inclusion of sustainability pedagogies within…

Significant Engagement in Tanning Behaviors by Men at a U.S. University.

PubMed

Daniel, Casey L; Fernandez, Alyssa M; Gassman, Natalie R; Bae, Sejong; Blashill, Aaron J; Tan, Marcus C

2017-12-30

Adolescent and young adult men are a potentially overlooked population with respect to risky tanning behaviors. This study sought to determine the prevalence of various modes of tanning and associated variables among young men in a university setting in the southeastern United States. Undergraduate students at a public institution in Mobile, Alabama were surveyed electronically in March 2016. Of the 818 undergraduate men surveyed, over 90% reported tanning behaviors, with 37% reporting engaging in indoor tanning. Additionally, over 25% reported engaging in two or more types of tanning concurrently. These findings indicate that early intervention efforts targeting young men are needed to reduce risky tanning behaviors and associated negative health outcomes.

Assessment of a novel module for training dental students in child abuse recognition and reporting.

PubMed

Shapiro, Michael C; Anderson, O Roger; Lal, Shantanu

2014-08-01

This study assessed the merits of introducing a novel, online interactive training module designed to positively engage dental students and teach them to recognize and report signs of child abuse and neglect. The study aimed to determine if the online training module educated the students equivalently or better than a lecture presentation of the same content. Seventy-two students from Columbia University College of Dental Medicine's class of 2015 (90 percent of the class) agreed to participate and were randomly assigned to either a traditional lecture-based presentation or the online training module. Study participants were given a twenty-question multiple-choice pretest on their knowledge of child abuse recognition and reporting prior to the start of the study. The same instrument was administered as a posttest. At the end of the training, questionnaires were also given to both groups to assess students' perceptions of the two educational methodologies. The results showed that the interactive online training module was more effective than the lecture-based method. Results of the posttest comparison of the two groups were statistically significant (p<0.05) in favor of the online training group. Additionally, the students reported that the interactive online training module was engaging and a helpful resource, but on average they did not prefer it as a total replacement for the lecture-based approach.

Understanding of Student Task Interpretation, Design Planning, and Cognitive Strategies during Engineering Design Activities in Grades 9-12. Final Report. Research in Engineering and Technology Education

ERIC Educational Resources Information Center

Lawanto, Oenardi

2011-01-01

The objective of this study was to describe the task interpretation of students engaged in a design activity and determine the extent to which students translate their understanding of their design task to their planning and cognitive strategies. Twenty-nine students at one Colorado high school participated in this study. Students worked…

Associations of Teacher Autonomy Support and Structure with Young Adolescents' Motivation, Engagement, Belonging, and Achievement

ERIC Educational Resources Information Center

Kiefer, Sarah M.; Pennington, Sarah

2017-01-01

The purpose of this short-term longitudinal quantitative study was to gain a comprehensive understanding of the influence of teacher autonomy support and structure on young adolescents' academic motivation, classroom engagement, school belonging, and achievement. Middle school students (N = 209, 61% female) self-reported perceptions of teacher…

Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

ERIC Educational Resources Information Center

Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

2018-01-01

The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

CC-LR: Providing Interactive, Challenging and Attractive Collaborative Complex Learning Resources

ERIC Educational Resources Information Center

Caballé, S.; Mora, N.; Feidakis, M.; Gañán, D.; Conesa, J.; Daradoumis, T.; Prieto, J.

2014-01-01

Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative…

The Mwanje Project: Engaging Preservice Teachers in Global Service Learning

ERIC Educational Resources Information Center

Doppen, Frans H.; Tesar, Jennifer

2012-01-01

This article reports the findings of a study that engaged preservice social studies teachers at two institutions of higher education in Ohio and West Virginia in a service learning to benefit the Mwanje school in Malawi. The findings suggest that despite some initial levels of apprehension the project enhanced the student teachers' global…

Climate Change: Providing Equitable Access to a Rigorous and Engaging Curriculum

ERIC Educational Resources Information Center

Cardichon, Jessica; Roc, Martens

2013-01-01

This report examines how implementing rigorous and engaging curriculum aligned with college- and career-ready standards fosters positive school climates in which students are motivated to succeed, achievement gaps narrow, and learning and outcomes improve. It includes federal, state, and local recommendations for increasing access to high-quality,…

Building a Community of Learning through Early Residential Fieldwork

ERIC Educational Resources Information Center

Walsh, Cathy; Larsen, Carl; Parry, Damian

2014-01-01

The positioning of residential fieldwork early in students' higher education is an established way of attempting to build and engage them in a community of learning. In the study reported here, the benefits of such early residential fieldwork were investigated using Krausse and Coates's seven scales of engagement. These scales consider a number of…

Typical Intellectual Engagement as a Byproduct of Openness, Learning Approaches, and Self-Assessed Intelligence

ERIC Educational Resources Information Center

Arteche, Adriane; Chamorro-Premuzic, Tomas; Ackerman, Phillip; Furnham, Adrian

2009-01-01

Students (n = 328) from US and UK universities completed four self-report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self-assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors:…

Cognitive Content Engagement in Content-Based Language Teaching

ERIC Educational Resources Information Center

Kong, Stella; Hoare, Philip

2011-01-01

This article reports a study of aspects of pedagogy that can bring about students' cognitive engagement with academic content and, thus, use of the academic language in content-based language lessons in three middle schools in Xi'an, China. Two criteria--academic content level and depth of processing--were used to determine cognitive content…

Applying service learning to computer science: attracting and engaging under-represented students

NASA Astrophysics Data System (ADS)

Dahlberg, Teresa; Barnes, Tiffany; Buch, Kim; Bean, Karen

2010-09-01

This article describes a computer science course that uses service learning as a vehicle to accomplish a range of pedagogical and BPC (broadening participation in computing) goals: (1) to attract a diverse group of students and engage them in outreach to younger students to help build a diverse computer science pipeline, (2) to develop leadership and team skills using experiential techniques, and (3) to develop student attitudes associated with success and retention in computer science. First, we describe the course and how it was designed to incorporate good practice in service learning. We then report preliminary results showing a positive impact of the course on all pedagogical goals and discuss the implications of the results for broadening participation in computing.

Future Time Orientation Predicts Academic Engagement among First-Year University Students

ERIC Educational Resources Information Center

Horstmanshof, Louise; Zimitat, Craig

2007-01-01

Background: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. Aims: This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose…

Student Engagement with Other Students

ERIC Educational Resources Information Center

Woodard, Bobby R.; Fatzinger, Jim B.

2018-01-01

The collegiate experience provides opportunities for learners to engage with others in an environment that prepares graduates for twenty-first century challenges. This chapter offers reasons why students should engage with other students by doing, feeling, and thinking, and posits that engagement on campus not only serves students individually and…

Engaging Student Input on Student Engagement in Learning

ERIC Educational Resources Information Center

Callingham, Maggie

2016-01-01

Student engagement, achievement, and participation are equity issues. Students' engagement in their learning is especially important in schools that cater to low-income communities where improved educational experiences can break the cycle of low achievement, school disaffection, and early school leaving. Moreover, for students who experience…

Texting while driving and other risky motor vehicle behaviors among US high school students.

PubMed

Olsen, Emily O'Malley; Shults, Ruth A; Eaton, Danice K

2013-06-01

To assess the prevalence of texting/e-mailing while driving (TWD) and association of TWD with other risky motor vehicle (MV) behaviors among US high school students. Data were used from the Centers for Disease Control and Prevention's 2011 national Youth Risk Behavior Survey, which assessed TWD during the 30 days before the survey among 8505 students aged ≥16 years from a nationally representative sample of US high school students. TWD frequency was coded into dichotomous and polychotomous variables. Logistic regression assessed the relationship between TWD and other risky driving behaviors, controlling for age, race/ethnicity, and sex. The prevalence of TWD on ≥1 days during the 30 days before the survey was 44.5% (95% confidence interval: 40.8%-48.2%). Students who engaged in TWD were more likely than their non-TWD counterparts to not always wear their seatbelt (prevalence ratio; 95% confidence interval: 1.16; 1.07-1.26), ride with a driver who had been drinking alcohol (1.74; 1.57-1.93), and drink alcohol and drive (5.33; 4.32-6.59). These other risky MV behaviors were most likely to occur among students who frequently engaged in TWD. Nearly half of US high school students aged ≥16 years report TWD during the past 30 days; these students are more likely to engage in additional risky MV behaviors. This suggests there is a subgroup of students who may place themselves, their passengers, and others on the road at elevated risk for a crash-related injury or fatality by engaging in multiple risky MV behaviors.

Examining the Effect of Multiple Writing Tasks on Year 10 Biology Students' Understandings of Cell and Molecular Biology Concepts

ERIC Educational Resources Information Center

Hand, Brian; Hohenshell, Liesl; Prain, Vaughan

2007-01-01

This paper reports on a study that examined the cumulative effects on students' learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular…

Winning Isn't Everything: A Case Study of High-Risk Drinking the Night of the 2006 National Championship Football Game

ERIC Educational Resources Information Center

Glassman, Travis; Dodd, Virginia; Sheu, Jiunn-Jye; Miller, Maureen; Arthur, Ashley

2008-01-01

This study examined high-risk drinking among college students the night of the 2006 National College Football Championship game. Study findings show that while nearly 50% of students reported drinking the night of the National Championship Game, less than one third of students engaged in high-risk drinking. Students watching the game at on-campus…

Closing the Policy-Practice Gap for Low-SES Students in Higher Education: The Pedagogical Challenge

ERIC Educational Resources Information Center

Thomas, Glyn

2014-01-01

This paper reports on an interpretivist research study that sought to articulate the strategies being adopted by selected universities to recruit, teach and retain students from low socio-economic status (SES) backgrounds. The literature is clear that these students face more barriers and fewer encouragers than their peers to engage with higher…

Concept Development and Meaningful Learning among Electrical Engineering Students Engaged in a Problem-Based Laboratory Experience

ERIC Educational Resources Information Center

Bledsoe, Karen E.; Flick, Lawrence

2012-01-01

This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior…

Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology

ERIC Educational Resources Information Center

Watling, Rosamond; Clarke, Richard; Rowell, Christopher

2014-01-01

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss…

A Social Justice Epistemology and Pedagogy for Latina/o Students: Transforming Public Education with Participatory Action Research

ERIC Educational Resources Information Center

Cammarota, Julio; Romero, Augustine F.

2009-01-01

The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice…

Students' Expressions of Uncertainty in Making Informal Inference When Engaged in a Statistical Investigation Using TinkerPlots

ERIC Educational Resources Information Center

Henriques, Ana; Oliveira, Hélia

2016-01-01

This paper reports on the results of a study investigating the potential to embed Informal Statistical Inference in statistical investigations, using TinkerPlots, for assisting 8th grade students' informal inferential reasoning to emerge, particularly their articulations of uncertainty. Data collection included students' written work on a…

Engaging Inner City Students in Learning through Designing Remote Operated Vehicles

ERIC Educational Resources Information Center

Barnett, Michael

2005-01-01

For the past year we have been developing and implementing a program in which students design and construct remote operated vehicles. In this paper, we report on a pilot study that occurred over the course of an academic year in an inner city high school. Specifically, we have been investigating whether students learn meaningful science content…

An Intercontinental Inquiry on Multicultural Education: Canadian and Hong Kong University Students Connected through a Web 2.0 Learning Environment

ERIC Educational Resources Information Center

Li, Jia; Zhang, Zheng

2015-01-01

Adopting Cummins' model of intervention for collaborative empowerment, this study reports on a transnational project that examines (1) the effectiveness of enhancing critical cultural awareness by engaging culturally diverse university students in online discussions and (2) students' perspectives on understanding different cultures through mass…

Infusing Student Activism into the College Curriculum: A Report of a Service-Learning Project to Bring Awareness to Sexual Violence

ERIC Educational Resources Information Center

Stepteau-Watson, Desiree

2012-01-01

Service learning involves infusing activities into the curriculum that enhance student learning, promote community engagement and effect change on the community level. Significant advantage can be applied to vulnerable communities by leveraging student action, interest, and energy, which can bring time, effort and attention to important community…

The Role of E-Mentoring in Mathematically Gifted Students' Academic Life: A Case Study

ERIC Educational Resources Information Center

Mammadov, Sakhavat; Topçu, Abdullah

2014-01-01

This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students' academic life. Three themes predominated in the collected data were (a) motivation, (b) effective communication and…

The Effect of Linked Learning Certified Pathways on Selected Student Outcomes

ERIC Educational Resources Information Center

Fitzgerald, Robert; Ottem, Randolph; Hufford, Justine

2016-01-01

This report examines outcomes for grade-12 students in academic years (AY) 2010-11, 2011-12, and 2012-13 who were enrolled in a Linked Learning certified pathway (LLCP) in California. Outcomes include student engagement in learning, measured by high school attendance and discipline events, as well as college readiness and postsecondary enrollment.…

Who Assigns the Most ICT Activities? Examining the Relationship between Teacher and Student Usage

ERIC Educational Resources Information Center

Hsu, Shihkuan

2011-01-01

The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers…

Adult Undergraduate Students: Patterns of Learning Involvement. Final Research Report.

ERIC Educational Resources Information Center

Kasworm, Carol E.; Blowers, Sally S.

A research study examined the complex roles of adult life in relation to the student role, the nature of adult undergraduate engagement in learning, and adult perceptions of involvement. Adult students were interviewed in three types of institutions: 38 at two liberal arts colleges, 29 at two community colleges, and 23 at two public universities.…

"Drunkorexia": Understanding Eating and Physical Activity Behaviors of Weight Conscious Drinkers in a Sample of College Students

ERIC Educational Resources Information Center

Wilkerson, Amanda H.; Hackman, Christine L.; Rush, Sarah E.; Usdan, Stuart L.; Smith, Corinne S.

2017-01-01

Objective: Behaviors of weight conscious drinkers (BWCD) include disordered eating, excessive physical activity (PA), and heavy episodic drinking. Considering that approximately 25% of the college students report BWCD, it is important to investigate what characteristics increase the likelihood of college students engaged in BWCD for both moderate…

Fostering First-Year Students' Engagement and Well-Being through Visual Narratives

ERIC Educational Resources Information Center

Everett, Michele C.

2017-01-01

This article reports on a qualitative study that explored the learning outcomes from an innovative instructional method, visual narratives, used in a first-year seminar. Fifty-three students enrolled in a mandatory first semester student success course were instructed to use visual images to tell the story of the first-year experience. Data…

Preparing Students for Diverse Careers: Developing Career Literacy with Final-Year Writing Students

ERIC Educational Resources Information Center

Bennet, Dawn; Robertson, Rachel

2015-01-01

Graduates from generalist science and arts degrees can face diverse careers characterised by portfolios of simultaneous, self-managed roles. This paper reports from a study on identity and career literacy in which final-year professional writing and publishing students developed an ePortfolio and engaged in open blogging during their industry…

Grades Five and Six Students' Representation of Meaning in Collaborative Wiki Writing

ERIC Educational Resources Information Center

Peterson, Shelley Stagg; Portier, Christine

2014-01-01

This paper examined grades 5 and 6 students' participation in wikis while writing reports on social studies topics. An analysis of eight wikis showed that students represented meanings they had constructed about their topics by engaging in knowledge telling practices (e.g., introducing, stating, or repeating information or an idea and developing…

The Features of Peer Argumentation in Middle School Students' Scientific Inquiry

ERIC Educational Resources Information Center

Kim, Heekyong; Song, Jinwoong

2006-01-01

This study examined the features of peer argumentation in middle school students' scientific inquiry. Participants were two boys and six girls in grade 8 of a middle school in Seoul, Korea. Students engaged in open inquiry activities in small groups. Each group prepared the report for peer review and then, during the peer discussion, presented…

Text Messaging for Student Communication and Voting

ERIC Educational Resources Information Center

McClean, Stephen; Hagan, Paul; Morgan, Jason

2010-01-01

Text messaging has gained widespread popularity in higher education as a communication tool and as a means of engaging students in the learning process. In this study we report on the use of text messaging in a large, year-one introductory chemistry module where students were encouraged to send questions and queries to a dedicated text number both…

Tips, Tricks & Techniques: Creating & Teaching with Simple Animation: Making Biology Instruction Come Alive

ERIC Educational Resources Information Center

Zanin, Mary K. B.

2015-01-01

Over the years, many of my students have reported that they enjoy lectures that include short, simple animations. To keep students engaged, I have developed a small set of teaching animations using PowerPoint and Camtasia Studio software packages. A survey of students who learned four difficult topics with traditional written lessons and with…

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept.

PubMed

Cooper, Katelyn M; Ashley, Michael; Brownell, Sara E

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning.

Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

There has been a national movement to transition college science courses from passive lectures to active learning environments. Active learning has been shown to be a more effective way for students to learn, yet there is concern that some students are resistant to active learning approaches. Although there is much discussion about student resistance to active learning, few studies have explored this topic. Furthermore, a limited number of studies have applied theoretical frameworks to student engagement in active learning. We propose using a theoretical lens of expectancy value theory to understand student resistance to active learning. In this study, we examined student perceptions of active learning after participating in 40 hours of active learning. We used the principal components of expectancy value theory to probe student experience in active learning: student perceived self-efficacy in active learning, value of active learning, and potential cost of participating in active learning. We found that students showed positive changes in the components of expectancy value theory and reported high levels of engagement in active learning, which provide proof of concept that expectancy value theory can be used to boost student perceptions of active learning and their engagement in active learning classrooms. From these findings, we have built a theoretical framework of expectancy value theory applied to active learning. PMID:28861130

Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes.

PubMed

Tuominen-Soini, Heta; Salmela-Aro, Katariina

2014-03-01

Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group differences in academic and socioemotional functioning and long-term educational outcomes, and temporal stability in the group memberships. Latent profile analysis identified 4 groups of students in high school. Both engaged (44%) and engaged-exhausted (28%) students were engaged and doing well in school, although engaged-exhausted students were more stressed and preoccupied with possible failures. Cynical (14%) and burned-out (14%) students were less engaged, valued school less, and had lower academic achievement. Cynical students, however, were less stressed, exhausted, and depressed than burned-out students. Six years later, engaged students were more likely than predicted by chance to attend university. In young adulthood, 4 similar groups were identified. Configural frequency analysis indicated that it was typical for engaged students to stay in the engaged group and for engaged-exhausted students to move into a more disengaged group. The results on broadband stability from adolescence to young adulthood showed that 60% of the youth manifested stable engaged and 7% stable disengaged patterns, whereas 16% displayed emergent engagement and 17% emergent disengagement patterns. Overall, the findings demonstrate that adolescence is not a uniform time for either school engagement and well-being or disengagement and distress. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Associations between Teaching Quality and Secondary Students' Behavioral, Emotional, and Cognitive Engagement in School

ERIC Educational Resources Information Center

Quin, Daniel; Hemphill, Sheryl A.; Heerde, Jessica A.

2017-01-01

Students' perceptions of their social and instructional interactions with their teachers play a key role in students' engagement. Understanding how the quality of these interactions can influence students' engagement in school is paramount to improving students' engagement. Eighty-eight year 7 students from three schools in the state of Victoria,…

Sense of Place and Student Engagement among Undergraduate Students at a Major Public Research University

ERIC Educational Resources Information Center

Okoli, Daniel T.

2013-01-01

The purpose of this study was to explore the relationship between sense of place and student engagement among undergraduate students, in order to influence how higher education institutions view the role of the physical environment in fostering student engagement, learning, and personal development. Student engagement, a very important predictor…

Why Teacher Voice Matters

ERIC Educational Resources Information Center

Kahlenberg, Richard D.; Potter, Halley

2014-01-01

Kahlenberg and Potter report on research that shows when teachers are engaged in school decisions and collaborate with administrators and each other, school climate improves. The authors add, this promotes a better learning environment for students, which raises student achievement, and a better working environment for teachers, which reduces…

Connecting Curriculum, Linking Learning

ERIC Educational Resources Information Center

Whyte, Barbara; Fraser, Deborah; Aitken, Viv

2013-01-01

Teachers and principals know that students learn best when involved, challenged and inspired. An integrated curriculum offers teachers the tools to engage, extend and enthuse students. Yet today's curriculum seems to be narrowing and becoming restrictive. Assessment-driven teaching, reporting to standards and a pronounced emphasis on individual…

Engaging with Assessment: Increasing Student Engagement through Continuous Assessment

ERIC Educational Resources Information Center

Holmes, Naomi

2018-01-01

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are "assessment-driven," a low-stakes continuous weekly summative…

Student Engagement in Assessments: What Students and Teachers Find Engaging

ERIC Educational Resources Information Center

Bae, Soung; Kokka, Kari

2016-01-01

Although research has shown that student engagement is strongly related to performance on assessment tasks, especially for traditionally underserved subgroups of students, increasing student engagement has not been the goal of standardized tests of content knowledge. Recent state and federal policies, however, are changing the assessment…

Examining how discussing underrepresentation may mediate female engagement in physics

NASA Astrophysics Data System (ADS)

Lock, Robynne M.; Tompkins, Reganne; Hazari, Zahra

2013-04-01

Despite the large number of female students taking high school physics, only about a fifth of physics bachelor's degrees are awarded to women. In a previous study, we tested five factors commonly proposed to positively impact female students' choice of a physical science career using multivariate matching methods on national survey data. Four of these factors (having a single-sex class, having female scientist guest speakers, having a female physics teacher, and discussing the work of female scientists) were found to have no effect. The only factor found to have a positive effect was the explicit discussion of the underrepresentation of women in physics. In order to explore this further, a case study of the classes of one teacher reported to discuss the underrepresentation of women was conducted. Two classroom underrepresentation discussions were recorded, students and teacher were interviewed, and relevant student work was collected. Analyzing the case study data, we report on how discussing underrepresentation may mediate female engagement in physics.

An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study.

PubMed

Carey, Matthew C; Chick, Anna; Kent, Bridie; Latour, Jos M

2018-06-01

Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting. The aim of this paper is to report the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting. A qualitative ethnographic study using non-participant observations. A range of inpatient paediatric clinical settings across two teaching hospitals. First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme. Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 h of raw data collected across all observations was analysed using framework analysis to draw together key themes. Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure. Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research

PubMed Central

Thiry, Heather; Weston, Timothy J.; Laursen, Sandra L.; Hunter, Anne-Barrie

2012-01-01

This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed. PMID:22949423

Promoting student case creation to enhance instruction of clinical reasoning skills: a pilot feasibility study

PubMed Central

Chandrasekar, Hamsika; Gesundheit, Neil; Nevins, Andrew B; Pompei, Peter; Bruce, Janine; Merrell, Sylvia Bereknyei

2018-01-01

Background It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student–faculty interaction. Methods Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Faculty provided feedback on case quality afterwards. Students completed pre- and post-self-assessment surveys. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions. Results Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student–faculty interaction and the use of visual aids (P < 0.05). Conclusion The results of our feasibility study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student–faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the development of clinical reasoning skills. PMID:29692641

An Examination of Five Benchmarks of Student Engagement for Commuter Students Enrolled at an Urban Public University

ERIC Educational Resources Information Center

Galladian, Carol

2013-01-01

The purpose of this quantitative ex post facto study was to provide a description of the student engagement of commuter students attending a large urban public university located in a mid-Atlantic state using the five National Survey of Student Engagement (NSSE) benchmarks of student engagement. In addition, the study examined the relationship…

Engaging the Disengaged: How One School Re-Engages Students in Learning

ERIC Educational Resources Information Center

Easton, Lois Brown; Condon, Dan; Soguero, Michael

2014-01-01

Engagement can prevent struggling students from dropping out, and re-engagement in learning can help struggling students who have dropped out return to school and graduate. This chapter presents a case study about a struggling student who dropped out and then came to Eagle Rock School and Professional Development Center, became engaged in her…

Teachers' Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration

ERIC Educational Resources Information Center

Stein, Kristy Cooper; Miness, Andrew; Kintz, Tara

2018-01-01

Background: Student engagement is a cognitively complex domain that is often oversimplified in theory and practice. Reliance on a single model overlooks the sophisticated nature of student engagement and can lead to misconceptions and limited understandings that hinder teachers' ability to engage all of their students. Assessing varied models…

Description of a research-based health activism curriculum for medical students.

PubMed

Cha, Stephen S; Ross, Joseph S; Lurie, Peter; Sacajiu, Galit

2006-12-01

Few curricula train medical students to engage in health system reform. To develop physician activists by teaching medical students the skills necessary to advocate for socially equitable health policies in the U.S. health system. Montefiore Medical Center, the University Hospital of the Albert Einstein College of Medicine, Bronx, NY. We designed a 1-month curriculum in research-based health activism to develop physician activists. The annual curriculum includes a student project and 4 course sections;health policy, research methods, advocacy, and physician activists as role models; taught by core faculty and volunteers from academic institutions, government, and nongovernmental organizations. From 2002 to 2005, 47 students from across the country have participated. Students reported improved capabilities to generate a research question, design a research proposal,and create an advocacy plan. Our curriculum demonstrates a model for training physician activists to engage in health systems reform.

Engaging Inner City Students in Learning Through Designing Remote Operated Vehicles

NASA Astrophysics Data System (ADS)

Barnett, Michael

2005-03-01

For the past year we have been developing and implementing a program in which students design and construct remote operated vehicles. In this paper, we report on a pilot study that occurred over the course of an academic year in an inner city high school. Specifically, we have been investigating whether students learn meaningful science content through design activities. Through our teaching experiment methodological stance and analysis we found that (1) student attendance and engagement increased, (2) students learned physics content and recognized connections to their other coursework (3) teachers adopted an "organized chaos" posture and shifted their role from one of discipline keeper and content gatekeeper to one of coach and facilitator, (4) design projects need to be modularized if they are to be effective urban classrooms, and (5) teachers need to balance the tradeoffs between allowing students to develop aesthetically pleasing designs versus learning content and creating designs that are functional and useable.

Premarital sexual activities among students in a university in Beijing, China.

PubMed

Zhang, Liying; Gao, Xiang; Dong, Zhaowen; Tan, Yongping; Wu, Zhenglai

2002-04-01

Sexually transmitted diseases are becoming a serious public health problem in China. College students are recognized as one of the age groups most affected. The goal was to investigate premarital sexual activities and condom use among college students in Beijing in order to collect the information necessary for research on interventions. A cross-sectional survey was conducted in June 1999 among students at a university in Beijing. A self-administered, anonymous, structured questionnaire was used. Among those interviewed, 41% reported premarital sexual activities: 28% had kissed partners of the opposite sex, 19% had masturbated, and 12% had engaged in sexual intercourse. Among those who had sexual intercourse, 69% had used condoms. Today, more students are engaging in premarital sexual intercourse. Thus, it is necessary to reinforce reproductive health education among college students and provide convenient and optional services that are easily accessed.

Social media use and educational preferences among first-year pharmacy students.

PubMed

Clauson, Kevin A; Singh-Franco, Devada; Sircar-Ramsewak, Feroza; Joseph, Shine; Sandars, John

2013-01-01

Social media may offer a means to engage students, facilitate collaborative learning, and tailor educational delivery for diverse learning styles. The purpose of this study is to characterize social media awareness among pharmacy students and determine perceptions toward integrating these tools in education. A 23-item survey was administered to 1st-year students at a multicampus college of pharmacy. Students (95% response rate; N = 196) most commonly used wikis (97%), social networking (91%), and videosharing (84%). Tools reported as never used or unknown included social bookmarking (89%), collaborative writing (84%), and RSS readers (73%). Respondents indicated that educational integration of social media would impact their ability to learn in a positive/very positive manner (75%) and make them feel connected/very connected (68%). Selectively targeting social media for educational integration and instructing pharmacy students how to employ a subset of these tools may be useful in engaging them and encouraging lifelong learning.

The Meaning of Student Engagement and Disengagement in the Classroom Context: Lessons from Organisational Behaviour

ERIC Educational Resources Information Center

Balwant, Paul T.

2018-01-01

Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom…

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Students Engaged in Learning

ERIC Educational Resources Information Center

Ismail, Emad A.; Groccia, James E.

2018-01-01

Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

Successes, Challenges and Lessons Learned for Recruiting, Engaging and Preparing a Diverse Student Population for 21st Century Careers in Ocean Sciences.

NASA Astrophysics Data System (ADS)

Clarkston, B. E.; Garza, C.

2015-12-01

Diversity within the Ocean Sciences workforce is still underperforming relative to other scientific disciplines, a problem that will be only be solved by recruiting, engaging and retaining a more diverse student population. The Monterey Bay Regional Ocean Science Research Experiences for Undergraduates program is housed at California State University, Monterey Bay (CSUMB), an HSI with strong connections to multiple regional community colleges and other Predominantly Undergraduate Institutions (PUIs) in the CSU system. From this unique position, 11 sophomore and junior-level undergraduate students are recruited per year from academic institutions where research opportunities in STEM are limited and from groups historically underrepresented in the Ocean Sciences, including women, underrepresented minorities, persons with disabilities, and veterans. During the program, students engage in a 10-week original research project guided by a faculty research mentor in one of four themes: Oceanography, Marine Biology and Ecology, Ocean Engineering, and Marine Geology. In addition to research, students engage in rigorous weekly professional development workshops in which they practice critical thinking, ethical decision-making, peer review, writing and oral communication skills. These workshops include tangible products such as an NSF-style proposal paper, Statement of Purpose and CV modelled for the SACNAS Travel Award Application, research abstract, scientific report and oral presentation. To help retain students in Ocean Sciences, students build community during the REU by living together in the CSUMB dormitories; post-REU, students stay connected through an online facebook group, LinkedIn page and group webinars. To date, the REU has supported 22 students in two cohorts (2014, 2015) and here we present successes, challenges and lessons learned for a program designed to prepare students for 21st century Ocean Science careers.

Meet Us outside!

ERIC Educational Resources Information Center

Griset, Olivia L.

2010-01-01

Environmental education "is a process that aims to develop an environmentally literate citizenry" (NAAEE 2004). It is an effective way to engage students of all levels and has improved learning outcomes and achievement in science and other subjects (Lieberman and Hoody 1998). Worldwide, students report that schools are a key place for…

From Whole Numbers to Invert and Multiply

ERIC Educational Resources Information Center

Cavey, Laurie O.; Kinzel, Margaret T.

2014-01-01

Teachers report that engaging students in solving contextual problems is an important part of supporting student understanding of algorithms for fraction division. Meaning for whole-number operations is a crucial part of making sense of contextual problems involving rational numbers. The authors present a developed instructional sequence to…

Understanding Engagement: Science Demonstrations and Emotional Energy

ERIC Educational Resources Information Center

Milne, Catherine; Otieno, Tracey

2007-01-01

Although beloved of some chemists and physicists, science demonstrations have been criticized for stifling inquiry and assisting teachers to maintain a power differential between themselves and students in the classroom. This interpretive study reports the unexpected positive learning outcomes for urban science students in two chemistry classes…

Attitudes and behaviors related to distracted driving in college students: a need for interventions in adolescence.

PubMed

Basch, Corey H; MacLean, Sarah A; Garcia, Philip

2017-08-05

Objective One of the biggest contributors to distracted driving among young people in the United States is technology. The objective of this study was to describe distracted driving behaviors among college students, with a specific focus on attitudes towards and use of social media. Methods With written permission, a survey was adapted from the Distracted Driving Public Opinion Poll distributed by the National Safety Council. The survey comprised 43 questions assessing attitudes and behaviors. A total of 411 students enrolled in a personal health course were invited to complete the survey. In total 324 surveys were completed, resulting in a response rate of 79%. Results Among students with a driver's license, 95.2% reported engaging in distracted driving behaviors. The use of social media while driving was common, with 30.7% reporting that they glance at, read, or post to social media while driving, most commonly on Snapchat or Instagram. It was common for students to make or answer phone calls (72.0%), review or send text messages (54.6%), or glance at or read automatic notifications (43.3%). Almost all students (91.5%) reported that they believed a hands-free solution is safer than holding the phone while driving, but only 67.9% reported that they usually used a hands-free device. Students in a health major and students who drive in urban areas were more likely to engage in distracted driving behaviors. Conclusions These findings suggest a need for interventions, particularly those which target adolescents in an attempt to deter these behaviors as they transition into adulthood.

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?

ERIC Educational Resources Information Center

Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first…

Mobile Phone Voting for Participation and Engagement in a Large Compulsory Law Course

ERIC Educational Resources Information Center

Habel, Chad; Stubbs, Matthew

2014-01-01

This article reports on an action-research project designed to investigate the effect of a technological intervention on the complex interactions between student engagement, participation, attendance and preparation in a large lecture delivered as part of a compulsory first-year law course, a discipline which has not been the focus of any previous…

Group Active Engagement Exercises: Pursuing the Recommendations of "Vision and Change" in an Introductory Undergraduate Science Course

ERIC Educational Resources Information Center

Jardine, Hannah E.; Levin, Daniel M.; Quimby, B. Booth; Cooke, Todd J.

2017-01-01

"Vision and Change in Undergraduate Education: A Call to Action," published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE)…

Engaging Fifth Graders in Scientific Modeling to Learn about Evaporation and Condensation

ERIC Educational Resources Information Center

Hokayem, Hayat; Schwarz, Christina

2014-01-01

Reform efforts in science education have aimed at fostering scientific literacy by helping learners meaningfully engage in scientific practices to make sense of the world. In this paper, we report on our second year of unit implementation that has investigated 34 fifth grade students' (10-year-olds) learning about evaporation and condensation…

The Social Relations of Rural African American Early Adolescents and Proximal Impact of the School Engagement Project.

ERIC Educational Resources Information Center

Cadwallader, Tom W.; Farmer, Thomas W.; Cairns, Beverley D.; Leung, Man-Chi; Clemmer, Jason T.; Gut, Dianne M.; Reese, Le'Roy E.

2002-01-01

Reports on the social relations of rural African American early adolescents and the initial impact of a multilevel intervention program aimed at enhancing the productive school engagement of at-risk youth. Students' school social relations and risk status were used in assessment. Four subgroups were identified: Model, Aggressive, Troubled, and…

Engaging Boys through Self-Reflection Using an Online Journaling Tool

ERIC Educational Resources Information Center

Campbell, Chris; Deed, Craig

2009-01-01

The study reported here investigated whether Year 6 boys were engaged through the use of an online journaling tool. This journaling tool allowed the students to self reflect on their behaviour and affective reaction in an online environment. Case study methodology was used with twelve boys from a regional primary school in Victoria, during the one…

Role of Student Engagement in the Resilience of African American Adolescents from Low-Income Rural Communities

ERIC Educational Resources Information Center

Irvin, Matthew J.

2012-01-01

The study sought to determine whether behavioral and psychological engagement in middle school served a protective or promotive role, thereby contributing to the resilience of African American youth from low-income rural communities. Teacher reports of adjustment (i.e., aggression, academic competence, popularity) in the sixth grade were gathered.…

Integrating technology, curriculum, and online resources: A multilevel model study of impacts on science teachers and students

NASA Astrophysics Data System (ADS)

Ye, Lei

This scale-up study investigated the impact of a teacher technology tool (Curriculum Customization Service, CCS), curriculum, and online resources on earth science teachers' attitudes, beliefs, and practices and on students' achievement and engagement with science learning. Participants included 73 teachers and over 2,000 ninth-grade students within five public school districts in the western U.S. To assess the impact on teachers, changes between pre- and postsurveys were examined. Results suggest that the CCS tool appeared to significantly increase both teachers' awareness of other earth science teachers' practices and teachers' frequency of using interactive resources in their lesson planning and classroom teaching. A standard multiple regression model was developed. In addition to "District," "Training condition" (whether or not teachers received CCS training) appeared to predict teachers' attitudes, beliefs, and practices. Teachers who received CCS training tended to have lower postsurvey scores than their peers who had no CCS training. Overall, usage of the CCS tool tended to be low, and there were differences among school districts. To assess the impact on students, changes were examined between pre- and postsurveys of (1) knowledge assessment and (2) students' engagement with science learning. Students showed pre- to postsurvey improvements in knowledge assessment, with small to medium effect sizes. A nesting effect (students clustered within teachers) in the Earth's Dynamic Geosphere (EDG) knowledge assessment was identified and addressed by fitting a two-level hierarchical linear model (HLM). In addition, significant school district differences existed for student post-knowledge assessment scores. On the student engagement questionnaire, students tended to be neutral or to slightly disagree that science learning was important in terms of using science in daily life, stimulating their thinking, discovering science concepts, and satisfying their own curiosity. Students did not appear to change their self-reported engagement level after the intervention. Additionally, three multiple regression models were developed. Factors from the district, teacher, and student levels were identified to predict student post-knowledge assessments and their engagement with science learning. The results provide information to both the research community and practitioners.

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement.

PubMed

Wang, Mingzhong; Deng, Xueli; Du, Xiuxiu

2018-04-01

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n=815, mean age=12.55years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect "path" for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential "paths" from harsh parenting to adolescent academic achievement, as well as gender differences in these "paths." The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement. Copyright © 2017. Published by Elsevier Ltd.

Basic Psychological Need Satisfaction, Emotion Dysregulation, and Non-suicidal Self-Injury Engagement in Young Adults: An Application of Self-Determination Theory.

PubMed

Emery, A Ann; Heath, Nancy L; Mills, Devin J

2016-03-01

Non-suicidal self-injury (NSSI) is a public health concern that affects young adults at alarming rates. The present study examines the role of satisfaction of self-determination theory's three basic needs for autonomy, competence, and relatedness in young adults' NSSI engagement. University students who reported ever having engaged in NSSI (n = 40, 85 % female; Mage = 20.10, SD = 1.66) reported significantly lower levels of the satisfaction of all three needs, as well as more difficulties with all aspects of emotion regulation (non-acceptance of emotional responses, difficulty engaging in goal directed behavior, impulse control, lack of emotional awareness, limited access to regulation strategies, lack of emotional clarity), compared to students with no history of NSSI (n = 46, 91 % female; Mage = 19.79, SD = 1.37). Results of a logistic regression analysis revealed that need satisfaction added to the prediction of NSSI group membership after controlling for the effects of emotion regulation. Satisfaction of the need for competence and limited access to emotion regulation strategies accounted for significant variance in NSSI in the final model. The findings suggest that self-determination theory may be a useful framework under which to conceptualize NSSI and that the need for competence may be particularly salient for University students.

Future time orientation predicts academic engagement among first-year university students.

PubMed

Horstmanshof, Louise; Zimitat, Craig

2007-09-01

Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement. We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement. Participants (N=347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (McInnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.

Predictors of international students' psychological and sociocultural adjustment to the context of reception while studying at Aarhus University, Denmark.

PubMed

Ozer, Simon

2015-12-01

The number of international students engaging in intercultural education and thereby adjusting to cross-cultural transition has risen conspicuously as a consequence of globalization and increased mobility. This process of acculturation has been associated with increased creativity as well as adaptation challenges. This paper investigates international students' psychological and sociocultural adjustment to studying at Aarhus University in Denmark. Both international students (n = 129) and domestic students (n = 111) participated in the study. The international students did not report impaired psychological conditions as compared to the control group of domestic students. However, the international students reported a significantly lower level of social support. Social support and perceived discrimination were significant predictors of both psychological and sociocultural adjustment. Additionally, the level of English proficiency alone predicted sociocultural adjustment. Values of vertical individualism and horizontal collectivism predicted psychological adjustment. Finally, integration was found to be a significantly more adaptive acculturation orientation than separation in regard to sociocultural adjustment. These findings were discussed in relation to relevant international research and it was concluded that international students comprise a resourceful student sample and that the international academic environment at Aarhus University appears to be an adequately cultural and value-oriented good fit as a context of reception for the multicultural engagement of international students. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Student Engagement and Inclusive Education: Reframing "Student Engagement"

ERIC Educational Resources Information Center

Vallee, Daniel

2017-01-01

"Engagement," or "student engagement," is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The "silent omission" (Sidorkin 2014.…

IEngage: Using Technology to Enhance Students' Engagement in a Large Classroom

ERIC Educational Resources Information Center

Sawang, Sukanlaya; O'Connor, Peter; Ali, Muhammad

2017-01-01

This paper aims to answer how we can increase students' engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students' engagement among first year undergraduate…

To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

ERIC Educational Resources Information Center

Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia

2015-01-01

This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…

Reflectiveness, Adaptivity, and Support: How Teacher Agency Promotes Student Engagement

ERIC Educational Resources Information Center

Cooper, Kristy S.; Kintz, Tara; Miness, Andrew

2016-01-01

We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys,…

Two Models for Public Health Nursing Clinical Education.

PubMed

Williams, Jessica R; Halstead, Valerie; Mitchell, Emma McKim

2016-05-01

To evaluate the impact of two baccalaureate public health nursing (PHN) clinical education models, that vary on level of engagement with community agencies, on student perceptions of PHN. Two group, pretest/posttest design. Two cohorts of baccalaureate nursing students (traditional n = 62, accelerated n = 64) were included. The traditional students worked with one agency over an 8-week period. The accelerated students worked with several agencies over the same period. Eighty-seven students provided complete data at both time points, and were included in analyses. Students answered questions at the beginning and end of the Spring 2014 semester to assess knowledge, confidence, satisfaction, and career intention related to PHN. At baseline, traditional students reported significantly higher confidence working independently and less intention to choose PHN as a career. Both cohorts reported a significant increase in knowledge and independence from pretest to posttest. At posttest, the accelerated group showed a significant decline in likelihood of choosing a PHN career. In developing PHN clinical curriculum, careful consideration should be given to the level of engagement with the community and faculty. Future work should continue exploring different PHN clinical education models to ensure students are effectively prepared in this area of nursing. © 2016 Wiley Periodicals, Inc.

A Pharmacy Course on Leadership and Leading Change

PubMed Central

Traynor, Andrew P.; Janke, Kristin K.

2009-01-01

Objective To develop and implement a course that develops pharmacy students' leadership skills and encourages them to become leaders within the profession. Design A leadership course series was offered to pharmacy students on 2 campuses. The series incorporated didactic, experiential, and self-directed learning activities, and focused on developing core leadership skills, self-awareness, and awareness of the process for leading change. Assessment Students reported increased knowledge and confidence in their ability to initiate and lead efforts for change. The learning activities students' valued most were the StrengthsFinder assessment (67% of students rated “very useful”) and a Leadership Networking Partners (LNP) program (83% of students rated “very useful”). Conclusion Teaching leadership skills poses a significant challenge in curriculum development and requires multifaceted course design elements that resonate with students and engage the practice community. Addressing these requirements results in a high level of student engagement and a desire to continue the development of leadership skills. PMID:19513161

Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1

PubMed Central

Hosler, Jay; Boomer, K. B.

2011-01-01

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way. PMID:21885827

Can student-perpetrated college crime be predicted based on precollege misconduct?

PubMed

Runyan, Carol W; Pierce, Matthew W; Shankar, Viswanathan; Bangdiwala, Shrikant I

2013-12-01

Many colleges assess criminal histories during the admissions process, in part, to address violence on campus. This study sought to examine the utility of screening as a means of reducing violence. Using cohort and case-control analyses, we identified college misconduct through college records and self-reports on a confidential survey of graduating seniors, and examined precollege behaviour as indicated on admissions records, a survey and criminal background checks. One hundred and twenty students met our case definition of college misconduct, with an estimated OR of 5.28 (95% CI 1.92 to 14.48) associated with precollege misconduct revealed on the college application. However, only 3.3% (95% CI 1.0% to 8.0%) of college seniors engaging in college misconduct had reported precollege criminal behaviours on their applications and 8.5% (95% CI 2.4% to 20.4%) of applicants with a criminal history engaged in misconduct during college. Though precollege behaviour is a risk factor for college misconduct, screening questions on the application are not adequate to detect which students will engage in college misconduct. This pilot work would benefit from replication to determine the utility of criminal background investigations as part of admissions.

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

Incorporating a Literature-Based Learning Approach into a Lab Course to Increase Student Understanding

ERIC Educational Resources Information Center

Parent, Beth A.; Marbach-Ad, Gili; Swanson, Karen V.; Smith, Ann C.

2010-01-01

Scientific literature was used to give a research oriented context to our immunology lab course. Immunology lab, a senior level course (60 students/year) was formerly taught in a traditional mode, with exercises aimed at learning lab protocols. To engage students in understanding we connected the protocols to their use as reported in research…

Do as We Do and Not as We Say: Teacher Educators Supporting Student Teachers to Learn on Teaching Practice

ERIC Educational Resources Information Center

Chambers, Fiona C.; Armour, Kathleen M.

2011-01-01

This paper reports data from a larger study into the ways in which Physical Education Teacher Education (PETE) students engaged in professional learning during teaching practice (TP) in Ireland. The study comprised one umbrella case study of Greendale University, schools and PETE students that consisted of five individual cases: tetrads of PETE…

When Silences Are Broken: An Out of Class Discussion with Asian Female Students

ERIC Educational Resources Information Center

Housee, Shirin

2010-01-01

This article reports on the views of seven Asian female Social Science students following a class seminar on religious issues and schooling at a university in the UK. It explores the importance of the post-class spontaneous student dialogue where participation in much teaching and learning is voluntary. The concern is with engaged pedagogy and…

Learning in Large Learning Spaces: The Academic Engagement of a Diverse Group of Students

ERIC Educational Resources Information Center

Hunt, Clive

2012-01-01

Teaching larger groups of students is a growing phenomenon in HE and this brings with it its own challenges, not least for the students themselves but also for their lecturers. Demographic factors as well as the experiences that characterise us as individuals will impact upon our ability to learn. The pilot study reported here considered the…

Addressing Barriers to Learning and Teaching to Enhance Equity of Opportunity. Report from the National Summit on ESSA and Learning Supports

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2017

2017-01-01

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

Higher Education Music Students' Perceptions of the Benefits of Participative Music Making

ERIC Educational Resources Information Center

Kokotsaki, Dimitra; Hallam, Susan

2007-01-01

This study aimed to assess the perceived impact of music students' active engagement in music making. Seventy-eight music students were asked to report on the impact that their participation in music making had on their lives. The data were analysed using Atlas.ti software. The findings fell within three categories: music making as a musical act,…

Two-Year Community: Time for Action: Vision and Change Implementation in an Online Biology Course at a Community College

ERIC Educational Resources Information Center

Gonzalez, Beatriz

2016-01-01

The author discusses an Introduction to Biology course they created. The course was designed by following the recommendations from the Vision and Change in Undergraduate Biology Education: A Call to Action report, which stresses the need for engaging students through hands-on and student-centered activities. In the course, students perform…

Bibliotherapeutic Influence on Nigerian Female University Students: Self-Report on Sexual Attitudes and Behaviors

ERIC Educational Resources Information Center

Okwilagwe, Oshiotse Andrew

2011-01-01

This study examines the influence of self-prescribed literature on sex education of female students at the University of Ibadan, Nigeria. The sample population consists of 303 married, engaged, those in love and those yet to fall in love female students. The analysis of data reveals that they read books specifically on friendship, love, marriage…

Teacher Support in Computer-Supported Lab Work: Bridging the Gap between Lab Experiments and Students' Conceptual Understanding

ERIC Educational Resources Information Center

Furberg, Anniken

2016-01-01

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical…

If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education

ERIC Educational Resources Information Center

Cross, Donna; Lester, Leanne; Barnes, Amy; Cardoso, Patricia; Hadwen, Kate

2015-01-01

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student "cyber" leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related…

Ambience in Social Learning: Student Engagement with New Designs for Learning Spaces

ERIC Educational Resources Information Center

Crook, Charles; Mitchell, Gemma

2012-01-01

An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio…

Exploring Possible Selves in a First-Year Physics Foundation Class: Engaging Students by Establishing Relevance

ERIC Educational Resources Information Center

Bennett, Dawn; Roberts, Lynne; Creagh, Christine

2016-01-01

Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a…

Passive Receivers or Constructive Readers? Pupils' Experiences of an Encounter with Academic History

ERIC Educational Resources Information Center

Foster, Rachel

2011-01-01

Rachel Foster reports here on research that she conducted into how students engage with academic texts. Unhappy with the usual range of texts that students encounter, often truncated and "simplified" in the name of accessibility, she designed a scheme of work which sought to find out how her students responded to academic texts, and how these…

The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

ERIC Educational Resources Information Center

Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

2012-01-01

Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

A Comparative Study of Student Engagement, Satisfaction, and Academic Success among International and American Students

ERIC Educational Resources Information Center

Korobova, Nadia; Starobin, Soko S.

2015-01-01

This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…

Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement.

PubMed

Regueiro, Bibiana; Núñez, José C; Valle, Antonio; Piñeiro, Isabel; Rodríguez, Susana; Rosário, Pedro

2016-12-12

This work examined whether combinations of academic and non-academic goals generated different motivational profiles in high school students. Besides, differences in homework behavioural engagement (i.e. amount of homework, time spent in homework, homework time management), homework emotional engagement (i.e. homework anxiety) and academic achievement were analysed. Participants were 714 high school students (43.4% boys and 56.6% girls). The study of potential motivational profiles was conducted by latent profile analysis, and the differences between the motivational profiles regarding homework variables and academic achievement were analysed using multivariate analysis. The results indicate the existence of five groups of motivational profiles: a group of students with multiple goals, a group of unmotivated students, two groups of students with a predominance of learning goals and, finally, a group comprising students with a high fear of failure. Both the group with multiple goals and the learning goals-oriented groups reported to do more homework, spending more time on homework, making better use of that time and having a higher academic achievement than counterparts. The avoidance-failure group and the group with multiple goals showed higher levels of homework anxiety. Globally, these results provide support for a person-centred approach. © 2016 International Union of Psychological Science.

Comparing Community College Student and Faculty Perceptions of Student Engagement

ERIC Educational Resources Information Center

Senn-Carter, Darian

2017-01-01

The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

Measuring Hard-to-Measure Student Competencies: A Research and Development Plan. Research Report

ERIC Educational Resources Information Center

Stecher, Brian M.; Hamilton, Laura S.

2014-01-01

Efforts to prepare students for college, careers, and civic engagement have traditionally emphasized academic skills, but a growing body of research suggests that interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of postsecondary success and citizenship. One of the major challenges in…

Family and Consumer Sciences and STEM Integration

ERIC Educational Resources Information Center

Carter, Vinson; Beachner, Maggie; Daugherty, Michael K.

2015-01-01

Family and consumer sciences (FCS) education has traditionally attracted a large percentage of female students (Vincenti, 1997; Werhan, 2013). Werhan (2013) reported that slightly less than 3.5 million students are engaged in FCS courses, and at the high school level, approximately 65% of them are female. This skewed representation of female…

Afterschool Programs: Inspiring Students with a Connected Learning Approach

ERIC Educational Resources Information Center

Afterschool Alliance, 2015

2015-01-01

Afterschool programs have been among the pioneers in applying a connected learning approach-creating a learning environment for students that builds on their interests; introduces them to new passions; provides mentors and a supportive peer network; and links this engagement to academics, careers and civic participation. This report, discusses the…

Global Citizens: Who Are They?

ERIC Educational Resources Information Center

Bourke, Lorna; Bamber, Philip; Lyons, Minna

2012-01-01

A growing desire to instigate global citizenship programmes in higher education has led to the development of optional structured opportunities for students to engage in prosocial activities. One of the challenges facing such programmes is to demonstrate and plan for the personal growth of those students. This article reports the dispositional,…

Pedagogical Practices of NetNZ Teachers for Supporting Online Distance Learners

ERIC Educational Resources Information Center

Lai, Kwok-Wing

2017-01-01

A supportive online learning environment entails teachers using effective pedagogical practices to meet the needs of their students and developing a positive teacher-student relationship to foster learner motivation and engagement. This paper reports a study investigating how 32 secondary teachers in New Zealand taught their online distance…

Physical Activity among Ethnically Diverse College Students.

ERIC Educational Resources Information Center

Suminski, Richard R.; Petosa, Rick; Utter, Alan C.; Zhang, James J.

2002-01-01

Compared physical activity patterns among Asian, African, white, and Hispanic, American college students. Self-report data indicated that nearly half of the sample did not engage in vigorous physical activity, and 16.7 percent were inactive. Weight-training, youthful physical activity, and television viewing accounted for a significant portion of…

Better than a Professional? Students as Co-Contributors to Educational Design

ERIC Educational Resources Information Center

Roberts, Josie; Bolstad, Rachel

2010-01-01

The New Zealand Council for Educational Research's (NZCER's) Families and Communities Engagement (FACE) project is investigating ideas and practices involved in bringing together teachers, families, local communities and students to contribute to collective conversations and decisions about education. This report concerns a sub-project of FACE…

Invention and Writing in Technical Work: Representing the Object.

ERIC Educational Resources Information Center

Winsor, Dorothy A.

1994-01-01

Describes the way invention is relevant to the practice of technical writing. Studies three engineering students engaged in a real-world project. Shows how the students' technical work and invention for the final report were simultaneous activities. Claims that invention for and through writing overlaps with technical invention. (HB)

Guided Reading in Inclusive Middle Years Classrooms

ERIC Educational Resources Information Center

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Connected yet Distracted: Multitasking among College Students

ERIC Educational Resources Information Center

Mokhtari, Kouider; Delello, Julie; Reichard, Carla

2015-01-01

In this study, 935 undergraduate college students from a regional four-year university responded to an online time-diary survey asking them to report their multitasking habits and practices while engaged in four main activities: reading voluntarily for fun, reading for academic purposes, watching television (TV), and using the Internet. Results…

The Field Trip Book: Study Travel Experiences in Social Studies

ERIC Educational Resources Information Center

Morris, Ronald V.

2010-01-01

Looking for social studies adventures to help students find connections to democratic citizenship? Look no further! This book provides just the answer teachers need for engaging students in field trips as researching learners with emphasis on interdisciplinary social studies plus skills in collecting and reporting data gathered from field…

The Digital Divide in Classrooms: Teacher Technology Comfort and Evaluations

ERIC Educational Resources Information Center

Dornisch, Michele

2013-01-01

A disconnect exists between students' comfort with using technology for learning and teachers' comfort in using technology for teaching. Students report the desire for more engaging technology-based assignments. Teachers cite multiple reasons for their hesitancy to use technology in their teaching. The current study investigates whether…

Learning through Equity Trading Simulation

ERIC Educational Resources Information Center

Moffit, Timothy; Stull, Charles; McKinney, Hannah

2010-01-01

Over the past several decades, colleges and universities have moved away from the traditional chalk-and-talk lecture. Professors have experimented with a myriad of methods to engage students more fully. Some of the innovations that have been used have succeeded in improving student performance and satisfaction. In this paper we report the learning…

Teaching Millennials to Engage THE Environment Instead of Their Environment: A Pedagogical Analysis

ERIC Educational Resources Information Center

Stevens, J. Richard; Crow, Deserai Anderson

2016-01-01

This article examines the difficulty in teaching contemporary students of journalism (those in the much-discussed Millennial Generation) to report on complex topics like science and the environment. After examining contemporary literature, the authors subjected 120 undergraduate students to a strategy that combined visual representations of…

Psychometric Properties of the Portuguese Version of the Student Engagement Instrument

ERIC Educational Resources Information Center

Moreira, Paulo A. S.; Machado Vaz, Filipa; Dias, Paulo C.; Petracchi, Paulo

2009-01-01

Student engagement is an emergent research domain in educational psychology, as research increasingly supports the connection between academic achievement, school-related behaviours, and student engagement. In spite of the important role of student engagement in academic achievement across cultures, little is known about the cross-cultural…

How Motivation Influences Student Engagement: A Qualitative Case Study

ERIC Educational Resources Information Center

Saeed, Sitwat; Zyngier, David

2012-01-01

The authors use Ryan and Deci's (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked combined with Schlechty's Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students' different engagement types. The study seeks to understand which type of…

Improving Student Engagement Using Course-Based Social Networks

ERIC Educational Resources Information Center

Imlawi, Jehad Mohammad

2013-01-01

This study proposes an engagement model that supports use of course-based online social networks for engaging student, and hence, improving their educational outcomes. This research demonstrates that instructors who create course-based online social networks to communicate with students can increase the student engagement in these online social…

Institutional Level Student Engagement and Organisational Cultures

ERIC Educational Resources Information Center

van der Velden, Gwen

2012-01-01

Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The…

Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology

ERIC Educational Resources Information Center

Dietrich, Trevor; Balli, Sandra J.

2014-01-01

Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning.…

Salt, time, and metaphor: examining norms in scientific culture

NASA Astrophysics Data System (ADS)

Brady, Anna G.

2017-06-01

As has been widely discussed, the National Research Council's (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell's perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students' culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students' reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges.

The effect of restructuring student writing in the general chemistry laboratory on student understanding of chemistry and on students' approach to the laboratory course

NASA Astrophysics Data System (ADS)

Rudd, James Andrew, II

Many students encounter difficulties engaging with laboratory-based instruction, and reviews of research have indicated that the value of such instruction is not clearly evident. Traditional forms of writing associated with laboratory activities are commonly in a style used by professional scientists to communicate developed explanations. Students probably lack the interpretative skills of a professional, and writing in this style may not support students in learning how to develop scientific explanations. The Science Writing Heuristic (SWH) is an inquiry-based approach to laboratory instruction designed in part to promote student ability in developing such explanations. However, there is not a convincing body of evidence for the superiority of inquiry-based laboratory instruction in chemistry. In a series of studies, the performance of students using the SWH student template in place of the standard laboratory report format was compared to the performance of students using the standard format. The standard reports had Title, Purpose, Procedure, Data & Observations, Calculations & Graphs, and Discussion sections. The SWH reports had Beginning Questions & Ideas, Tests & Procedures, Observations, Claims, Evidence, and Reflection sections. The pilot study produced evidence that using the SWH improved the quality of laboratory reports, improved student performance on a laboratory exam, and improved student approach to laboratory work. A main study found that SWH students statistically exhibited a better understanding of physical equilibrium when written explanations and equations were analyzed on a lecture exam and performed descriptively better on a physical equilibrium practical exam task. In another main study, the activities covering the general equilibrium concept were restructured as an additional change, and it was found that SWH students exhibited a better understanding of chemical equilibrium as shown by statistically greater success in overcoming the common confusion of interpreting equilibrium as equal concentrations and by statistically better performance when explaining aspects of chemical equilibrium. Both main studies found that students and instructors spent less time on the SWH reports and that students preferred the SWH approach because it increased their level of mental engagement. The studies supported the conclusion that inquiry-based laboratory instruction benefits student learning and attitudes.

Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence teacher practice: even if teachers believe that reading instruction is important or even essential to science learning, they might avoid or resist providing reading instruction if they do not feel efficacious in helping students become stronger readers of science texts.

Student Engagement in Two Countries: A Comparative Study Using National Survey of Student Engagement (NSSE) Data

ERIC Educational Resources Information Center

Kandiko, C. B.

2008-01-01

To compare college and university student engagement in two countries with different responses to global forces, Canada and the United States (US), a series of hierarchical linear regression (HLM) models were developed to analyse data from the 2006 administration of the National Survey of Student Engagement (NSSE). Overall, students in the U.S.…

Exploring the Relationship between Student Engagement, Twitter, and a Learning Management System: A Study of Undergraduate Marketing Students

ERIC Educational Resources Information Center

Williams, David; Whiting, Anita

2016-01-01

Because student engagement is believed to be a predictor of academic achievement, there is significant interest in discovering methods that will improve and increase student engagement at all levels of education. This study investigated the relationship between digital and social media usage and student engagement. In particular, this study sought…

Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

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Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

2017-08-01

The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self-reflection on their own cultural background.

The Relationship between Formative Assessment and Student Engagement at Walters State Community College

ERIC Educational Resources Information Center

Jenkins, Cary E.

2010-01-01

The purpose of this study was to determine whether there was a relationship between formative assessment and student engagement at Walters State Community College. Additionally, a secondary purpose examined differences in the dimensions of student engagement dimensions (skills engagement, emotional engagement, participation or interaction,…

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

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Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-04-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

Measuring student engagement among elementary students: pilot of the Student Engagement Instrument--Elementary Version.

PubMed

Carter, Chandra P; Reschly, Amy L; Lovelace, Matthew D; Appleton, James J; Thompson, Dianne

2012-06-01

Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents as a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate the Student Engagement Instrument-Elementary Version (SEI-E). The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 1,943 students from an urban locale. Exploratory and confirmatory factor analyses indicated that the 4-factor model of student engagement provided the best fit for the current data, which is divergent from previous SEI studies suggesting 5- and 6-factor models. Discussion and implications of these findings are presented in the context of student engagement and dropout prevention. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

[Academic achievement, engagement and burnout among first year medical students].

PubMed

Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea

2015-07-01

Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.

Online Assessment of Learning and Engagement in University Laboratory Practicals

ERIC Educational Resources Information Center

Whitworth, David E.; Wright, Kate

2015-01-01

In science education, laboratory practicals are frequently assessed through submission of a report. A large increase in student numbers necessitated us adapting a traditional practical report into an online test with automated marking. The assessment was designed to retain positive features of the traditional laboratory report but with added…

Letters Home as an Alternative to Lab Reports

ERIC Educational Resources Information Center

Lane, W. Brian

2014-01-01

The traditional lab report is known to create several pedagogical shortcomings in the introductory physics course, particularly with regard to promoting student engagement and encouraging quality writing. This paper discusses the use of a "letter home" written to a non-physicist as an alternative to lab reports that creates a more…

Behavioral Engagement, Peer Status, and Teacher-Student Relationships in Adolescence: A Longitudinal Study on Reciprocal Influences.

PubMed

Engels, Maaike C; Colpin, Hilde; Van Leeuwen, Karla; Bijttebier, Patricia; Van Den Noortgate, Wim; Claes, Stephan; Goossens, Luc; Verschueren, Karine

2016-06-01

Although teachers and peers play an important role in shaping students' engagement, no previous study has directly investigated transactional associations of these classroom-based relationships in adolescence. This study investigated the transactional associations between adolescents' behavioral engagement, peer status (likeability and popularity), and (positive and negative) teacher-student relationships during secondary education. A large sample of adolescents was followed from Grade 7 to 11 (N = 1116; 49 % female; M age = 13.79 years). Multivariate autoregressive cross-lagged modeling revealed only unidirectional effects from teacher-student relationships and peer status on students' behavioral engagement. Positive teacher-student relationships were associated with more behavioral engagement over time, whereas negative teacher-student relationships, higher likeability and higher popularity were related to less behavioral engagement over time. We conclude that teachers and peers constitute different sources of influence, and play independent roles in adolescents' behavioral engagement.

Epistemic beliefs of middle and high school students in a problem-based, scientific inquiry unit: An exploratory, mixed methods study

NASA Astrophysics Data System (ADS)

Gu, Jiangyue

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students' epistemic beliefs contribute to the construction of students' problem solving processes, and (c) how and why do students' epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students' self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study self-reported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students' inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students' epistemic beliefs of the nature of knowing influenced their problem solving processes and construction of arguments during their inquiry activities. Students with more sophisticated epistemic beliefs acquired knowledge, presented solid evidence, and used it to support their claims more effectively than their peers. Third, students' self-reported epistemic beliefs became significantly more sophisticated by engaging in PBL. Findings from this study can potentially help researchers to better understand the relation between students' epistemic beliefs and their scientific inquiry practice,

Indicators of Student Engagement: What Teachers Notice during Introductory Algebra Lessons

ERIC Educational Resources Information Center

Nyman, Rimma

2015-01-01

This article presents results from an empirical study of how student engagement is visible during introductory algebra. Previously, the notion of engagement in mathematics has been studied from students' and researchers' perspectives. This study is instead focused on teachers' perspectives on student engagement. Eight teachers in grade 6-7 have…

What Future for Student Engagement in Neo-Liberal Times?

ERIC Educational Resources Information Center

Zepke, Nick

2015-01-01

The paper first examines the context that has given student engagement a very strong profile in higher education. It identifies neo-liberalism as the driving force in the present higher education context and argues that student engagement enjoys an elective affinity with it. While neo-liberalism is dominant, student engagement will be strong. But…

Career/Education Plans and Student Engagement in Secondary School

ERIC Educational Resources Information Center

Plasman, Jay Stratte

2018-01-01

Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…

The Influence of Motivational Regulation Strategies on Online Students' Behavioral, Emotional, and Cognitive Engagement

ERIC Educational Resources Information Center

Park, Sanghoon; Yun, Heoncheol

2018-01-01

Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students' academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and…

Engaging College Students on a Community Engagement with High School Students with Disabilities

ERIC Educational Resources Information Center

Lawler, James; Joseph, Anthony; Narula, Stuti

2014-01-01

Community engagement is a common course in college curricula of computer science and information systems. In this study, the authors analyze the benefits of digital storytelling, in a course engaging college students with high school students with disabilities. The authors discover that a project of storytelling progressively enables high…

Testing a Developmental-Ecological Model of Student Engagement: A Multilevel Latent Growth Curve Analysis

ERIC Educational Resources Information Center

You, Sukkyung; Sharkey, Jill

2009-01-01

US schools fail to engage a significant proportion of adolescent students. Although student engagement is significantly related to academic achievement, there is a dearth of longitudinal research simultaneously examining the impact of personal and contextual factors on student engagement at both individual and school levels. Using a…

Student Engagement: Developing a Conceptual Framework and Survey Instrument

ERIC Educational Resources Information Center

Burch, Gerald F.; Heller, Nathan A.; Burch, Jana J.; Freed, Rusty; Steed, Steve A.

2015-01-01

Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a conceptualization of student engagement grounded in A. W. Astin's (1984) Student Involvement Theory and W. A. Kahn's (1990) employee engagement research where…

Finding an Analytic Frame for Faculty-Student Interaction within Faculty-in-Residence Programs

ERIC Educational Resources Information Center

Mara, Miriam; Mara, Andrew

2011-01-01

In this article we describe a case study analyzing how a Faculty-in-Residence program fosters student engagement. Using Cox & Orehovec's typology to add granularity to the National Study on Student Engagement's criteria for student engagement, we suggest best practices for the implementation of these in-situ faculty engagement programs.