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Pub Date: |
2013-03-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Student Development; Learning Strategies; Change; Profiles; Preservice Teachers; Pretests Posttests; Multivariate Analysis
Abstract:
Research regarding the development of students' learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students' initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students' learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students' academic discipline and gender. These results suggest that unexpected developments in students' learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level. (Contains 4 tables and 1 figure.)
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Pub Date: |
2013-06-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Higher Education; Epistemology; Student Development; Measurement Techniques; Outcomes of Education; Learning Processes; College Students; Statistical Analysis; Predictor Variables; Qualitative Research; Longitudinal Studies
Abstract:
Research has been carried out on students' epistemological development in higher education for at least 50 years. Researchers on both sides of the Atlantic have converged on accounts that describe students' epistemological development in terms of a sequence or hierarchy of qualitatively distinct stages or positions. The rich qualitative data obtained from longitudinal investigations do demonstrate intellectual changes, but whether the same scheme fits all students and whether the changes found are a specific result of exposure to higher education are open to debate. Well-validated quantitative instruments that could be used to measure epistemological development in large samples of students are still lacking. Unresolved issues include: whether students can adopt multiple epistemological positions; whether these are culturally and contextually specific; and whether they are mental entities, discursive practices or social constructions. (Contains 2 tables.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Foreign Countries; Secondary School Students; Student Development; Self Concept; Higher Education; STEM Education; Science Careers; Longitudinal Studies; Interviews; Questionnaires; Observation; Personal Narratives
Abstract:
We have followed a group of students in the potential pipeline for science through their last years of upper secondary school and in the context of a university mentorship program. The student group is defined by their choice of Mathematics at A-level which is mandatory for admission to tertiary STEM education in Denmark. Rich data (repeated interviews, questionnaires (pre-and post-) and observations) from 14 target students have been collected. Using Late Modern identity theory as a lens, we have analysed students' identity narratives in order to establish their trajectories in relation to university in general, and towards science studies and science careers in particular. We find that the diversity of students' educational identity narratives can be characterized and their trajectories understood in terms of a Four Factor Framework comprising: general "identity process orientations" ("reflecting," "committing," "exploring"), "personal values," "subject self-concepts and subject interests." In various ways these constructs interact and set the range and direction of the students' searches for future education and careers. Our longitudinal study suggests that they have enough permanence to enable us to hypothesize more or less secured paths of individual students to tertiary science (or other areas of academia).
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Experienced Teachers; Preservice Teacher Education; Foreign Countries; Values Education; Student Diversity; Listening Skills; Reflection; Preservice Teachers; Teacher Effectiveness; Case Studies; Teacher Attitudes; Teaching Skills; Questioning Techniques; Student Development; Classroom Environment; Teaching Methods; Critical Thinking; Interviews
Abstract:
Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers' perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ongoing commitment to continual learning, critical reflection and growth in pre-service teachers, along with excellent questioning and listening skills. Further, they argued that pre-service teachers need to be skilled in recognising and responding to student diversity. This article ends by arguing for some changes that need to occur in pre-service teacher education in order for teachers to teach effectively with a values focus, including the need for stronger connections between pre-service and experienced teachers.
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Author(s): |
Chappell, Kerry |
Source: |
International Journal of Education & the Arts, v13 n8 Dec 2012 |
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Pub Date: |
2012-12-10 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Creativity; Identification; Dance Education; Secondary Education; Partnerships in Education; Teacher Student Relationship; Leadership; Cooperation; Student Development; Secondary School Students; Secondary School Teachers; Artists; Foreign Countries
Abstract:
In this paper we explore the relationship between creativity and identity in dance education. We consider how, when creating dance, young people can go on a "journey of becoming"; how in the process of making dance, they are also being made. We draw on the Dance Partners for Creativity research, a qualitative in depth study of creative partnership practice in secondary level English dance education, to develop these ideas. Understanding the journeys of becoming within this research has helped us to refine the concept of "humanising creativity". This is an active process of change guided by compassion and shared values. It comes from people engaging in collaborative thinking and joint action to imaginatively develop new ideas which are valuable to them and their community. The research and conceptual development leads us to suggest that educationally, we might better recognise and value the journeys of becoming at the heart of humanising creativity, not only within dance but perhaps more widely. (Contains 7 figures and 3 footnotes.) ["Humanizing Creativity: Valuing Our Journeys of Becoming" was written with Anna R. Craft, Linda M. Rolfe, and Veronica Jobbins.]
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Author(s): |
Sander, Libby |
Source: |
Chronicle of Higher Education, Oct 2012 |
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Pub Date: |
2012-10-29 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Learner Engagement; Student Development; Gender Differences; Womens Education; Females; Males; Student Experience
Abstract:
For decades, women have enrolled in college in greater numbers than men, and, by many measures, have outperformed them in the classroom. But in recent years, as social scientists and student-affairs offices have focused on other differences between the genders, they have documented patterns that could explain how engagement influences student development. The focus on gender is leading some colleges to try new approaches to interacting with their students. And it is also providing some fascinating--if often maddening--hints at how differently male and female students experience college. The author reports on how colleges confront a gender gap in the ways that male and female students experience their years on campus.
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