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Descriptors:
Action Research; Teaching Methods; Research Projects; International Studies; Democracy; Classroom Techniques; Foreign Countries; Political Attitudes; Elementary School Students; Teacher Attitudes; Reflection; Student Participation; Teacher Role

Abstract:
Finnish youth are found to be, despite their broad knowledge, uninterested in politics and in societal participation. As a remedy, international studies suggest enabling democratic experiences in schools. This article discusses an action research project aimed at developing deliberation-based democratic practice in an elementary classroom. Results suggest that the formal deliberative-democratic practice opens up a way for pupils to productively express themselves, challenge the prevailing structures, make sense of social reality and, thus, practise skills and motivations needed in democratic citizenship. However, the teacher is argued to be in constant struggle between deliberative-democratic stance and control orientation. This tension exists in the teacher's actions and thinking and in his reflections about the contrast between the classroom practice and the overall school ethos. Therefore, this article suggests using the understanding of this tension in scrutinizing projects aiming at pupil participation and involvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Values; Student Empowerment; Secondary Schools; Educational Improvement; Organizational Culture; Case Studies; Student Participation

Abstract:
This article applies theoretical understandings of power relations within student voice work to two empirical examples of school-based student voice projects. The article builds on and refines theoretical understandings of power and participation developed in previous articles written by the authors. The first article argued that at the heart of student voice work are four core values: communication as dialogue; participation and democratic inclusivity; the recognition that power relations are unequal and problematic; and the possibility for change and transformation (Robinson & Taylor, 2007); the second article focused on a theorization of power and participation within student voice work (Taylor & Robinson, 2009). This article explores how power and participation manifest themselves within the operation of student voice projects and considers the micro-processes at play when implementing student voice work within schools. The article concludes by questioning whether student voice work provides a genuine means through which change in schools is initiated. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Activism; Ethnic Studies; Mexican Americans; Epistemology; Journalism; Hispanic American Literature; High Schools; Rhetoric; Student Participation; Student Role

Abstract:
This essay looks at Ethnic Studies activism in Arizona through a rhetorical lens in order to highlight epistemological aspects of activities such as a high school Chicano Literature class, Roberto "Dr. Cintli" Rodriguez's journalism, and student activism to defend the Mexican-American Studies Department. Taking rhetoric's premise that language is at the center of knowledge construction (epistemology), this essay turns to Chicano activism as a language that produces knowledge differently. The participation of students, particularly in the indigenous spiritual runs, is an important example of the traditionally central role of students to the field of Chicano Studies. Runs also work inwardly to strengthen participants and build group cohesion. These practices, like Chicano and Ethnic Studies in general, constitute a critical dialectical way of thinking, a disruptive opposition to traditional rationalities that tend to gloss over colonialist histories and justify status quo racial inequalities. Thinking about these activities rhetorically allows readers to understand how the participants communicate with a wider audience and how they generate knowledge uniquely around Chicano Studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Factor Analysis; Grades (Scholastic); Student Characteristics; Undergraduate Students; Undergraduate Study; Teacher Attitudes; Educational Practices; Teacher Surveys; Interdisciplinary Approach; Beliefs; Student Participation; Attendance; Grading; Evaluation Criteria; Student Evaluation

Abstract:
The author explores an assumption evident in the literature that "most" college instructors grade participation in undergraduate courses. Instructors (N = 521) at a large, northeastern university were surveyed regarding their attitudes and practices in grading participation in undergraduate courses. A survey instrument was developed for the purpose of this study and subjected to principal components analysis. This instrument yielded seven subscales of acceptable reliability (Cronbach's alpha greater than or equal to 0.70), three of which are the focus of this article. Results suggest that the majority of instructors across disciplines do incorporate a "participation" factor into students' final course grades. Course level is not a significant correlate, but some differences may be observed by discipline. Underlying instructor beliefs are examined, and implications and future directions for research are discussed. (Contains 1 figure and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Student Participation; Foreign Countries; Mathematics Education; Mathematics Achievement; Educational Attainment; Hierarchical Linear Modeling; Student Recruitment; Academic Persistence; Secondary School Students; Secondary Schools; Ethnicity; School Effectiveness

Abstract:
Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article, multilevel models are developed with the use of datasets from the UK Department for Education's National Pupil Database (NPD) in order to explore (1) school effects upon student progress in mathematics from age 11-16 in England and (2) student participation in advanced-level mathematics over the following 2 years. These analyses highlight between-school variation in the difference between mathematical and general academic progress. Furthermore, the between-school differences in post-compulsory mathematics participation are large. Importantly, there is no evidence to suggest that schools/departments with higher "contextual value added" from 11-16, a key measure in government accountability processes in England, are also more effective in recruiting and retaining students in post-16 advanced mathematics courses. (Contains 5 tables, 3 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Libraries; Foreign Countries; Internet; Library Personnel; Social Networks; Educational Technology; Library Services; Librarians; Student Participation

Abstract:
This is an exploratory study investigating the use of social networking tools in academic libraries, examining the extent of their use, library staff's perceptions of their usefulness and challenges, and factors influencing decisions to use or not to use such tools. Invitations to participate in a web-based survey were sent to 140 university libraries from Asia, North America and Europe. Responses were received from 38 libraries (response rate: 27.1%). Twenty-seven libraries (71.1%) used social networking tools, five (13.1%) were potential users and six (15.8%) did not plan to use them at all. Facebook and Twitter were the most commonly adopted tools in university libraries. Most library staff had positive perceptions on the usefulness of social networking tools, but hesitancy among library staff and limited participation of users (i.e. students) were perceived to be hindrances. This study offers insights for academic librarians to make informed decisions in applying social networking tools. (Contains 5 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Cost Effectiveness; Foreign Countries; Educational Benefits; School Involvement; Economic Impact; Community Benefits; Geographic Location; Student Participation; Attendance; Education Work Relationship; Youth Opportunities; Youth Programs; Outcomes of Education; Educational Indicators; Educational Assessment; Predictor Variables; Predictive Measurement; Predictive Validity; Educational Attitudes

Abstract:
In this paper, the 2001 Australian Census is used to estimate predicted net benefits of education at a small geographic level. These are then linked to youth in the areas to test the associations with high school participation. This is done separately for Indigenous youth, a population sub-group with historically low levels of education participation. The results confirm that, in general, localised predicted benefits of education do have a significant association with participation. For the Indigenous population, however, there is no significant association between the predicted income benefits of education and participation and only a weak association with the employment benefits. (Contains 5 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Generalization; Consultation Programs; Reliability; Positive Reinforcement; Elementary School Teachers; Program Implementation; Educational Philosophy; Student Participation; Student Behavior; Elementary School Students; Consultants

Abstract:
In this study we examined the extent to which teachers implement and generalize a praise intervention learned during behavioral consultation. Four elementary teachers and 15 of their students (3-4 per teacher) participated in the study. In each classroom, 1 student was randomly assigned as the consultation target student, 1 as the generalization target student, and the remaining as nontarget students. Within a randomized multiple baseline across teacher-participants design, data measuring treatment integrity, the consultation process, teacher intervention behaviors, and student outcomes were collected across 4 conditions: baseline, intervention implementation, generalization prompt, and generalization training. Results indicated that teachers did not consistently implement or generalize the praise intervention as a result of the conditions of the consultation process. The major limitations of treatment integrity, student selection, and a possible mismatch in teachers' training/philosophy of behavior management and the proposed intervention are discussed. Implications of the findings for future research and practice are presented. (Contains 4 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Research; Student Participation; Teacher Participation; College Faculty; Teacher Attitudes; Institutional Characteristics; Individual Characteristics; Learner Engagement; National Surveys; Student Surveys; Teacher Surveys

Abstract:
Undergraduate research (UR) is a valued co-curricular activity that has involved an increasing number of students and faculty members in recent years. While there is a growing body of research on student participation in UR, there is less research available examining faculty perceptions of, participation in UR, and how those factors influence student participation in UR. This study examined approximately 110,000 responses to the "National Survey of Student Engagement" and 40,000 responses to the "Faculty Survey of Student Engagement" at over 450 four-year institutions. Findings revealed that individual and institutional characteristics predicted student and faculty member involvement and that the majority of faculty members perceived UR to be of importance. Implications for fostering faculty involvement, student success, and viewing UR as an institutional asset are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cooperative Learning; Internet; Student Participation; Story Telling; Creative Teaching; Web Sites; Social Networks; Student Attitudes; Satisfaction; Peer Relationship; Ownership; Elementary School Students; Grade 3; Foreign Countries; Questionnaires

Abstract:
Social media on the World Wide Web, such as Wiki, are increasingly applied to support collaborative learning for students to conduct a project together. However, recent studies indicated that students, learning in the collaborative project, may not actively contribute to the collaborative work and are involved only in a limited level of positive interdependence due to the ambiguous ownership on the collaborative work. To this end, this study proposes an approach to support collaborative learning based on the notion of Creative Commons (CC). CC may be helpful to enhance positive interdependency because it provides a mechanism which protects individual creations while encouraging remixing and deriving new creations from them. This study conducted an empirical evaluation to examine how students react to the collaborative learning with CC notions. The results showed that CC can significantly improve participants' attitude to the derivative works, the satisfaction level of remix outcomes, perception to the peer interaction and the sense of work ownership. Such results suggest that CC may be a potential avenue for increasing individuals' responsibilities and motivating them to participate in the collaborative learning activity. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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