Cynthia Lake Howell, Black Hills · 2006
An analysis of college students ’ perceptions of learner-centered educational practices can help instructors to develop strategies for making a successful transformation to learner-centered education. Approximately 45 freshman and sophomore students enrolled in a college composition course or an introductory humanities course at a Midwestern university in 2005-2006 received a presentation on the learner-centered paradigm that would form the basis of class activities. They subsequently reported their perceptions of learner-centered educational practices. Students in the composition course wrote their goals for the course during the first class session, their initial perceptions mid-semester, and during the final class session, their assessment of how the learner-centered practices facilitated their goals. The humanities students wrote their expectations of the course and the instructor during the first class session and, during the final class session, their perceptions of how the learner-centered practices aligned with their expectations. While the transition for many students was initially unsettling and even intimidating, the students ’ progress toward learner-centered thinking was evident. In taking greater responsibility for their own learning, students reported satisfaction as they became more active and engaged. The process of becoming educated, self-directed, autonomous members of society demands that students develop active learning, a primary purpose of the learner-centered paradigm.
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Stephanie Lally, Jennifer Gatz · Journal of Student Research · 2020
Purpose: To evaluate the extent that high school students are concerned about student debt. Additionally, this study was conducted to see how much knowledge students had about college expenses and to see how they planned to pay back college debts. 
 Hypothesis: Students will be concerned about having student debt. 
 Method: 11th-12th grade students at two large, suburban high schools in the Northeast completed a 16 item survey assessing their plans for the future. The survey consisted of questions including if participants planned on going to college, how participants planned on repaying their college debts, how confident they felt in their abilities to pay back the borrowed money and how important the total cost of a college education is when deciding on what college to attend. 
 Result: A total of 148 usable responses were collected and evaluated. 99.32% of participants planned on obtaining a college education, and 34.46% of students reported that cost was very important when making a final decision about where to attend college. A spearman's rank-order correlation analysis was conducted and found there to be several positive correlations including both parents socioeconomic status’ and the most important factor when deciding on a college. Conclusion: Although no correlation was found between students' grades and their concern with student debt, the study did show that students were only moderately confident in their abilities to repay their loans before graduation, helping to support the idea that high school students are concerned about student debt.
Cited by 1Open access
Leonard A. Annetta, Shawn Holmes, Meng‐Tzu Cheng · IGI Global eBooks · 2014
As educational games become more pervasive, the evolution of game design software is inevitable. This study looked at student perceptions of teacher created Serious Educational Games as part of a project striving to create a game development software where teachers and students create games as part of educational activities. The objective was to use evidence from student perceptions to inform further development of the software. A mixed method design ascertained data from 181 male and 178 females from 33 teacher created games. Results indicate that the software is relatively effective by the supporting documentation and training lacked in several areas. This information led to the creation of a commercial game development software set for release in 2010.
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Caroline M. Hoxby, Christopher Avery, Thomas J. Kane et al. · 2014
Despite spending large sums to promote widespread access to college, we know surprisingly little about the impact of alternative public interventions on students ’ and parents ’ investment decisions. A large share of public subsidies to higher education come in the form of direct state appropriations
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Scott M. Ronspies · 2011
The prevalence of obesity and sedentary behaviors among children and adolescents is increasing at an alarming rate. The obesity epidemic is reaching proportions never seen across our nation. Therefore, the purpose of this study was to examine middle school students’ perceptions of coeducational and same-sex physical education classes. The study consisted of 3 girls and 3 boys 12-13 years old. One-on-one semi-structured interviews were conducted with each participant to gain an understanding of their perceptions of physical education (P.E.) classes that were coeducational and same-sex in nature. The results indicated that middle school students shared a variety of perceptions concerning class structure, regardless of gender. Two of the three girls preferred coeducation P.E. versus same-sex P.E., boys felt they tried harder in same-sex P.E., girls were more embarrassed to make mistakes in coeducational P.E. class, and boys felt they learned more physical education content in same-sex P.E. In conclusion, it seems logical for schools to offer physical education experiences that are both coeducational and same-sex. Students agreed that both coeducational and same-sex physical education had pros and cons, and the interests of students were not met in just one class structure. The ultimate goal of any school curriculum should be student learning in an environment that is safe and positive for the students.
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Wilder, Lynn K. · 1999
The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.
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Steven T. Bossert · Contemporary Psychology · 1982
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Michelle Harrison · Proceedings of the International Conference on Networked Learning · 2024
This short paper describes a research project which aims at investigating how students conceive and use open educational practices (OEP). A recent definition by Cronin (2017) emphasizes collaboration, participation and learner empowerment to encompass “collaborative practices that include the creation, use, and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners” (2017, p. 4). Researchers and educators alike have considered the role of OEP in more effectively engaging learners in the co-creation of knowledge, critically considering how digital practices and open platforms can be used in practice. Early research on OEP focused on adoption and development of OER (Cronin & MacLaren, 2018), but has recently shifted student perceptions of impact (Jhangiani, Dastur, Le Grand, & Penner, 2018, Lin, 2019) and improved student learning and empowerment (Hodgkinson-Williams & Trotter, 2018). However, there are gaps in our understanding of learner experiences in other dimensions of openness, such as negotiating identity, privacy, visibility, literacy and the co-construction of knowledge. As educators we need to consider how the structures of these spaces will influence the open teaching practices we are using, both in how they may make our spaces permeable, and in how they might make them more impenetrable. If we want our learners to be able to explore what we as educators see as the benefits of open practices, such as co-creation and sharing of knowledge, then we need to explore both their perceptions and direct learning experiences. The focus of this project will be on students' perceptions of openness in education, exploring their identities as open educational practitioners and how they negotiate their open educational spaces. Participants will be situated in an online graduate program (including multiple courses) designed around open educational practices, including open platforms and open educational resources, and endeavouring to include learners in critical digital pedagogical practices. To explore learner practices, the following research questions will be explored using a virtual ethnographic case (Hine, 2008): What are learners’ understanding of open educational practice? How do they see themselves navigating open platforms, open digital pedagogies and practices and critical digital perspectives? What practices, values and/or strategies are shared by learners who are working within an open educational practice framework?
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Jennifer M. Sage · OhioLink ETD Center (Ohio Library and Information Network) · 2011
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Moira A. McGovern, Jane W. Davidson · International Journal of Language & Communication Disorders · 1983
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Jayne Josephsen, Kim Martz · Journal of Hospice and Palliative Nursing · 2014
As the population ages and the incidence of chronic health conditions increases, the need for quality end-of-life care to be a part of the continuum of health care will also increase. With these issues in mind, a survey was undertaken to discover this university’s baccalaureate nursing program end-of-life care curricular content and provide an analysis as to whether the curriculum was meeting identified national end-of-life care guidelines and student practice needs. Faculty and students identified similar areas of curricular deficit and barriers to delivering end-of-life content. However, there were significant differences that identified areas of needed improvement such as a theory practice gap for students and a “silo” effect for faculty. Results indicated that both faculty and students valued end-of-life content in the curriculum. Two simulations were developed and implemented after the survey to meet the areas of curricular deficit identified. There is no doubt that graduate nurses will be faced with providing end-of-life care in a variety of health care settings. Nursing education must provide students with a foundation that will prepare them to provide ethical, holistic, and meaningful care.
Cited by 16
Kathleen Anne Corrales; Instituto de Idiomas, Universidad del Norte, César Maloof; Instituto de Idiomas, Universidad del Norte · DSpace Main Institutional Repository University of the North (Universidad del Norte) · 2011
Ample studies on content-based instruction (CBI) provide strong evidence as to the effectiveness of this methodology in developing language and content knowledge in students; however, there is much less information as to why this methodology is so effective. This paper discusses the results of a qualitative study to see how CBI supports language development. These results revealed that the exposure to authentic material that was meaningful, interesting, and relevant to students present and future needs, activation of prior knowledge, and the specific methodology used in class were the most important factors which supported language and content development. Key words: Content-based instruction (CBI), EFL/ESL, language-teaching methodology, language learning.Amplios estudios sobre la Enseñanza Basada en Contenidos (EBC) evidencian la efectividad de este modelo en el desarrollo de la lengua y conocimiento de contenido; sin embargo, hay poca explicación sobre el por qué de esta efectividad. Este artículo presenta los resultados de un estudio cualitativo con el objetivo de ver cómo este modelo apoya el avance lingüístico. Estos resultados revelaron que el uso del material auténtico que era significativo, interesante y relevante a las necesidades actuales y futuros de los estudiantes, la activación del conocimiento previo y la metodología específica utilizada en clase se demostró de gran utilidad al ayudar a los estudiantes a desarrollar el idioma. Palabras claves: Instrucción Basada en Contenidos (CBI), ESL/ESL, metodología de la enseñanza de una lengua, aprendizaje de lenguas. Kathleen Corrales, Instituto de Idiomas, Universidad del Norte (kwade@uninorte.edu.co) César Maloof, Instituto de Idiomas, Universidad del Norte(cesar_maloof@gmail.com)
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American Association of Physics Teachers 2020, Dunn, Jacqueline · Underline Science Inc. · 2020
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DigitalCommons - Kennesaw State University (Kennesaw State University) · 2021
Currently, a vast majority of agricultural products’ ingredients have come under harsh scrutiny by both consumers and the agricultural industry due to genetically modified organisms (GMOs). The ongoing debate concerns the health risks and economic impact of GMOs in modern society about whether they are safe to consume or if they create agricultural monopolies through the companies that produce, promote, and market their genetically modified products. There have been studies done regarding the effects of GMOs on animals and the benefits and risks associated with them, but there is little research on college students' perceptions of GMOs as well as the efficacy of educational videos in shaping students' perceptions about GMOs. The present study seeks to address this research gap. Students will be asked several questions about their knowledge of GMOs (e.g., “What do you believe is the purpose of GMOs” and “Are you more likely to purchase food that has a label indicating 'non-GMO'?”), then they will be shown an informative video on the pros and cons of GMOS, what GMOs are, and how GMOs play a role in impacting our environment. Participants will then be asked follow-up questions regarding their knowledge of GMOs as well as whether their understanding and opinions have changed about GMOs. The results are expected to show an increase in general knowledge and awareness of GMOs. In conclusion, if our results are as hypothesized, it should show that society and universities are not effectively educating students about this important local, national, and global current issue.
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Kari Şahan · 2024
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Patricia E. Long · European Journal of High Ability · 1993
While in education the views of adults are taken into account, the students are rarely consulted, not even the gifted ones! This paper reports on a small scale study carried out in a large Australian school to investigate student perceptions of giftedness, preferred teacher qualities and ways of providing for gifted students in the school setting. The views of gifted and average students were compared. While the study has limitations, interesting similarities and differences were found between responses of the two groups. If these views were found to be held by larger number of students, it would be important for adults to take note of them. In any case, such documentation and examination of student perceptions on the study topics might give teachers and policy makers some empirical basis for action from a quarter hitherto insuffiently explored.
Cited by 2
Angela D. Miller, Jeff Vomund · 2022
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Linda Ross, Malcolm Boyle, Brett Williams et al. · 2014
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Corrales Wade, Kathleen, Malof Avedaño, César Enrique · Dialnet (Universidad de la Rioja) · 2011
Ample studies on content-based instruction (CBI) provide strong evidence as to the effectiveness of this methodology in developing language and content knowledge in students; however, there is much less information as to why this methodology is so effective. This paper discusses the results of a qualitative study to see how CBI supports language development. These results revealed that the exposure to authentic material that was meaningful, interesting, and relevant to students present and future needs, activation of prior knowledge, and the specific methodology used in class were the most important factors which supported language and content development. Key words: Content-based instruction (CBI), EFL/ESL, language-teaching methodology, language learning
Cited by 0
Faure MR, Julius BE, Dawson DV · SUNScholar (Stellenbosch University) · 2013
Health professionals are required to generate evidence via research in order to validate their practice. Undergraduate students in the professions allied to medicine complete a research component in their final year of study. The assumption is that this component will equip them with the knowledge, skills and attitudes to undertake research as clinicians. In this retrospective study, a questionnaire was used to examine the perceptions and experiences of students relating to their research projects. The study population was students studying in the professions allied to medicine on the Tygerberg Campus of the University of Stellenbosch. The response rate was 77% (n-106). Of these students, 69% enjoyed implementing their research project, whilst 28% did not. However, physiotherapy students experienced this component of their course most negatively. The most positive perceptions of the students related to educational benefits and interest, whilst the most negative results related to time restraints and stress. In planning for the future, it is important to evaluate the outcomes of the research component of the undergraduate curriculum and its possible effects on the development and practice of the physiotherapy profession
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