Education Commons^™

Academic Group Work: Perceptions Of Faculty And Students, Joanne P. Labeouf, John C. Griffith, Donna L. Roberts

Donna L. Roberts

Embry-Riddle Aeronautical University researchers analyzed 811 (118 faculty and 693 student) comments from open response areas of a survey to determine the perception of faculty regarding group work in the academic setting. The biggest issue noted by both groups was allocation of grades for group members. Students perceived that all students received the same grade in a group project, regardless of effort. Most faculty did not share that perception, but noted difficulties in assigning group grades as well. Faculty and students described difficulties encountered by students when working on group projects in online or distance learning settings due to limited …

Connect 216 - December 2015

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Academic Group Work: Perceptions Of Faculty And Students, Joanne P. Labeouf, John C. Griffith, Donna L. Roberts

John Griffith

The Effects Of Voluntary Versus Cold-Calling Participation On Class Discussion And Exam Performance In Multiple Sections Of An Educational Psychology Undergraduate Course, Brittany Ann Carstens

Doctoral Dissertations

Although class participation has been linked to improved student performance, little research has evaluated the effects of cold-calling versus voluntary participation. This study (N =156) determined the differential effects of voluntary and cold-calling participation practices on participation credit, uncapped magnitude of participation, participation rate, attendance, and adjusted exam scores. These dependent measures were compared between (a) voluntary and cold-calling conditions and (b) high and low participants under baseline (voluntary participation without credit and high-rate and low-rate participants). The use of voluntary and cold-calling procedures was alternated across units. Results were evaluated using mixed designs with repeated-measures across treatment units …

The Effects Of A Historical Perspective Taking Scenario Activity On Classroom Discussion, William Gary Cole

Doctoral Dissertations

This quasi-experimental, mixed-methods case study examined the effects of perspective taking on the discussion skills of one group of 9^th grade World History students. Specifically, this study investigated the impacts of a historical perspective taking scenario activity on student participation in discussions, quality of discussions, student learning from discussions, teacher perceptions of discussions, and student and teacher enjoyment of discussions. The methods used to assess these impacts were classroom observations, frequency counts, teacher interviews, a student focus group interview, and document analysis.

Results indicated that the use of a historical perspective taking scenario activity produced a dramatic increase in …

Connect 213 - June 2015

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Connect 212 - April 2015

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Assessing The Perceptions Of Faculty Advisors And Green Industry Professionals On The Value Of Student Participation In A Professional Development Competitive Event, Katelynn Diane Clement

Theses and Dissertations

The purpose of this study was to evaluate the impact Professional Landcare Network (PLANET) Student Career Days (SCD) professional development experience has on conceptual learning, job opportunities and placement, and job retention in the green industry. Student participants, PLANET judging team faculty advisors, and green industry professionals who attended the career fair were surveyed on their perceptions of PLANET Student Career Days and its related events. A block style survey was sent out to the participant groups. Depending on the participant's affiliation with PLANET Student Career Days, participants were asked a different set of questions in the survey. Each survey …

Connect 211 - February 2015

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