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Full-Text Articles in Education
Why & How Instructors Grade Participation In, Susan L. Rogers
Why & How Instructors Grade Participation In, Susan L. Rogers
NERA Conference Proceedings 2009
Although active engagement and participation in college courses has been shown to lead to increased learning (Weaver & Qi, 2005), instructors often struggle to get their students to participate more in class. This issue is sometimes addressed by including "participation" in grading criteria. The current study investigates this convention by identifying current instructor attitudes and practices towards grading student participation in undergraduate classrooms. To this end, a survey has been created and piloted amongst university instructors of varying disciplines. Data is presented in the context of current literature, and relationships between attitudes and practices in grading participation will be explored.
Incorporating Civility Into Public Education: An Empirical Survey Of School Professionals, Keely Wilkins, Paul Caldarella, K. Richard Young
Incorporating Civility Into Public Education: An Empirical Survey Of School Professionals, Keely Wilkins, Paul Caldarella, K. Richard Young
Faculty Publications
Those working in schools are encouraged to model and directly teach civil behaviors. There are no definitive answers for what specific behaviors should be addressed, but this research provided ideas for what might be done to increase students’ civil behaviors.
Australasian Student Engagement Survey 2009 Institution Report, Ali Radloff, Hamish Coates
Australasian Student Engagement Survey 2009 Institution Report, Ali Radloff, Hamish Coates
Australasian Survey of Student Engagement (AUSSE)
No abstract provided.