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Full-Text Articles in Education

Effective Communication Central To Enrollment Conversions, Richard Hudnett Sep 2018

Effective Communication Central To Enrollment Conversions, Richard Hudnett

Richard Hudnett

No abstract provided.


Is A Students’ Ability To Critically Self-Reflect, Related To Their Performance On Physiotherapy Clinical Placements?, Sarah Brooks, Nikki Milne, Rob Marc Orr, Rebecca Terry May 2017

Is A Students’ Ability To Critically Self-Reflect, Related To Their Performance On Physiotherapy Clinical Placements?, Sarah Brooks, Nikki Milne, Rob Marc Orr, Rebecca Terry

Rob Marc Orr

Background. The relationship between students’ reflective ability and performance on physiotherapy clinical placement is currently unclear.

Objectives. To investigate: i) if a relationship exists between students’ critical reflective ability and performance on physiotherapy clinical placement; and whether these relationships differ by ii) Critical reflective task (CRT) rank grade or, iii) by gender.

Design. An observational cohort study design.

Methods. Critical Reflection Task (CRT) marks and clinical placement (APP) scores from 196 (F=94; M=102) post-graduate, entry-level physiotherapy students were analyzed.

Results. A significant moderate predictive relationship was found between CRT marks and APP scores (r=.411, p2=.169, SEE ...


Is A Students’ Ability To Critically Self-Reflect, Related To Their Performance On Physiotherapy Clinical Placements?, Sarah Brooks, Nikki Milne, Rob Marc Orr, Rebecca Terry May 2017

Is A Students’ Ability To Critically Self-Reflect, Related To Their Performance On Physiotherapy Clinical Placements?, Sarah Brooks, Nikki Milne, Rob Marc Orr, Rebecca Terry

Dr Nikki Milne

Background. The relationship between students’ reflective ability and performance on physiotherapy clinical placement is currently unclear.

Objectives. To investigate: i) if a relationship exists between students’ critical reflective ability and performance on physiotherapy clinical placement; and whether these relationships differ by ii) Critical reflective task (CRT) rank grade or, iii) by gender.

Design. An observational cohort study design.

Methods. Critical Reflection Task (CRT) marks and clinical placement (APP) scores from 196 (F=94; M=102) post-graduate, entry-level physiotherapy students were analyzed.

Results. A significant moderate predictive relationship was found between CRT marks and APP scores (r=.411, p2=.169, SEE ...


Redesign For Success: Integrated Collaborations And Student Support Approaches, Jill Channing, Jennifer Huggins Dec 2015

Redesign For Success: Integrated Collaborations And Student Support Approaches, Jill Channing, Jennifer Huggins

Jill Channing

In order to accomplish more than pockets of redesign, Kankakee Community College is working on an integrative, holistic approach to increase student persistence, success, and completion through multiple collaborative initiatives.


The Radical History Of Sydney University: Student Activism In The 60s, Rowan Cahill Mar 2014

The Radical History Of Sydney University: Student Activism In The 60s, Rowan Cahill

Rowan Cahill

A personal account of radical activism at Sydney University during the 1960s by two activist/participants, Rowan Cahill and Terry Irving. The talk was part of the campaign by Sydney University students to mobilise for the National Rally for Education Rights held on 26 March 2014.


Teacher Quality And Student Inequality - Web Appendix (Revised 2014), Richard K. Mansfield Feb 2014

Teacher Quality And Student Inequality - Web Appendix (Revised 2014), Richard K. Mansfield

Rick Mansfield

This appendix is a supplement to the author's paper, Teacher Quality and Student Inequality, which can be found here: http://digitalcommons.ilr.cornell.edu/workingpapers/162/


Teacher Quality And Student Inequality (Revised 2014), Richard K. Mansfield Dec 2013

Teacher Quality And Student Inequality (Revised 2014), Richard K. Mansfield

Rick Mansfield

This paper examines the extent to which the allocation of teachers within and across public high schools is contributing to inequality in student test score performance. Using ten years of administrative data from North Carolina public high schools, I estimate a flexible education production function in which student achievement reflects student inputs, teacher quality, school quality, and a school-specific scaling factor that allows the impact of teaching quality to vary across schools. The existence of nearly 3,000 teacher transfers, combined with a testable exogenous mobility assumption, allows separate identification of each teacher’s quality from both school quality and ...


Overseas Trained Teachers (Otts): Student Attitudes And Expectations In The Context Of Vocational Education, Jill Murray, Judith Cross Sep 2012

Overseas Trained Teachers (Otts): Student Attitudes And Expectations In The Context Of Vocational Education, Jill Murray, Judith Cross

Judith (Judie) L Cross

The vocational education and preparation of overseas trained teachers (OTTs) in NSW is a demanding and lengthy process. It involves the development of communicative language ability to a standard equivalent to native-like vocational proficiency in two domains: linguistic and pragmatic. In order to demonstrate competence at this level, OTTs in NSW are required to pass an English language test, the NSW Professional English Assessment for Teachers (PEAT). In the PEAT, Listening, Speaking, Reading and Writing are specifically tested in the context of workplace requirements for the NSW education system. Success in the PEAT leads directly to the DET Pre-Employment Program ...


The Secret Of Excellence In Student Services - A Case Example Of Cross-Institution Collaboration And Cooperation, Cathy Stone, Annie Andrews, Melissa Moore, Allison Cahill, Sarah O'Shea, David Said May 2012

The Secret Of Excellence In Student Services - A Case Example Of Cross-Institution Collaboration And Cooperation, Cathy Stone, Annie Andrews, Melissa Moore, Allison Cahill, Sarah O'Shea, David Said

Professor Sarah O' Shea

No abstract provided.


Learning Or Performance: Predicting Drivers Of Student Motivation, Shane P. Dawson, Leah Macfadyen, Lori Lockyer May 2012

Learning Or Performance: Predicting Drivers Of Student Motivation, Shane P. Dawson, Leah Macfadyen, Lori Lockyer

Professor Lori Lockyer

There is substantial research demonstrating that a student’s motivation for learning can be largely explained in terms of their preferred achievement orientation. This paper explores a case study investigating ICT derived lead indicators of student achievement orientation, and therefore underlying motivations. The study incorporated Tan’s (2009) research on learning dispositions to quantify student achievement orientations. These findings were then correlated with student LMS data to identify if patterns of online behaviour are indicative of the observed achievement orientation scores. The results suggest that there is a significant correlation between student achievement orientation and participation in discussion forums. Students ...


Turning The Switch On! The Teachers’ Ability To Influence Student Motivation In Physical Education, Dana Perlman, Philip J. Pearson, Kim Mckeen, Gregory J. Forrest Mar 2012

Turning The Switch On! The Teachers’ Ability To Influence Student Motivation In Physical Education, Dana Perlman, Philip J. Pearson, Kim Mckeen, Gregory J. Forrest

Greg J Forrest

Student motivation is an area of importance in physical education due to the association with enhanced levels of effort, participation and aspects of learning (Tjeerdsma-Blankenship, 2008; Chen, 2001). Physical education specialists are routinely challenged by students who demonstrate behaviours indicative of low levels of motivation, such as high rates of absenteeism and severely low levels of active participation within the class setting (Ntoumanis, Peensgaard, Martin & Pipe, 2004). Bryan and Solmon (2007) indicate that the teacher is a primary driver for the development and implementation of experiences that support and/or thwart student motivation. Therefore, the purpose of this study was to examine the influence of a motivational intervention on 27 pre-service physical education teacher’s (PTs) abilities to develop and implement motivational instruction during a practicum field experience. Motivation and related intervention within this study was grounded in achievement goal theory (AGT); whereby students are motivated when engaged in an educational context that is supportive of their perceptions of competence. Data were collected from PTs narrative lesson plans and actual teaching episodes during the practicum using a ...


Electronic Teaching Evaluation: Student Perceptions And Teacher Responses, Shelley Kinash, Vishen Naidu, Kayleen Wood Dec 2011

Electronic Teaching Evaluation: Student Perceptions And Teacher Responses, Shelley Kinash, Vishen Naidu, Kayleen Wood

Professor Shelley Kinash

Extract:
One of the most important ways of evaluating teachers and education is by asking the students. Near the end of each semester, university students (and an increasing number of primary and secondary students) are handed forms to evaluate their teachers and classes. Learners indicate extent of agreement with statements such as – my educator helps me understand difficult concepts. There is a comment box for students who wish to elaborate. Student evaluation of teaching is important because it provides an indication of whether teacher intentions are meeting the mark with students. Many constructive ideas for positive changes come from the ...


Teachers With Passion: Teaching In A Distressed Educational Environment, Professor Ben C Osisioma Oct 2011

Teachers With Passion: Teaching In A Distressed Educational Environment, Professor Ben C Osisioma

Prof Ben Chuka Osisioma

Passion is great enthusiasm, very strong emotion, a willingness to sacrifice. Men and women with passion outpace themselves as they go beyond mere talent, to leave their impact on society. Nigerian education needs teachers with passion – men and women with fire in their bones, impatient for lasting and enduring results. Such extra-ordinary pedagogues are people who will give themselves as ministers and missionaries in the temple of education.


Which Secondary Education Systems Work Best? The United States Or Northern Europe, John H. Bishop Sep 2010

Which Secondary Education Systems Work Best? The United States Or Northern Europe, John H. Bishop

John H Bishop

Northern European teenagers are 10+ percent more likely to graduate from secondary school than their American counterparts and learn considerably more as well. This paper explains why Northern Europe’s upper-secondary schools have achieved school cultures that accomplish so much more than typical American secondary schools. The keys to N. Europe's success are: 1. Parents/students decide which program of study to enter. 2. Programs have well signaled reputations that influence access to occupations/professions and higher education programs. 3. Undertaking a challenging program confers prestige. 4. If the program turns out to be too difficult or poorly taught ...


Signaling The Competencies Of High School Students To Employers, John H. Bishop Oct 2009

Signaling The Competencies Of High School Students To Employers, John H. Bishop

John H Bishop

[Excerpt] The fundamental cause of the low effort level of American students, parents, and voters in school elections is the absence of good signals of effort and accomplishment and the consequent lack of rewards for learning. In most other advanced countries mastery of the curriculum is assessed by examinations that are set and graded at the national or regional level. Grades on these exams signal the student's achievement to employers and colleges and influence the jobs that graduates get and the universities and programs to which they are admitted. Exam results also influence school reputations and in some countries ...


Are National Exit Examinations Important For Educational Efficiency?, John H. Bishop Oct 2009

Are National Exit Examinations Important For Educational Efficiency?, John H. Bishop

John H Bishop

“This paper analyses effects of national or provincial exit examinations on education quality. On theoretical grounds, the paper argues that such examinations should increase high school achievement, particularly in examination subjects, and that teachers and students and parents and school administrators should focus more on academic achievement when making school-quality decisions. On the negative side, exit examinations may lead to a tendency to concentrate on learning facts, rather than understanding contexts.”


Student, Staff, And Employer Incentives For Improved Student Achievement And Work Readiness, John H. Bishop Oct 2009

Student, Staff, And Employer Incentives For Improved Student Achievement And Work Readiness, John H. Bishop

John H Bishop

“This article proposes a strategy for banishing mediocrity and building in its place an excellent American system of secondary education. Before a cure can be prescribed, however, a diagnosis must be made.”


High School Exit Examinations: When Do Learning Effects Generalize?, John H. Bishop Oct 2009

High School Exit Examinations: When Do Learning Effects Generalize?, John H. Bishop

John H Bishop

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York ...


The Effect Of National Standard And Curriculum-Based Exams On Achievement, John H. Bishop Oct 2009

The Effect Of National Standard And Curriculum-Based Exams On Achievement, John H. Bishop

John H Bishop

[Excerpt] Two presidents, the National Governors Association and numerous blue ribbon panels have called for the development of state or national content standards for core subjects and examinations that assess the achievement of these standards. The Competitiveness Policy Council, for example, advocates that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages (1993, p. 30)." It is claimed that curriculum-based external exit exam systems (CBEEEs) based on world class content standards will improve teaching and learning of ...


In Search Of A Niche, John H. Bishop Oct 2009

In Search Of A Niche, John H. Bishop

John H Bishop

"As enrollment in secondary vocational education programs declines and employers re-evaluate the attributes needed for success in today’s job market, some observers of the U.S. education system have called for schools to limit – or even eliminate – the teaching of occupational skills. Does this mean employers don’t reward such training?"


The Role Of End-Of-Course Exams And Minimum Competency Exams In Standards-Based Reforms, John H. Bishop, Ferran Mane, Michael Bishop, Joan Moriarty Oct 2009

The Role Of End-Of-Course Exams And Minimum Competency Exams In Standards-Based Reforms, John H. Bishop, Ferran Mane, Michael Bishop, Joan Moriarty

John H Bishop

[Excerpt] Educational reformers and most of the American public believe that most teachers ask too little of their pupils. These low expectations, they believe, result in watered down curricula and a tolerance of mediocre teaching and inappropriate student behavior. The result is that the prophecy of low achievement becomes self-fulfilling. Although research has shown that learning gains are substantially larger when students take more demanding courses2, only a minority of students enroll in these courses. There are several reasons for this. Guidance counselors in many schools allow only a select few into the most challenging courses. While most schools give ...


Vocational And Academic Education In High School: Complements Or Substitutes, Suk Kang, John H. Bishop Oct 2009

Vocational And Academic Education In High School: Complements Or Substitutes, Suk Kang, John H. Bishop

John H Bishop

[Excerpt] A number of blue ribbon-panels have called for increases in the number academic courses required for graduation from high school and for lengthening the school day and the school year. Most states have adopted the first of these recommendations but not the second. With the amount of time a student spends in school remaining constant, increases in the number of required academic courses force reductions elsewhere. Which activities should be reduced? Should the reduction be made in study halls, music and fine arts,physical education, and life skills courses or should it come in vocational education? The answer to ...


Making Vocational Education More Effective For At-Risk Youth, John H. Bishop Oct 2009

Making Vocational Education More Effective For At-Risk Youth, John H. Bishop

John H Bishop

"Occupationally specific vocational training pays off for disadvantaged students, but only if graduates work in the jobs they were trained for. Implication: Vocational educators must help make sure that the skills they teach are used."


Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?, John H. Bishop Oct 2009

Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?, John H. Bishop

John H Bishop

[Excerpt] It is claimed that 'curriculum-based external exit exam systems', CBEEES, based on world class content standards will improve teaching and learning of core subjects. What evidence is there for this claim? New York's Regents Exams are an example of such a system. Do New York students outperform students with similar socio-economic backgrounds from other states? Outside the United States such systems are the rule, not the exception. What impacts have such systems had on school policies, teaching and student learning?


The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop Oct 2009

The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop

John H Bishop

[Excerpt] The first major prediction of the theory is that an increase in the extrinsic rewards for learning will cause student effort and achievement to increase. The primary extrinsic reward for achievement in high school is a higher probability of completing college. Thus the extrinsic rewards for learning in high school depend on the size of the payoff to college and on how contingent college admissions decisions are on achievement in high school. Time series data suggests that changes in college selectivity and payoff may have contributed to the ups and downs of student achievement during the postwar period. The ...


The Effect Of Curriculum-Based Exit Exam Systems On Student Achievement, John H. Bishop Oct 2009

The Effect Of Curriculum-Based Exit Exam Systems On Student Achievement, John H. Bishop

John H Bishop

[Excerpt] Two presidents, the National Governors Association and numerous blue ribbon panels have called for the development of state or national content standards for core subjects and examinations that assess the achievement of these standards. The Competitiveness Policy Council, for example, advocates that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages (1993, p. 30)." It is claimed that 'curriculum-based external exit exam systems', CBEEES, based on world class content standards will improve teaching and learning of ...


Drinking From The Fountain Of Knowledge: Student Incentive To Study And Learn-Externalities, Information Problems And Peer Pressure, John H. Bishop Oct 2009

Drinking From The Fountain Of Knowledge: Student Incentive To Study And Learn-Externalities, Information Problems And Peer Pressure, John H. Bishop

John H Bishop

Students face four decision margins: (a) How many years to spend in school, (b) What to study. (c) How much effort to devote to learning per year and (d) Whether to disrupt or assist the learning of classmates. This paper reviews an emerging economic literature on the effects of and determinants of student effort and cooperativeness (c and d above) and how putting student motivation and behavior at center of one’s theoretical framework changes one’s view of how schools operate and how they might be made more effective. In this new framework students have a dual role. They ...


La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop Oct 2009

La Educación Secundaria En Los Estados Unidos. ¿Qué Pueden Aprender Otros De Nuestros Errores?, John H. Bishop, Ferran Mane, Michael Bishop

John H Bishop

[Excerpt] El ritmo de los estudiantes estadounidenses para adquirir nuevas habilidades se desacelera durante la educación secundaria.


Review Of The Book: One Size Does Not Fit All: Traditional And Innovative Models Of Student Affairs Practice, Jason A. Laker Jan 2007

Review Of The Book: One Size Does Not Fit All: Traditional And Innovative Models Of Student Affairs Practice, Jason A. Laker

Jason Laker

No abstract available.


Scholarly Use Of Information: Graduate Students' Information Seeking Behaviour, Carole A. George, A. Bright, T Hurlbert, E C. Linke, G St. Clair, J Stein Jan 2006

Scholarly Use Of Information: Graduate Students' Information Seeking Behaviour, Carole A. George, A. Bright, T Hurlbert, E C. Linke, G St. Clair, J Stein

Carole A. George

Introduction. This study explored graduate students' information behaviour related to their process of inquiry and scholarly activities. Method. In depth, semi-structured interviews were conducted with one hundred graduate students representing all disciplines and departments from Carnegie Mellon University. Analysis. Working in pairs, we coded transcripts of interviews into meaningful categories using ATLAS.ti software. The combined use of quantitative and qualitative analysis aimed to reduce subjectivity. Results. Graduate students often begin with a meeting with professors who provide direction, recommend and provide resources. Other students help to shape graduate students' research activities, and university library personnel provide guidance in finding ...