The problem under consideration was a study of student achievement and attitude by utilising two methods of teaching the American government course in a metropolitan junior college.

The problem with which this investigation was concerned was that of determining the effect of teaching freshman mathematics with the Spitz Student Response System upon a student's anxiety level, attitude and achievement.

The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined.

Learning Analytics (LA) tools analyse data from Learning Management Systems (LMS) and are being increasingly adopted by Higher Education Institutions (HEI). Analysed LMS data can offer helpful insights into student academic performance and allow predictions based on various metrics to be made, it can also help provide personalised feedback and learning experiences/trajectories for students. Adoption of these systems, however, may be potentially hampered by factors such as lack of user trust, ethical issues regarding data collection, unintended negative consequences of its use and a lack of insight into data accuracy and statistical methods applied by the LA systems. To facilitate the adoption and implementation of LA and also to inform data collection policymaking at HEI it is important that values such as trust between the entity collecting data and the student whose data is being collected be maintained. Stakeholders’ views and values are important factors to be taken into consideration when developing these systems. The study was performed at two Swedish HEI, Stockholm University (SU) and Linnaeus University (Kalmar), and although both institutions utilise LMS and collect student data, at the time of writing, neither have defined strategies for using LA. The study consisted of an initial questionnaire to explore student awareness of data collection and usage and how comfortable students are with data collection and what values they consider important. This questionnaire was distributed to students attending courses at the aforementioned universities. A plugin developed for Moodle was then published to several summer courses at Linnaeus University (LNU) and subsequently followed up by a second questionnaire. The plugin presented students with an analytics dashboard where they could explore graphical representations of data being collected about them by the Moodle LMS. The second questionnaire attempted to gauge student perceptions after they reflected on the data collected by the HEI. This gives a more detailed understanding of the contexts in which data collection and usage are considered acceptable by students. It also offers insight into how students expect to be informed about data collection at their HEI. Further, it reveals how awareness seems to influence acceptance, values and identification of possible uses of LA together with associated ethical concerns. The results from the surveys indicate that awareness significantly impacts the value of privacy, in terms of who has access to and control of the data. Awareness also impacts how worried students are about data collection, an increased awareness of how the data can be used increases how worried students are concerning data collection and the use of this data. Furthermore, this awareness impacts students’ levels of engagement with institutions’ privacy policy documents. The results also reveal that acceptance of data collection and use is highly contextual and depends greatly on who the data is shared with and in what context.

Bakgrund Psykisk ohälsa är vanligt förekommande och kan uppvisas genom symtom som exempelvis ångest, oro, sömnproblem, stress och självmordstankar. Psykisk ohälsa kan tillsammans med ärftliga faktorer och livshändelser leda till att psykisk sjukdom utvecklas. Det finns fortfarande mycket fördomar och negativa attityder gentemot personer med psykisk sjukdom i samhället vilket bidrar till att många inte vågar tala om sin sjukdom. En förklaring till varför det finns negativa attityder gentemot personer med psykisk sjukdom är att människor ofta har en dålig kunskap om fenomenet och därför blir rädda för det som är främmande. Sjuksköterskestudenter delar ofta denna allmänna uppfattning gentemot personer med psykisk sjukdom. Syfte Syftet var att beskriva attityder till psykisk sjukdom samt psykiatrisk vård före, under och efter den kliniska utbildningen inom psykiatrin hos sjuksköterskestudenter i Sverige. Metod För att kunna besvara syftet valdes metoden kvalitativ forskningsintervju med deskriptiv design. Sex intervjuer genomfördes med sjuksköterskestudenter som studerade på ett sjuksköterskeprogram vid en högskola i Stockholm. Resultat Flertalet av de intervjuade sjuksköterskestudenterna beskrev att de upplevde att det fanns fördomar mot de psykiskt sjuka både i samhället i stort och inom vården. Studenterna beskrev att de fått erfarenheter av att det var viktigt i samvaron med patienten att fokusera på det friska, inte enbart det sjuka. Alla de intervjuade sjuksköterskestudenterna beskrev att de efter kursen i klinisk psykiatri har fått en ökad kunskap om psykisk sjukdom vilket lett till en positivare attityd, bättre förståelse samt bättre bemötande. Det framkom även att sjuksköterskestudenterna kunde tänka sig att arbeta inom psykiatrisk vård i framtiden, vilket inte fanns några planer kring innan kursen. Slutsats Klinisk utbildning inom psykiatri har en betydande roll vad det gäller förändringen av sjuksköterskestudenters uppfattning och attityd till personer med psykisk sjukdom samt psykiatrisk vård.

Though referred to as "non-traditional students", older students have, in fact, become prevalent in university classrooms, and the number of non-traditional students is expected to continue increasing (Bishop-Clark & Lynch, 1993). Yet, stereotypes that students of different ages hold towards each other may interfere with creating an optimal learning environment for all. This study explores age-based stereotypes students may have of each other. Undergraduate students were randomly assigned to review a scenario about a college student who was described as either traditional (20 years old) or non-traditional (40 years). Participants rated the student in the scenario using the Reysen Likeability, Expertise, and Honesty Scales, the Academic Motivation Scale, and a Student Behavior Questionnaire. Both traditional and non-traditional participants rated the traditional student in the scenario as more likeable. All participants rated traditional students higher in traditional-based stereotypes and the non-traditional student higher in the nontraditional based stereotypes. Evidence of the existence and nature of such stereotyping can be a step toward addressing and alleviating tensions within the mixed-age classroom and working towards support and understanding.

The purpose of this study is to analyze student attitudes toward various law enforcement figures and to obtain a better understanding of public relations, police effectiveness, and media influences in Northeastern Tennessee. This literature review provided a preliminary analysis of related works to advance the accuracy in conducting and examining future studies. The fields that deserve the most analysis are the underlying dimensions associated with public attitudes about police effectiveness, the media’s impact on public attitudes toward police, and the individual, external, and contextual variables that influence public attitudes toward police.

Swedish school children's results have deteriorated in recent years and formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to formative assessment, both at international and national level where many important aspects of formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept. The empirical data process qualitative interviews held with 3 teachers and 26 students in fourth and sixth grade. Based on these results it was possible to see that the teachers were aware of the good effects of formative assessment but they had difficulties using this in practice. Many students did not feel that they received enough feedback to understand the meaning of the teaching, nor the specific tasks that they were meant to carry out. Verbal feedback was preferable from both teachers and students where the lack of time and tools was the reason for teachers not to use written feedback. The students wanted more of a dialogue with the teacher where they felt it was easier to understand the information when one could ask follow-up questions directly.

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