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Painting a Portrait of Mathematics: A Case Study of Secondary Students' Assessment PortfoliosBrown, Paul David January 2003 (has links)
This study analyses the effect of introducing student portfolios as a means of assessing the learning of mathematics. It examines the intended and the unforeseen outcomes in terms of the students, the caregivers, and the teachers involved, using quantitative data to match classroom environments with the response to the innovation. A major focus of the qualitative aspect of the study is the decisionmaking process that was associated with the implementation of change. For this study, all the junior students in a New Zealand secondary school were asked to compile portfolios of their mathematical work. The portfolios were graded by the teachers, the marks contributing to the students' assessments for the year's work. At the outset, the plan was to survey the 510 students involved to determine their attitude towards mathematics, survey them again once the innovation was in place to quantify the classroom environment, then repeat the first survey. Analysis was expected to reveal whether classroom environments that approximated a "portfolio culture" (Duschl & Gitomer, 1991) contributed to an improved attitude towards mathematics. This quantitative approach was supplemented with taped interviews of students and teachers, ongoing records of less formal interactions, review of examination marks and school reports, and questionnaires mailed to the homes of a sample of the students. As the study progressed, it emerged that the major impact was on the teachers, and the focus shifted to them. For four years, follow-up surveys were conducted with teachers, including those who had transferred to other schools. The study found that all students can benefit from portfolios, both in terms of skills and attitude towards mathematics. / Portfolios legitimated the involvement of caregivers, a positive change that provided greater links between classroom activity and the world of employment. The professional practice of teachers was affected by portfolios, prompting development of new classroom resources and techniques, increased collegial cooperation, and well-informed reflection on teaching and assessment. Teachers maintain great influence on classroom culture, and for many of those involved in the study, portfolios prompted a renewed interest in the process undertaken by students as they develop mathematical ideas, and a change in the relationship between teacher and students. The "portfolio culture" resulted in students improving in their appreciation of mathematics, and a changed role for the student within the social environment of the classroom.
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Case study of the student-to-student interactions in an online course offered by a community college, and how the interactions impact learning communityCvetko, Marlene G. 15 October 2001 (has links)
This study was conducted to investigate the student-to-student
interactions that take place in an online community college course, and how
the interactions impact an online learning community.
The literature review revealed three related themes: (a) the impact of
the teaching/learning environment on student interaction, (b) barriers in the
online environment, and (c) peer collaboration in the online environment.
The case was selected using four selection criteria: (a) the class was
offered completely online (b) the instructor was experienced teaching online
classes, (c) computer technology was not the primary content of the course,
and (d) the level of interaction was sufficient to investigate student interaction.
Data were collected from public transcripts including bulletin board
forum postings, email, group papers, and interviews. Six of the 16 students
enrolled in the class and the instructor were interviewed.
In this case, the environment impacted the way students interacted,
collaborated, and socialized with peers. It changed the way participants
existed within the learning community and impacted how students interpreted
meaning and perceived time.
The study generated findings with implications for community college
instructors and participants of online learning communities. The online
environment may impact: (1) how conflict is handled, (2) the quality of
discussion among peers, (3) student involvement with peers, (4) the formation
of cohesive groups, (5) a student's ability to interpret the meaning of
comments made by others, (6) a student's expectations of the time needed to
complete tasks and respond to others, and (7) the ability to design a flexible
structure that encourages students to explore outside their comfort zone.
Additional research is warranted. It is recommended that future studies be
conducted to investigate how conflict, time, and collaboration impact an online
learning community. / Graduation date: 2002
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A study of the integration of computers into the writing processes of first-year college composition students /Gibson, Carolyn M. (Carolyn Margaret) January 1990 (has links)
Twenty first-year management students were observed as they undertook an Effective Written Communication course (EWC) in a microcomputer lab at McGill University. The study focused on the students' adaptation to the computer during a one-semester course and for a two-year period following the course. Results suggest that although students master the basics of word processors with relative ease, they bring entrenched paper and pen habits to the computer lab; habits that are not easily changed. This study further suggests that because student writers in a first-year composition class are often inexperienced writers and computer users, inferences based upon this group may not apply to other populations.
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A study of the integration of computers into the writing processes of first-year college composition students /Gibson, Carolyn M. (Carolyn Margaret) January 1990 (has links)
No description available.
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Co-curricular activities : an element of solution-focused oriented interventions for middle school seriously emotionally disturbed studentsStevens, Clifford W. 09 June 1998 (has links)
The purpose of this research was to examine the
effects of a co-curricular program on the behavior of
seriously emotionally disturbed (SED) middle school
students. Co-curricular activities are any school-based activities that give students an opportunity to
blend the various aspects of their academic learning
with personal actions.
This was an action research study conducted in a
middle school special education program. The
participants were 10 middle school students
identified as seriously emotionally disturbed.
These students participated in the planning and
evaluation of their involvement in co-curricular
activities during this year long study.
Participant observations, interviews, student
and staff journals, and documentary evidence provided
data for the development of case records.
The study generated the following results:
Participation in co-curricular activities
increased the sense of belonging for these students
at this middle school.
Seriously emotionally disturbed students
reported that adult mentors significantly influenced
their level of success.
Seriously emotionally disturbed students had
higher grade point averages and better attendance and
fewer disciplinary issues during this study.
During co-curricular activities, these students
demonstrated leadership, thinking, communication, and
cooperative learning skills that were not apparent in
the regular classroom settings.
Seriously emotionally disturbed students
responded favorably to a solution-focused model of
education.
Parents reported that their students engaged in
more leisure activities involving peers outside
school, and were easier to live with at home.
Students identified the privilege of
participating in co-curricular activities as
motivating them to minimize their past use of counter-productive social strategies during
interactions with peers and adults.
Latino students found it difficult to
participate in activities with Anglos if other
Latinos did not view the activity as acceptable.
The primary implication of this research for
schools is that co-curricular programs appeared to
increase the sense of belonging for middle school
SED students which influenced more positive social
and academic behaviors. / Graduation date: 1999
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GED graduates : case studies of six at-risk students who have persisted at a community collegeFalk, Cheryl R. 17 February 1995 (has links)
This interpretive study sought to understand how six GED graduates who
dropped out of high school came to be enrolled at a rural community college,
and what factors they perceived promoted or impeded their academic
persistence and success. Specifically the study focused on student
backgrounds, reasons for dropping out of high school, return motivations, and
persistence factors influencing retention. Participants were selected based
upon the following characteristics:
1) over the age of 21
2) enrolled both fall quarter, 1993 and winter quarter, 1994
3) studied for and took the GED at Yakima Valley Community College (YVCC)
4) received the GED after the test was revised in 1988
5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993
In-depth student interviews and examination of student records provided
data for the development of case records. Data analysis resulted in the
generation of seven hypotheses. Among them were hypotheses that suggest
that the GED was the key to accessing further education for returning adult high
school dropouts, and that a primary benefit of passing the GED Tests was an
increase in the self-confidence students needed to continue their education.
The study also found that GED graduates recognized they may lack
academic survival skills due to dropping out of high school, and that they were
inclined to use college services for remediation. Four academic integration
factors--the accessibility of a sequence of developmental classes, the existence
of study skills or freshman orientation classes, the availability of tutoring, and
supportive advising--contributed to the persistence and success of GED
graduates.
Two factors--the drive to become self sufficient, and the ability of students
to develop a strong commitment to college through their faith in education to
promote life changes--enabled students to persist and succeed. Participants
provided evidence that GED graduates can succeed in community college as
well as other students who have earned traditional high school degrees when
certain academic conditions are in place. Finally, the study demonstrated the
positive effect education can have in breaking the cycle of negative family
attitudes toward schooling for the next generation. / Graduation date: 1995
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Non-traditional women in higher education : two case studiesThomas, Gayle R. January 1994 (has links)
A semester-long study examined the problems and needs of non-traditional women students. The subjects were a non-traditional undergraduate student enrolled in a beginning composition class and a non-traditional graduate student enrolled in an advanced composition class. The study argues that since universities and colleges are actively recruiting older students, these institutions should be more responsive to the unique problems posed by non-traditional women students, which are different from traditional-aged students. The study addresses non-traditional women students' reasons for returning to school and the personal and academic barriers they run into. The two case studies discuss their expectations relating to their composition classes in particular and fitting into the university system generally. In conclusion, recommendations are made in the specific areas of university systems, pedagogy, and future research. / Department of English
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Examining the academic experiences of international graduate students attending Ball State UniversityIsaacs, Karen Pamella 20 July 2013 (has links)
The purpose of this embedded case study was to describe the academic experiences of
international graduate students at Ball State University. Purposive and snowball sampling
procedures were used to select nine international graduate students for this study. Their
countries of origin were Ghana, Kenya, China, Iceland, Greece, South Korea, and Saudi Arabia.
Ball State University was the case in this study and the nine international graduate students the
units of analysis. Data were collected using semi-structured interviews and analyzed by means
of constant comparison and cross-unit analysis.
The findings of the study revealed the reasons why these international graduate students
came to Ball State University to pursue their education, the students’ assessments of their
academic experiences, and descriptions of their personal and professional development as
outcomes of their educational experiences at Ball State University. The main reasons why the
international graduate students came to Ball State University were, due to connections they
already had with someone affiliated with the university, the quality of the programs offered at
Ball State University, and through the award of scholarships. The international graduate students described their academic experiences as beneficial to their development in a number of ways
including, development of research and publication skills, increased competence in the use of
technological aids to enhance teaching and learning, and the opportunity to put into practice the
skills and knowledge they had acquired through practica and internships. The study participants
also expressed that they acquired skills that made them competent to perform in the areas they
were trained, for example, therapeutic skills or team skills. They shared that they had grown as
individuals because of the experience that they gained at Ball State University. In addition, some
stated that their worldview had expanded, and their self-confidence had increased.
The study discusses the findings in the light of the current literature on international
graduate student education in the U.S., as well as the implications for future research. The study
makes recommendations as to how Ball State University can make use of this new information to
better market itself as a first class institution of higher learning, and to make the experiences of
international graduate students at Ball State University a more appealing choice to prospective
international graduate students. / Department of Educational Studies
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Cultural and social factors related to student participation and academic achievement at the University of Adelaide / Mark C. WernerWerner, Mark C. January 1992 (has links)
Bibliography: leaves [245]-268 / xiv, 268 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, 1993
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An exploration of stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity in nursing studentsHarrison, Nigel January 2013 (has links)
An increased number of investigations for academic dishonesty with nursing students was a catalyst for this research. The aim was to explore stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity. Literature reviewed was largely anecdotal, focusing on accounts of incidents and concern over nurses’ fitness to practise, recognising a need to enhance understanding and strategic solutions. A single case study design was utilised, capturing views of expert witnesses, including nursing students, academic staff, practice mentors and administrative and support staff, using individual interviews and nominal groups. Documentary evidence of incidence occurring between 2004 and 2010 were also analysed. An integrated definition of Academic and Practice Misconduct specific to nursing was developed and a range of contributing factors influencing students identified. Incidence within the school was found to have gradually reduced, where collusion and plagiarism was found to be the most common types occurring; highest at academic level five and in essays. Almost half of academic staff had reported an alleged incident. A hierarchy of Academic and Practice Misconduct emerged, indicating a range of severity and degrees of deliberateness. A self-assessment tool has been developed to enable students to measure their level of risk of Academic and Practice Misconduct. Five themes emerged from thematic analysis of data on approaches used to promote academic integrity: devising strategies, policies and procedures; educating stakeholders; implementing holistic preventative processes and deterrents; detecting and managing alleged incidents; and on-going monitoring and enhancement. This was synthesised into a collaborative cycle with four phases for use by stakeholders, listing activities undertaken at course, school and university level and in practice settings. A self-assessment tool has been developed for academic staff to measure their level of involvement in promoting Academic and Practice Integrity. The concepts of risk and person centred approaches are utilised as theoretical frameworks to underpin the research findings. The study is presented as an integration of research, education and practice.
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