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Diverse Students (diverse + student)
Selected AbstractsHow Foreign Language Teachers in Georgia Evaluate their Professional Preparation: A Call for ActionFOREIGN LANGUAGE ANNALS, Issue 1 2004Article first published online: 31 DEC 200, Thomas C. Cooper PhD The project involved conducting an online survey of 341 current foreign language teachers in Georgia in order to determine how these K-12 teachers perceived and evaluated the effectiveness of their professional preparation. Close to 60% of the teachers in the sample were graduates of colleges and universities in Georgia. Most of the others had received their training from various other colleges and universities in the United States, and 51 individuals reported that they had graduated from foreign institutions. The survey consisted of 42 questions asking teachers to evaluate their preparation in language skills, knowledge of foreign language standards, planningfor instruction, methodology, using technology in instruction, meeting the needs of socially and economically diverse students, classroom management skills, and professional growth. The survey results strongly suggest that foreign language teacher development programs should include (1) more time spent in carefully supervised and monitored prestudent-teaching field experiences; (2) more careful mentoring of student teachers during the student-teaching internship; (3) more time spent in language learning experiences in countries where the target language is spoken; (4) more emphasis on developing foreign language proficiency in the requisite university classes; and (5) more effort spent on teaching effective classroom management. [source] Native American Graduate Nursing Students' Learning ExperiencesJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2000Suzanne Steffan Dickerson Purpose: To identify learning experiences of Native American graduate nursing students in a university-based nurse practitioner program. Design: The phenomenological approach of Heideggerian hermeneutics. Method: A purposive sample of 11 Native American graduate students in a nurse practitioner program were given the choice of participating in a focus group or completing an individual interview to elicit common meanings and shared experiences. Findings: Four themes and two constitutive patterns: (a) Native American students' worldviews reflected unwritten knowledge that served as a background of common understanding, (b) academic environment as a rigid environment with only one way to learn and constant evaluation, (c) faculty-student relationship barriers to establishing a supportive learning environment, and (d) strategies to survive, including a commitment to succeed, conforming to unwritten rules, helping each other, and ultimately changing themselves. Constitutive patterns were: (a) value conflicts when students' values conflicted with academic behavioral values, and (b) on the fringe, when students felt isolation from the main student body, and open to attack (evaluation). Students struggled to be successful in their commitment to complete the degree, but often questioned the applicability of the program in their cultural setting. Conclusions: A more flexible supportive environment is needed to support students' goals to attain degrees, as well as to encourage dialogue on differing cultural values. Faculty who teach culturally diverse students may need to examine rigid behavioral standards that mandate an assertive practitioner persona and may be a barrier to attainment of goals. [source] Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grantJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Sharon Lynch This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre-, post-, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi-experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n,=,1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale-up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912,946, 2005 [source] Proprietary schools: Beyond the issue of profitNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 124 2004Eboni M. Zamani-Gallaher This chapter provides an overview of the literature on proprietary schools; the diverse students they serve, their distinctive educational characteristics, and an agenda for institutional researchers. [source] Identifying a diverse student body: Selective college admissions and alternative approachesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 118 2007Deborah Bial Ed.D. This chapter explores alternative solutions for selective institutions of higher education to reach beyond their traditional admission measures and identify diverse students who might otherwise not be selected by traditional admission criteria. [source] | ||||||||||