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Students' Identities (student + identity)

Distribution by Scientific Domains

Humanities and Social Sciences	50%
Education	33%

Selected Abstracts

The Role of Interest in Fostering Sixth Grade Students' Identities As Competent Learners

CURRICULUM INQUIRY, Issue 1 2000
Jean C. Mcphail
The combined works of John Dewey and Jerome Bruner provide a framework spanning a century of educational thought which can inform curriculum decisions concerning students' educational development, especially for middle school students whose waning of motivation toward school has been well documented by researchers and has long concerned parents and teachers. This framework, combined with recent contributions of motivation and interest researchers, can create broad understandings of how to collaboratively construct effective educational contexts. As early as 1913, Dewey specifically looked at the pivotal role of students' genuine interests in Interest and Effort in Education. Our current research focus on how students' interest can inform curricular contexts marks the recent shift showing an increased use of interest in education research since 1990. In this article, we discuss our study of a team-taught double classroom of sixth grade students whose interests were determined through a series of brainstorming sessions, and individual and focus group interviews. Students' interests fell into six categories centering around subject areas such as Drama, Science, and Animal Studies. Learning contexts were constructed around four of these subject areas. Students participated in their first or second choice of subject area group. We found significantly higher scores on measures of Affect and Activation if students participated in their first choice group. We found intra-group unities of preferred and dispreferred ways of learning which distinguished each group from the class as a whole. Finally, our findings indicated that students reliably described their genuine interests over time. Students' interests were found to be effective tools for informing curriculum decisions in the creation of sixth grade learning contexts. [source]

Between two worlds: local students in higher education and ,scouse'/student identities

POPULATION, SPACE AND PLACE (PREVIOUSLY:-INT JOURNAL OF POPULATION GEOGRAPHY), Issue 3 2009
Clare Holdsworth
Abstract The restructuring of higher education (HE) finance and concomitant expansion of HE in England have implications for how students are recruited and their experiences of HE. While universities continue to be dominated by traditional entrants, widening participation policies have enabled more students from less-advantaged backgrounds to study at university. One trend that is emerging as part of these activities is how the traditional expectation of leaving home to go to university is not necessarily being followed by ,non-traditional' entrants, and many choose to study at their local university. This has implications for their experiences of student life as they have to negotiate the assumption that students are not ,locals' and vice versa. This paper explores how the assumption of mutual exclusivity of local and student identities is produced and perpetuated through limited interactions between ,students' and ,locals' and the implications these have for local students, who may find themselves isolated between the two communities. Copyright © 2009 John Wiley & Sons, Ltd. [source]

Personality, cognition, and university students' examination performance

EUROPEAN JOURNAL OF PERSONALITY, Issue 6 2003
Pru Phillips
A prospective study explored the relationship between personality traits (as defined by the five factor model), type of motivation (as defined by self-determination theory), and goal-specific cognitions (including those specified by the theory of planned behaviour) as antecedents of degree performance amongst undergraduate students. A sample of 125 students completed a questionnaire two to three months before their final examinations. Structural equation modelling was used to explore relationships. Intention and perceived behavioural control explained 32% of the variance in final degree marks, with intention being the strongest predictor. Controlling for theory of planned behaviour variables, anticipated regret, good-student identity, controlled extrinsic motivation, Conscientiousness, and Openness had direct significant effects on intention. In total, 65% of the variance in intention was explained. The resultant model illustrates how personality traits may affect examination performance by means of mediators such as intention, anticipated regret, student identity, and autonomous intrinsic motivation. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Applying lessons from professional education to the preparation of the professoriate

NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 113 2008
Chris M. GoldeArticle first published online: 20 MAR 200
The pedagogies used in professional education to develop students' identities in the domains of knowledge, skills, and values can help doctoral programs better prepare future faculty members. [source]

Being Seen and Heard: Listening to Young Women in Alternative Schools

ANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2002
Assistant Professor Lisa W. Loutzenheiser
This interview-based study examines nine young women's perceptions of their disconnection from high school and reconnection to school in an alternative program. Rather than focusing on a fixed notion of what "at-risk" students "need," the students and author note the importance of working with the messy, partial, and complicated sense of students' identities to gain better understandings of the schooling experiences of marginalized youth. With an eye toward practice- and theory-oriented representations and sense-makings, this article presents theoretical constructions of student disconnection and connection, student testimony as one useful pedagogy, and policy implications for schools. [source]