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Students' Participation (student + participation)
Selected Abstracts"It's All About Perspective": Using Simulations in Multicultural TeachingHISTORY COMPASS (ELECTRONIC), Issue 5 2006Kat Williams Many feminist pedagogues create a classroom climate that transforms the student from a passive beneficiary of knowledge to an active participant in the classroom community. This objective is accomplished in many different ways and while there is no way to ensure student participation in the classroom and not one technique that works for every situation, the common thread is the rejection of traditional, passive forms of learning in favor of alternative, active teaching methods. History is not experienced the same way by all people , it is not a seamless narrative or a single story, but a series of competing voices. To demonstrate my use of historical simulations in the classroom this article focuses on World War II and the alternative perspectives, including women's baseball, to which students are exposed and ultimately represent in the simulation. [source] Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition CourseJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2005S.J. Schmidt ABSTRACT: Large undergraduate classes are a challenge to manage, to engage, and to assess, yet such formidable classes can flourish when student participation is facilitated. One method of generating authentic student involvement is implementation of quality circles by means of a Student Feedback Committee (SFC), which is a volunteer problem-solving and decision-making group that communicates student-generated input to the teaching team for the purpose of improving the course content, structure, and environment in the present and redesigning it for the future. Our objective was to implement a SFC in a large introductory Food Science and Human Nutrition (FSHN 101) course to enhance student involvement and course quality. Overall, the SFC provided a continuous and dynamic feedback mechanism for the teaching team, a beneficial experience for the SFC members, and an opportunity for class members to confidentially share their input to enhance the quality of the course throughout the semester. This article includes a brief introduction of the use of quality circles in higher education classrooms, as well as our methods of implementation and assessment after using the SFC for 3 semesters (Spring 2003, Fall 2003, and Spring 2004). [source] Evaluation of the North Carolina "Baby Think It Over" ProjectJOURNAL OF SCHOOL HEALTH, Issue 5 2002Lynne R. Tingle ABSTRACT: The North Carolina "Baby Think It Over" (BTIO) evaluation was conducted during spring semester 2000. Data were collected from participating teachers, students, and parents. Twenty-five teachers were selected randomly from different counties in North Carolina. Each randomly selected teacher coordinated the evaluation in conjunction with the intervention. Student surveys determined whether using the BTIO doll changed perceptions and attitudes toward teen parenting. Information also was collected on the veracity of each student's participation based on data provided from the computer in the baby. Surveys were sent home to the parents of participating students so information on communication, disruption of the household, and parenting perceptions could be obtained. Each teacher completed a survey that sought information on topics discussed throughout the intervention, hours of the program, and perceptions of program effectiveness. Parents and teachers were offered participation incentives. Overall, support existed for the BTIO intervention by parents and teachers. Most teachers and parents felt the program was effective at increasing communication about parenting and changing teen's attitudes in a desired direction. Most teachers reported that the intervention was not disruptive to their classes. However, results from student surveys did not reveal the same support. Student changes in attitudes and beliefs about parenting after the intervention were minimal. (J Sch Health. 2002;72(5): 178,183) [source] Contextualizing instruction: Leveraging students' prior knowledge and experiences to foster understanding of middle school scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008Ann E. Rivet Abstract Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project-based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 79,100, 2008 [source] The Role of Conversation in a Thematic Understanding of LiteratureLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2002Catherine Cobb Morocco Opportunities to discuss literature with peers are critical to students' development of literary understanding. Despite the importance of these discourse experiences, many middle-school students are not afforded these opportunities or the necessary teacher support in their English language arts classrooms. Based on a sociocultural perspective, we set out to examine the ways that middle-grades students, particularly those with disabilities, contribute to peer-led discussions and how their participation enables them to build toward textual understanding, social understanding, and understanding of literary discourse. We conducted an in-depth analysis of a verbatim transcription of a video-taped literacy lesson in an urban classroom. Drawing on that analysis, we describe the ways students participated in the literary discourse and the teacher practices that supported students' participation in this discourse. This analysis provides evidence that students with disabilities can acquire the discourse practices needed for interpreting challenging literature with their regular education peers. [source] Academic enablers and student achievement: Implications for assessment and intervention services in the schoolsPSYCHOLOGY IN THE SCHOOLS, Issue 1 2006James Clyde DiPerna Academic enablers have been defined as attitudes and behaviors that facilitate students' participation in, and benefit from, academic instruction in the classroom (J.C. DiPerna & S.N. Elliott, 2000). The purpose of this article is to provide practitioners with an overview of specific academic enablers (motivation, study skills, engagement, and social skills) and their relationships with academic achievement. In addition, a practical framework is provided for considering academic enablers within assessment and intervention practices in the schools. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 7,17, 2006. [source] | |||||||||||||