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Students' Problems (student + problem)
Selected AbstractsThe AISP model: Assessment-Intervention of Student ProblemsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 128 2009Ursula Delworth The Assessment-Intervention of Student Problems model provides a comprehensive process for understanding and helping students who are either having problems themselves or are causing problems for others on campus. [source] Brief motivational interventions for college student problem gamblersADDICTION, Issue 9 2009Nancy M. Petry ABSTRACT Aims College students experience high rates of problem and pathological gambling, yet little research has investigated methods for reducing gambling in this population. This study sought to examine the efficacy of brief intervention strategies. Design Randomized trial. Setting College campuses. Participants A total of 117 college student problem and pathological gamblers. Interventions Students were assigned randomly to: an assessment-only control, 10 minutes of brief advice, one session of motivational enhancement therapy (MET) or one session of MET, plus three sessions of cognitive,behavioral therapy (CBT). The three interventions were designed to reduce gambling. Measurements Gambling was assessed at baseline, week 6 and month 9 using the Addiction Severity Index,gambling (ASI-G) module, which also assesses days and dollars wagered. Findings Compared to the assessment-only condition, those receiving any intervention had significant decreases in ASI-G scores and days and dollars wagered over time. The MET condition decreased significantly ASI-G scores and dollars wagered over time, and increased the odds of a clinically significant reduction in gambling at the 9-month follow-up relative to the assessment-only condition, even after controlling for baseline indices that could impact outcomes. The Brief Advice and MET+CBT conditions had benefits on some, but not all, indices of gambling. None of the interventions differed significantly from one another. Conclusions These results suggest the efficacy of brief interventions for reducing gambling problems in college students. [source] Factors that prevent learning in electrochemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2007Hans-Jürgen Schmidt Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary-school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high-school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258,283, 2007 [source] Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Onno De Jong In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n,=,12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 947,964, 2005 [source] | ||||||||||