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Student Work (student + work)
Selected AbstractsNot so Exquisite Corpses: Character Invention and Development in the Creative Writing ClassENGLISH IN EDUCATION, Issue 3 2001Peter Wilson Abstract A method of helping students to invent characters is described in the context of a creative writing workshop for undergraduates. Using the surrealist technique of ,exquisite corpses', students draw composite characters for which they can write a profile. Student work is used to illustrate how such characters feed into the story writing process. [source] Salt fractionation of plasma proteins: A procedure to teach principles of protein chemistryBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 4 2003A. C. C. Spadaro Abstract A two-step laboratory exercise in biochemistry is proposed, comprising salt fractionation of plasma proteins and protein quantification. This exercise targets mainly undergraduate students, namely in the second year of Pharmacy, who are up to this point more used to deal with physical and chemical properties of micromolecules than macromolecules. The exercise requires simple equipment usually available in basic laboratories. Students work in small teams or alone depending on the laboratory conditions. Questions are proposed to check and reinforce the essential concepts involved as a preparation for detailed comprehension of protein chemistry. After salt fractionation, protein samples can be stored before quantification, allowing a two-period schedule for the laboratory work. Exercises as proposed here are very useful to guide students to a detailed analysis of fundamental aspects determining structure and physicochemical properties of proteins. [source] HUMAN CAPITAL AND THE LABOR OF LEARNING: A CASE OF MISTAKEN IDENTITYEDUCATIONAL THEORY, Issue 2 2007Alexander M Sidorkin Specifically, human capital theorists underestimate the private cost of schooling by taking low-level manual labor as the basis for estimating students' forgone earnings. This does not take into consideration the nature of students' labor of learning. In the essay, Sidorkin describes student work as a form of labor, not an investment activity, and considers the implications such an understanding of student work has for school reform. [source] The pen is mightier than the word: Object priming of evaluative standardsEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 5 2010Abraham M. Rutchick Because red pens are closely associated with error-marking and poor performance, the use of red pens when correcting student work can activate these concepts. People using red pens to complete a word-stem task completed more words related to errors and poor performance than did people using black pens (Study 1), suggesting relatively greater accessibility of these concepts. Moreover, people using red pens to correct essays marked more errors (Study 2) and awarded lower grades (Study 3) than people using blue pens. Thus, despite teachers' efforts to free themselves from extraneous influences when grading, the very act of picking up a red pen can bias their evaluations. Copyright © 2010 John Wiley & Sons, Ltd. [source] In search of well-started beginning science teachers: Insights from two first-year elementary teachersJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2010Lucy Avraamidou Abstract The purpose of this qualitative case study was to explore what aspects of two first-year elementary teachers' practices were most consistent with an inquiry-based approach, what PCK served as a mechanism for facilitating these practices, and what experiences have mediated the nature and development of these teachers' PCK. For each of the participants data included audio-recorded interviews, video-recorded classroom observations, lesson plans, and samples of student work. Data analysis illustrated that both participants engaged their students in question-driven investigations, the use of observational data, making connections between evidence and claims, and communicating those claims to others. Moreover, there was clear evidence in the findings of the study that a considerable degree of coherence existed between the two participants' knowledge on one hand and their instructional practices on the other hand. The participants perceived specific learning experiences during their programs as being critical to their development. The contribution of this study lies in the fact that it provides examples of well-started beginning elementary teachers implementing inquiry-based science in 2nd and 5th grade classrooms. Implications of the study include the need for the design of university-based courses and interventions by which teacher preparation and professional development programs support teachers in developing PCK for scientific inquiry and enacting instructional practices that are congruent with reform initiatives. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:661,686, 2010 [source] Evaluative thinking and action in the classroomNEW DIRECTIONS FOR EVALUATION, Issue 117 2008Meta Nelson This case study of one middle school focuses on improving teachers' skills in datadriven decision making through analysis of student work and their own professional practice. The expectation that schools will make adequate yearly progress has pushed evaluation practice down to the teacher level, where teachers are asked to analyze and disaggregate standardized test scores to facilitate instructional decision making that will lead to increased student achievement. The authors analyze this change in relation to No Child Left Behind and to the literature on evaluation capacity building within schools. © Wiley Periodicals, Inc. [source] Since we seem to agree, why are the outcomes so difficult to achieve?NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 121 2010Terry Rhodes There is mounting evidence from faculty and employers that a broad set of skills and abilities are essential for student success as graduates, citizens, and employees. The traditional approach to general education with an emphasis on exposure to a menu of knowledge no longer suffices. Graduates need to be able to integrate their learning, apply it in real-world settings, and use it to address complex and unscripted problems. Examining the emergent research on student learning and key factors that deepen and enhance learning in essential areas for all students at our institutions leads us to developing new modes of measuring and assessing for learning among our students. One such new approach, the VALUE project, using rubrics and portfolios of student work, is described and discussed as a way to engage students in assessing their own leaning, while giving faculty useful information, and institutions reportable results for accountability. [source] Assessing student work from chatrooms and bulletin boardsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 91 2002John F. Bauer Professors can establish rubrics for assessing participation in chatroom discussions and the content of student contributions in both chatrooms and bulletin boards. [source] Absent and Accounted For: Absenteeism and Cooperative Learning,DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2006G. D. Koppenhaver ABSTRACT In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines. [source] Expressing the Not-Said: Art and Design and the Formation of Sexual IdentitiesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2005Nicholas Addison Central to this paper is an analysis of the work produced by a year 10 student in response to the ,Expressive Study' of the art and design GCSE (AQA 2001). I begin by examining expressivism within art education and turn to the student's work partly to understand whether the semi-confessional mode she chose to deploy is encouraged within this tradition. The tenets of expressivism presuppose the possibility that through the practice of art young people might develop the expressive means to give ,voice' to their feelings and come to some understanding of self. I therefore look at the way she took ownership of the ,expressive' imperative of the title by choosing to explore her emerging lesbian identity and its position within the normative, binary discourses on sex and sexual identity that predominate in secondary schools. Within schooling there is an absence of formal discussion around sex, sexual identity and sexuality other than in the context of health and moral education and, to some extent, English. This is surprising given the emphasis on self-exploration that an art and design expressive study would seem to invite. In order to consider the student's actions as a situated practice I examine the social and cultural contexts in which she was studying. With reference to visual semiotics and the theoretical work of Judith Butler, I interpret the way she uses visual resources not only to represent her emerging sexual identity but to counter dominant discourses around homosexuality in schools. I claim that through her art practice she enacts the ,name of the law' to refute the binary oppositions that underpin sex education in schools. This act questions the assumptions about the purpose of expressive activities in art education with its psychologically inflected rhetoric of growth and selfhood and offers a mode of expressive practice that is more socially engaged and communicative. [source] The Importance of Conceptual and Concrete Modelling in Architectural Design EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 1 2009Aysu Akalin The design studio is the heart of architectural education. It is where future architects are moulded and the main forum for creative exploration, interaction and assimilation. This article argues for a ,studio-based learning' approach in terms of the impact of design tools, especially sketching and concrete modelling, on the creativity or problem-solving capabilities of a student. The implementation of a ,vertical design studio' model at Gazi University Department of Architecture is reported with examples of students' works. [source] | ||||||||||