Science topic

Student Development - Science topic

Explore the latest questions and answers in Student Development, and find Student Development experts.
Questions related to Student Development
  • asked a question related to Student Development
Question
6 answers
it's a study between stressor perceived by university students ( commuting; working students; road traffic disturbances) and  motivation to achievement goals in university.
Relevant answer
Answer
This article is a great resource for your question
Deleted research item The research item mentioned here has been deleted
  • asked a question related to Student Development
Question
26 answers
A short-term entrepreneurship course is gonna be implemented in one city in 10 schools. I would like to stablish a quasi-experimental research in order to measure the impact of this course on skills, entrepreneurship intentions, risk taking... The course will last about two months with 8 lectures. There will be a pre-course survey and post-course survey.
Is it necessary to take a control group given that the course is not going to last too much, just one month? The experiment can not be random given that they have to sign on it however it is expected that the most of the students will take the course. The expected sample will be about more than 400 children.
Thanks in advance
Relevant answer
Answer
Quasi-experimental designs require both a control and treatment group. They differ from true experimental designs in that there are no random assignments to groups. In your design, you'll need to administer the pretest and posttest to both the treatment and control groups.
  • asked a question related to Student Development
Question
39 answers
Your contribution helps to contrast strategies and techniques to promote values education student in school, within the research we do.
Relevant answer
Answer
In my Idea, schools could promote Values Education through nurturing in their students the ten priority values and attitudes: "Perseverance", "Respect for Others", "Responsibility", "National Identity", "Commitment", "Integrity", "Care for Others", "Law-abidingness", "Empathy" and "Diligence".
  • asked a question related to Student Development
Question
8 answers
How important is the development of a fully inclusive school culture? Are leadership teams willing but in need of structured professional support?
Relevant answer
Answer
Dear Dr.Lorraine Marsland
In order for inclusive education to be realized and sustained in practice, it is crucial that time is spent on establishing shared beliefs and understandings. That is, coming to a collective realization about education and its purpose, about how students learn, about what constitutes quality and effective teaching, about responsibility, and about the vision for life and communities beyond school.
In practice, culture change can be viewed as impacting the “hearts and minds” of a school and its population.
In order for authentic culture change to occur, the majority (80%+) of staff need to reach a point where they believe and understand that quality, evidence-based education should be afforded to all students, and that diversity should be embraced and celebrated. If changes in practice are demanded prior to significant cultural impact, there runs a risk of minimal compliance, tokenistic responses, and the less than desirable outcome of integration. Inclusive school reform is not likely to be scalable and sustained long term.
As shown in the figure below:
nuha hamid taher
Senior lecturer
Faculty of Basic Education
Mustansiriya University
  • asked a question related to Student Development
Question
9 answers
Is it more with type of leadership style and teachers' various methods that are being used to target their goal of instructions?
Relevant answer
Answer
differentiated two aspects of motivation: initiating motivation which was concerned with the reasons for doing something and deciding to do something, and sustaining motivation referring to the effort for sustaining or persisting in doing something. Dörnyei and Ushioda (2001, 2011) identified two dimensions of defining motivation on which most researchers would agree: direction and magnitude of human behavior. Accordingly, motivation specifies the reason why people decide to do something, how long people are willing to sustain the activity and how hard they are going to pursue the activity.
As for teacher motivation, Sinclair (2008) defined it in terms of attraction, retention, and concentration as something that determines 'what attracts individuals to teach, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to which they engage with their courses and the teaching profession (2008, p. 37). Dörnyei and Ushioda (2011) highlighted the two dimensions of teacher motivation in accordance with their conceptions of motivation, namely, the motivation to teach and the motivation to remain in the profession. Their review of literature came to a conclusion of four featured components of teacher motivation: prominent intrinsic motivation which was closely related to the inherent interest of teaching; social contextual influences relating to the impact of external conditions and constraints; temporal dimension with emphasis on lifelong commitment; and demotivating factors emanating from negative influences.
  • asked a question related to Student Development
Question
33 answers
Academic incubators of innovation and entrepreneurship are developed at universities to support innovation and entrepreneurship of students. Incubators are also a supplement to the educational program in the field of activating the innovation and entrepreneurship of students. Incubators sometimes also perform functions or cooperate with a career office for students. Career offices collect employment offers and organize internships for students through cooperation with companies and institutions that employ or give practice to students.
Sometimes academic incubators of innovation and entrepreneurship also cooperate with various institutions and companies in which students find employment or take apprenticeships. In addition, academic incubators of innovation and entrepreneurship, cooperating with various institutions and companies, enable the establishment of clusters of innovation, in which various economic entities, public institutions, scientific institutes and universities cooperate with each other. In this way, the possibilities of entrepreneurship development and generation of innovative solutions in assumed and developed research projects and startups are increasing.
Sometimes, also with the innovation cluster or business incubator, financial institutions cooperate, primarily banks offering financial support in the form of preferential loans for developing innovative startups. However, at the early stage of the establishment of business activity by students and organizations, the most important role is provided by substantive support in the field of advising on the formal and legal issues and accounting service of the university, lecturers and employees of the academic entrepreneurship incubator.
Do you agree with my opinion on this matter?
In view of the above, I am asking you the following question:
What is the role of academic business incubators?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
Relevant answer
Answer
Dear Roberto - Minadeo,
Yes. I, too, believe, like you, that academic business incubators are an important source of social and business innovation and entrepreneurship.
Thank you, Regards,
Dariusz Prokopowicz
  • asked a question related to Student Development
Question
173 answers
If you become president of your university with full powers.
What are the most important decisions you will make?
There are several discussion axes, for example, in the key words below the question.
Please, Share your experiences with university education.
All appreciation for all contributions.
Relevant answer
Answer
My main concern will be to support the scientific research fully as much I could.
  • asked a question related to Student Development
Question
4 answers
An academic/research advisor plays a crucial role in student development over several years. What are the main characteristics (e.g., patience, empathy, knowledgeable) you consider important in the role of a successful advisor?
I would like to know your thoughts...
Relevant answer
Answer
he/she have these characteristics :patience, empathy, knowledgeable ,Effective Communication,Time and Priority Management.
  • asked a question related to Student Development
Question
6 answers
Hi,
Firstly, this is not so much a discussion as a question for potential networking.
In my Ph.D. project, I research engineering students' development of generic skills/competence in PBL and wondered if other Ph.Ds or senior researchers would like to network and meet - we've all grown accustomed to Zooming, Teaming etc. to discuss topics related to competence-development education not necessarily limited to PBL or engineering education.
If interested, please write.
Take care,
Anders
Relevant answer
Answer
Samy Azer.Kiprotich Kiptum that such a network is definitely needed. I am interested in those publications Samy Azer
  • asked a question related to Student Development
Question
11 answers
The current Covid-19 situation is forcing people to put things in perspective and wonder about the future of everything. As an example, scientific conferences, currently impacted, turn to online format to serve as platform for knowledge dissemination. Although this move is totally justified and understandable, you can find more and more articles and opinion pieces discussing the future of Scientific, professional, and academic conferences. What I am writing here is in no way concerning the current situation, but it is concerning the post-pandemic future of conferences. Before diving into the subject, I wanted to use my own experience as an illustration what is coming I have delivered over 30 talks at national and international conferences all over the world. Although some of these conference could have been more productive or more beneficial, each of them has been a uniquely enriching experience…. All but one. In 2010, when I was finishing my doctoral studies in France and Spain, two of my contributions got accepted as oral presentation in one of the top international conference in my field which, that year, was help in Taipei, Taiwan. I could not have been happier, two talks at the top conference, in Taiwan, and my advisors in France and in Spain had the funding to cover for my travel expenses. However, just before the conference, the Eyjafjallajökull volcano in Iceland erupted and disrupted all air traffic in Europe preventing people from leaving Europe. As many researchers were stranded in Europe, the conference announced that we had the possibility of either presenting remotely via Skype, or submit a recording of the presentation that would be played at the conference session. My first talk was scheduled at 9 am local time which was 3 am in France while my second talk was scheduled at 1:25 pm the following day (7:25 am in France). As a result I had decided to record my first presentation as I did not want to Skype in at 3 am, and I decided to wake up early to give my second talk over Skype. As a student, both options were awfully awkward. The outcome? I never had any feedback, question, comment or any sort from my recorded presentation. As far as the Skype presentation goes, I had absolutely no idea who saw it, if people enjoyed it or not. I had not question during of after the presentation. I was hoping to network a little bit, meet with some collaborators I had never met in person, and try to find postdoc opportunities but none of these happened.
Although traditional in-person conference cost money (travel, hotel, registration fee), they offer a wide variety of benefits if you know how to take advance of the opportunities.
Training of junior researchers. Public speaking and presenting your work in front of a large audience presents more challenges to overcome than giving an online presentation. You have to work on your verbal communication skills as well as body language. There is also a higher stress than in a virtual format because people are looking at you and because you can see facial expressions, people shaking their head as sign of disapproval, and people doing something else which signals they may lose interest. These are things you do not face when you talk to your computer. Sure people listen to you (or not) but you are still alone in front of your computer and you do not see if people actually listen to you, if they seem to find your talk boring or entertaining, or if they just seem to disagree with you claims. You are missing this real-time feedback that in-person setting offers. Learning to read cues from the audience is a great skill to have, it helps the speaker, correcting the course of the talk or the way he/she presents. You are learning adaptability. It also provides significant indirect feedback from the talk. If you see the majority of people diving into their laptops and phones after just a few minutes, maybe you need to work on your communication skills to better engage your audience. Something your do not get from virtual format. Learning to move on stage, speak in a microphone, make eye contact with people, demonstrate or illustrate your statements with hand gestures, and link your work to one person in the audience by pointing/naming the person, all of this, makes your presentation more interactive, more engaging, and more alive. These are very valuable skills that are needed in any professional career and that cannot be gained in a virtual conference setting. Some people say that online conferences are also stressful because of potential technical issues that may occur. Well, they happen all the time in traditional conferences as well. There are those people coming with their own laptop on stage to realize they do not have the right connector. There are those who struggle to share their screen and go in presentation mode even though they went through the testing room before. And there are those transferring their ppt presentation onto the conference laptop who realize after a few minutes that all their mathematical equations are completely messed up and display as hieroglyphics or that a video does not want to play because of software incompatibilities.
Exposure to state of the art research. If you attend a traditional in-person conference and if you are taking it seriously you will very likely stay in the conference room for the entire session (or most of it), for the whole day (or most of it), for the duration of the conference (or most of it). Agreed, staying in a room all day from 8 am to 5+ pm is tiring and can be long, especially if there are a few uninteresting talks here and there, but, is that feasible to stay staring at a screen all day watching presentations? True, we already work all day on computers but we do not stare at the screen all day. We also read papers and notes, write things on a notebook, sign documents, answer phone calls, discuss with people stopping by our office. Sessions are typically 2-3h in a regular conference, there are typically 2 sessions in the morning and 2-3 sessions in the afternoon, and a conference is between 3 and 5 days. An online conference with the same format is like watching the complete trilogy of the Lord of the Ring and the Hobbit each day for 3 or 5 days in a row. Yes, we live in digital world but there are physiological limits. You may be a fan of the LoR, like I am, but it is exhausting and it gives headaches (at best), and I am not sure anyone would stand the whole 3-5 days of constant screen time. Some people say, you just pick a few talks here and there that are interesting. Well, then you loose the exposure to the research activity going on in your field which is one major reason people go to conferences, and you are probably in that group of people who come to conferences, gives there talk and either leave soon after or spend the rest of the week sight seeing.
Connection with other researchers and networking. The major and maybe top motivation to attend conference is networking. Whether you are a junior researcher (student, postdoc) seeking opportunities, a junior faculty seeking new collaborations and funding opportunities, or a seasoned professor willing to recruit new people in your group, seeking new collaborations, or strengthen existing collaborations, in-person conferences are the best choice.
Junior Researchers. Which student or postdoc did not dream to join the best research group in their field? Which student did not need a strong letter of recommendation for a job or an award? Top researchers and professors received tons of email requests from students looking for a postdoc opportunity, or letter of recommendations. Personally, as an Assistant Professor I receive multiple requests every week, most of them I don’t even know. If that person doesn’t know the student and never met the student, forget it, the email will go directly into the trash. Attending a in-person conference gives the opportunity for junior researchers to approach professors and senior researchers and introduce themselves. True, they may forget the student’s name within the hour, but if the student contacts them afterward, they can remind them “you may not remember my name but we’ve met after your presentation” or “I’ve asked you about a potential postdoc opportunity in your group” and then automatically the professor will picture the context, the face of that junior researcher and will very likely engage on a more personal basis. If you are in academia, this must ring a bell. With virtual conferences, they won’t know your name, they won’t know your face, they won’t have any context to remember you. You’re loosing the opportunity to make a more one-on-one personal contact.
Junior Faculty. Junior faculty, as I am myself, need to develop new collaboration opportunities, expose yourself to the community, and increase your footprint into the field. It is very convenient at an in-person conference to briefly introduce yourself and chit-chat a few minutes with other colleagues in your field in between two presentation or between sessions. Casual discussions around a coffee or more formal meetings can happen. When you are the speaker, you can see in the audience who is present at your talk (or even just part of your talk), because you see the faces. So it is easy to catch up and connect with people afterward. If you need a support letter for an award (which all junior faculty need) you know who attend your talk(s). It becomes easier to ask “I need a support letter for this award, and since you have attended my talk at that conference I thought you were the best person to discuss my accomplishments in that area”. With virtual conferences, you have no idea who’s in listening to you. Even if the names are displayed somewhere on the interface when your give you’re online presentation, you do not have the time to scroll through all the names when giving your presentation. On the other hand when you give an in-person presentation you automatically see the faces in front of you. People may have read your name on papers, but you’re just a name. Show up at conferences and they associate a face to this name, you become a person. People connect to persons, individuals, not just names. If you show your face at multiple conferences you become a part of that community. If you do not present anything or even if people missed your presentation and see you walking down the hall and sitting in sessions they know you’re here. They will wave or stop and chit chat, you’re part of the community. When attending virtual conference, if people do not attend your talk, there no way they will know you’re there. You cannot “bump” into someone.
Professors and Senior Researchers. Top people in any field are very busy folks. Very often, when they come to a conference to deliver a keynote, plenary, or invited talk, they come in just for one day, maybe two. They very rarely attend the entire conference, which may be frustrating for junior researchers and faculty who want to connect with them. However, when you are aware of that fact, you can still take advantage of this narrow time window to connect with them. In a virtual format, are these top professors reaming online the whole day so you can connect with them? Sure not. If they connect in to give their talk from their office, and maybe stay in for a couple of interesting talks, they will disconnect very rapidly to go back to their daily business (meetings, grants, papers,...).
Keeping in touch with the academic researchers around world. While international conferences are expensive and many people cannot afford them, they still attract people from all around the world. If carefully planned, they are held in nice touristic locations which gives an additional incentive for oversees researchers. Which Asian scientist doesn’t want to come to California for a Spring conference? Which European scientist doesn’t want to go to Cancun for an early summer conference? Which North American or South American scientist doesn’t want to go to the French Alps for a winter conference? Most of the time, these people who decide to make these long and expensive travels stay a few extra days for sight seeing or take the opportunity to further network by delivering seminars in nearby universities and labs, visit “local” colleagues. Virtual conferences may be attractive for local, regional, and national conferences, but add other constrains to oversee researchers. Sure, the cost is lower since you do not have to travel, but are you willing to give a talk at 2am? Yes, time zones have an impact on international conferences. China and the US are 12-15h apart, Europe and US are 5-10h difference. Even if you’re willing to deliver a talk at 2am, would you stay up all night to attend other people’s talk? Would you do that all of the 3-5 days of the conference? Keep in mind that you also have a day job. Sure you can record the talks, or access talk recordings the conference make available. But, first, watching a video recording 12h after the presenter gave the talk does not really favor interactions with the speaker and the other people who attender the talk. And, second, as a speaker, you do not need conferences to post recordings of one of your presentation online so people can watch freely.
It is true that conferences are expensive. It is also true that not all of them are interesting and worth the money. Whether you are a student, postdoc, research, or professor at any stage, you need to carefully pick your conference, those with the highest visibility and exposure, those with the participant roster that meets best your needs and interests, and without fooling yourself the best locations. By doing so you should get the best of the conference. In virtual conference,s you get a different set of issues that will strongly limit the outcome you get from the conference. Poor training of junior researcher, poor networking opportunity and setting, lower participation of top researchers and oversee researchers. Virtual conferences do not provide anything worth. It would probably be better to just record a presentation, upload it online on YouTube, your group website, Facebook, Linked-in, or any other platform and send the link to all the people you know in your field. It is free and you can do it anytime of the year.
Relevant answer
Answer
I pray that we do not end up with virtual conferences being the new norm. The last one I attended felt pointless, but I didn't have the energy to throw myself into it in a way that would have made my participation more valuable.
But I'll add this to your discussion - 90% of the benefit that I get from attending conferences happens outside of sessions. I've written collaborative proposals that have been funded based on discussions over drinks after a keynote. I've held productive informal subcommittee meetings over mediocre boxed lunches. I've set up guest lectures, been set up to do guest lectures, and kept up with colleagues in a way that isn't possible via zoom. I spent a semester on sabbatical in Sydney after a conversation that started on a boat after a conference dinner. Plus I've seen more of the world than I ever would have without conferences, which allows me to have much broader perspective on my work.
In short, I want to get on a plane, eat the bad rubber chicken dinners and nurse a cheap open bar cabernet for 3 hours so I can network and ideate as soon as we're allowed again. (And if its overseas, I won't complain)
  • asked a question related to Student Development
Question
2 answers
I'm studying a game design of Breakout EDU and how participation in these activities contributes to the acquisition of the 4Cs of learning in elementary students K - 5th grade.
Relevant answer
Answer
Dear academician, i recommend tinkercad simulator for measurement system. It is a cloud access platform
  • asked a question related to Student Development
Question
29 answers
Dear Teachers,
I was wondering if you could share a few strategies that you use to help students develop attention to detail in your subjects.
Myself and other teachers at my school would appreciate your thoughts and ideas!
Warm regards,
Latoya
Relevant answer
Answer
I use gamification.
  • asked a question related to Student Development
Question
31 answers
Dear all RG members,
As we know, PhD candidates face many obstacles during their studies such as (financial issues, psychological problems, family, work, and even academic issues and so on) which may lead to decrease their level of performance. So, based on your experience, what is your advice for PhD candidates to keep them motivated during phd journey and complete their studies on time?
Thank you in advance.
Relevant answer
Answer
Dear Dr Daniel Pankowski your contribution in this discussion in highly appreciated.
  • asked a question related to Student Development
Question
25 answers
There is no recipe or true guide to graduate school. However, the mentor relationship can contribute significantly to a research career. What are the essential qualities, outcomes, characteristics of an academic mentor. This question is geared towards higher education administration students and colleagues alike.
Relevant answer
Answer
1.-Saber escuchar.
2.-Tener humildad, es decir, no creernos que lo sabemos todo.
3.-Tener vocación docente y vocación de servicio.
4.-Tener formación como mentor.
5.-Saber identificar las fortalezas y debilidades del estudiante para poder orientarlo y guiarlo.
  • asked a question related to Student Development
Question
6 answers
Could you please suggest me some articles with these preconceptions discussed?
Thanks in advance.
Relevant answer
Answer
In addition to all interesting answers in this thread, there is a book on physics education and misconceptions of students regarding many topics in elementary physics including preconceptions on kinetics and dynamics:
  • asked a question related to Student Development
Question
31 answers
I am a Japan based TESOL professional looking to collaborate with other educators from around the world on research into the emerging paradigm of telecollaborative learning.
Many see technology in the classroom as a teaching gimmick, and rightly so if it is used without any pedagogical framework. However, technology provides great potential to enhance learning in many pedagogically sound ways. The use of technology to connect students from around the world in collaborative projects has been shown to help students develop not only knowledge of a particular subject matter, but also language skills and intercultural sensitivity. Use of technology to connect students from different geographical locations in such collaborative learning projects is commonly referred to as telecollaborative learning. Current technology (such as the Google Apps suite) provides powerful, easy to use, and a quite often free interface for connecting students and teachers interested in pursuing telecollaborative learning.
I have already begun the groundwork for such a study through three preliminary Japan based studies. One study demonstrates that motivated Japanese university students can teach each other the technological skills necessary to complete a complex term-long multimedia intercultural project with minimal teacher input and little or no prior experience. Another study reveals social pressure as being the strongest factor motivating the completion of such collaborative projects among Japanese university students. And a third study quantifies the development of intercultural sensitivity among Japanese university students through online cultural exchange. If you are interested in joining me in a project to connect university students from your country with university students in Japan in a study of telecollaborative learning, please contact me and we can discuss the details of setting up such a project.
Relevant answer
Answer
I would like to take part . Paraskevi Mentzelou (teaching undergraduate and post postgraduate courses) e-mai: pmentzelou1@gmail.com
  • asked a question related to Student Development
Question
17 answers
How does trust affect education activities?
In which way do students' trust in teachers, teachers' trust in each other, parents' trust in teachers and school affect the educational environment?
I am curious about your opinion on this matter. Thank you for your contribution.
Best Regards.
Relevant answer
Answer
Trust is vital to maintain all relations in life. Hence, it is imperative that trust must be developed between teacher and students for the healthy educational environment.
  • asked a question related to Student Development
Question
258 answers
Do you agree with the concept of "responsible learning"?
Do you think it should be applied more to university studies?
Relevant answer
Answer
yes
  • asked a question related to Student Development
Question
14 answers
I look forward to hear from my fellow researchers on the best books they found for learning about enhancing classroom learning experience!
My current great pick is:
"Experience and Education" by John Dewey
Which is your best pick?
Relevant answer
On the human level: Viktor E. Frankl: Trotzdem ja zum Leben zu sagen.
On the factual level I love method books, especially those I used to fear and had to put a lot of work on.
  • asked a question related to Student Development
Question
10 answers
Seminar is a task assigned to undergraduate or post-graduate students for almost all courses. Successful completion of seminar work can be measured in terms of various skill development among students. Various skills can be named as enhancing research article reading ability, understanding of topic, knowledge up-gradation and critical evaluation of the selected topic. Also, improving communication skill, presentation skill, etc. Additionally possibility of article publication based on the seminar topic. As a guide or supervisor, what practice you follow for successful completion of Seminar?
Relevant answer
Answer
Before the seminar, it's suitable to plan everything.
I want to know my position, the positions of the other guides, the positions of the participants, the place that we are going to put the materials and the tools that we'll use.
Additionally, because I'm mostly in international environments, I want to know the participant's background. Culture and experience affect the way people understand the world.
Therefore, it's essential to know your participants and try to facilitate the whole process. There is no perfect seminar, but if you take into consideration all of these issues, you minimize the failure.
  • asked a question related to Student Development
Question
7 answers
Which is best time for study as per your opinion?
Relevant answer
Answer
At morning, is the proper time.
  • asked a question related to Student Development
Question
8 answers
What are your suggestions or experience for development of student scientific associations?
Relevant answer
Answer
students must be inculcated to be a part of such associations which can develop them professionally. universities should play a role to do this job and encourage students to affiliate in these sort of unions and organizations.
  • asked a question related to Student Development
Question
23 answers
Do the theories of education suitable for scientific subjects such as math, physics, chemistry, etc...?
It seems clear that most of the developing countries and some of the developed ones use the theories of educations and obligate their teachers to train on some of these theories, Do these theories suitable for non-literature such scientific subjects? Some trainers say that these theories could be used for scientific subjects with little modifications. However, from my experience in the real classroom, the 21st-century methodologies of education which based on gaming much more than traditional education show bad results in the students' knowledge and their academic background. In my opinion, the bad results are due to unsuitable or incomplete educational environments such as apathy of students as well as teachers toward education -teaching and learning-, teacher ability to control the classroom, and number of students per classroom versus the period length of the lesson and the activities amount that required to deliver the lesson.
What are the particular strengths of developed countries such as Singapore’s instructional regime that helps it perform so well? What are its limits and constraints? Is Singapore’s teaching system transferable to other countries?
Relevant answer
Answer
I taught at the National Institute of Education in Singapore from 2003 to 2008. All Singapore science teachers are trained at the National Institute. My area of interest was in primary science education (grades K-6) . The training of primary teachers focused on preparing them to teach a specific curriculum, the national curriculum. The Singapore primary science curriculum model aligned closely with the Science Curriculum Improvement Study (SCIS) developed in the US in the 1960's. Science Content, Science Process Skills and Science Themes gave structure to the K-6 curriculum. Singapore adapted the SCIS model to make the science content more rigorous and strengthened both the science content and process skills by adding accountability through assessment. I believe the structure of the Singapore's primary science curriculum can be successfully adapted and implemented in other countries. One particular strength of the Singapore primary science curriculum is its success in preparing students to pass the high stakes, national, 6th grade leaving test. The problem solving ability required in this test correlates highly and often surpasses that required in many international exams such as the TIMMS. There are limitations, such as the narrowing of the curriculum to what is covered in tests, and cultural constraints. As you point out, educational environments and resources play a large factor in the successful transfer of such structured curricula and their underlying theories.
  • asked a question related to Student Development
Question
5 answers
Any book or article that answer the following questions:
Advantages and disadvantages of reflective practice
Teacher role and gains from using reflective practice
The effect of reflective practice on students development
Reflective practice objectives as teaching method
Relevant answer
Answer
Google Donald Schon
  • asked a question related to Student Development
Question
33 answers
I am concerned about the development of teacher students. Often the habit of their own school years as students/pupils is deeply embedded in their own way of teaching. This is no problem if the teaching is carefully thought through, and judged as an effective way of teaching, but it is a problem if it is just an unreflected habit. I feel there is a great deal of work to be done in relation to reflecting systematically on the students own teaching experiences as students/pupils and asking themselves: How can I do better?
Relevant answer
Answer
This is a fundamental question. It has to do with a main impedement of school improvement.
When trying to make the future teachers have in mind the practices that they saw all those years in school as students. They have very little experience of new, therefore they are challenged when impleneting them.
Teacher training should focus on:
1) Knowledge (what new practices are there, new teaching means, how to implement them etc)
2) Skills (effective lesson planning, evaluating, self-improving, cooperate, share ideas etc)
3) Attitudes (have vision for refrom, not to be afraid to try something new, having open mind, etc)
  • asked a question related to Student Development
Question
18 answers
During your studies, have you been directed to the department or specialty you wish to pursue?
Please specify a time for which you have not been directed to the desired specialization.
خلال مختلف المراحل الدراسية التي مررتم بها من تعليم ثانوي إلى تعليم جامعي ثم إلى عالم التوظيف والشغل، هل تم احترام رغبتكم الدراسية في التعليم الثانوي أو الجامعي أو حتى بالنسبة إلى عالمكم المهني هل تم احترام رغبتكم المهنية في هذا التخصص أو ذاك؟
Relevant answer
Answer
Toufik Zerrouki I work with career guidance as a field of interest and as a teacher at the Master Program of Career Guidance at the University of South-Eastern Norway. We educate students for an MA working with career guidance also at university level. The aim is less "wrong" or "better" choices for the students getting guidance. My own experience is that guidance existed, but noone I knew used it. I chose the combination of philosophy and pedagogy with no guidance. The combination was not mainstream, so I might have benifited from making my own decisions. At the same time we see many students getting guidance feeling more secure about their choices and also discovering possibilities they did not know about before guidance.
  • asked a question related to Student Development
Question
15 answers
I am trying to develop a construct called social skills of interns who work in some K-12 schools. Interestingly, I used "I tried to avoid school leaders (reversely coded), "whenever I have difficulties, I talk to my lead university mentor" , " my colleagues are supportive" and "my way of communication with my colleagues has been improved" to develop a construct. Before doing any factor analysis, I tried to run a correlation analysis. I found that the first 2 are negatively associated . However, whenever either of them is independently placed in the same correlation analysis with the other 2 variables, they are positively associated with the other 2. How can this be explained? Can I interpret that there may be less communication between school leaders and college mentors? Or can I explain that this may be because that students develop some kind of habit of asking for help from the same individuals?
Relevant answer
Answer
Your items involve responding to a negative. Respondents may misinterpret the item. Check the distributions compared with other known items. In my experience, negative items are not the opposite of positive attitudes. Something else is going on in the responses. I would avoid making any interpretation of the meaning without a face to face discussion ("talk aloud") with the respondents to better understand what they were thinking in the responses.
  • asked a question related to Student Development
Question
18 answers
I am currently writing a paper where I want o show a picture of my students developing robotics ativities. Is it okay or I have to cover their faces?
Relevant answer
Answer
While it may be true that we may not be intentionally showing a research participant doing something harmful (although I have way too many times seen published pictures of learners in a science education lesson who are NOT wearing adequate safety equipment such as googles, etc, and thus are in danger), one never knows if any particular student could be inadvertently placed in some type of danger by revealing her/him in a published picture that is available for facial identification techniques. Odd circumstances exist, as we all know, when we deal with real people in classroom settings. Therefore, I am in complete support of the key principle of "Do No Harm," so I always request written permission from all individuals before including such pictures in my published research. Agree, too, with Ian Kennedy that fuzzed out facial features is not an agreeable option!
  • asked a question related to Student Development
Question
48 answers
Pupils and students use social media portals to exchange information useful for education. In addition, Facebook and students create group profiles where they put together teaching materials. In addition, they create questionnaire forms for the purposes of surveys, the results of which are used for written diploma and final papers.
Therefore, I am asking you with the following query: How do social media portals help pupils and students in education?
Please, answer, comments.
I invite you to the discussion
Thank you very much
Best wishes
Relevant answer
Answer
The extent to which social media spaces encourage learning is complex and largely situational. Who is the group? Which medium are they using? In some cases, it can be helpful and others, it won't. I have participated in, and researched, how teacher candidates and educators use Twitter chats for professional learning (see below) and how social media functions within larger professional learning networks (PLNs). I think social media can be helpful if participants find the space accessible, interesting, and engaging. But I would not count on social media improving a dull educational experience.
Here a a few of my articles on the topic that I hope help:
Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728. https://www.tandfonline.com/doi/full/10.1080/19415257.2014.939294?casa_token=IMWjOHUgMSgAAAAA:a-JzJ2sZ4HkFAj6_g37GUydtFC7otdqo18SJRQhEq9zogtbKxytK61tln0POUrxKzOh3ECT1vCk1RA
Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83-93.
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & education, 102, 15-34.
  • asked a question related to Student Development
Question
10 answers
What are the factors of the social economic background which influence the learning processes and learning results most? 
Relevant answer
They are supposed to get more support from home:
  • asked a question related to Student Development
Question
17 answers
Kindly list the significant factors that should be considered for delivering an effective presentation.
Thanks a lot..
Relevant answer
Answer
You have to
1) Learn: Some extra knowledge so that you will be able to answer the unexpected asked questions
2) Read : the data you have at least 3 times so you wont forget some points
3) Practice: To earn the audience trust and confidence you have to be familiar with the material you are presenting. So just practice, presenting in front of mirror or talking to wall or someone.
For Delivering
1) Be assertive not aggressive
2) Make contact with the audience by eye contact, Gestures and by use of your language
3) Engage the audience by asking questions from them which will make them alert
4) Don't talk too much on a point, this will make the audience bored.
just be yourself you don't act like classical actors or stand up comedian if you think they'll be impressed on that. Just be yourself.
  • asked a question related to Student Development
Question
7 answers
Project Based Learning (PBL) seems to be transforming many traditional classrooms. I'm using the Buck Institute definition of PBL, where students develop the questions, processes and projects to achieve the desired learning outcomes.
Relevant answer
Answer
I have found that virtual poster competitions are a very good way of presenting research from online students. My criminal justice students participate in an annual virtual poster competition with several other universities. The power point images of the posters are submitted rather than a paper poster. This allows my online students to have the same opportunities to participate in projects and research as my face to face students.
  • asked a question related to Student Development
Question
7 answers
Which skills are essential?
How to motivate students for entrepreneurship?
Relevant answer
Answer
I think the best way is to provide opportunities for students to meet and interact with success stories in the entrepreneurship domain. This will launch students on the path. Then, a good step would be to engage students in workshops and training opportunities on basics of business skills for entrepreneurship. Additionally, competitions and startup weekends can be a great start for students to showcase their ideas and receive positive feedback to mold and develop their ideas.
  • asked a question related to Student Development
Question
73 answers
Dear respected colleagues,
Kindly share your great views and references. I would be very grateful. Thanks in advance. Best regards
Dickson
Relevant answer
Answer
Students with learning problems must attend individually, to analyze the characteristics of each case to give personalized attention to each student. For this reason the role of the teacher is very important to achieve the expected results in learning.
  • asked a question related to Student Development
Question
6 answers
We are conducting a longitudinal research project in which we are following students through their college years to determine different pathways that they take to develop their leadership and leadership identity while in college. We are looking for any research that examines the pathways student leaders take over time. Are there studies that explore the courses, position, or other involvements that a student had throughout the course of their college or high school education?
Relevant answer
Answer
Hello,
Notably, college students follow different pathways to change, grow, and transform. Leadership identity , however, is not shaped by titles, positions or flowcharts because it is about a phenomenon deeply ingrained in one's personality and behaviour . Accordingly, the quality of the curricula, teachers' professional level, interaction patterns unfolding in the educational setting ,etc. have a direct bearing on the development of student leadership and identity. More specifically, leadership as the process of influencing others requires the actualization of certain objectives that can be achieved by efforts and coordination of all faculty members and university administration for motivating students to participate in group events where they can learn how to use different styles to influence those events and make impact on other students as well. Therefore, the university education should provide students with a rich communication process whereby interpersonal skills are used for attaining specific goals . Since leadership is about vision, ideas, and directions , it has a powerful impact on inspiring people to develop the trust between them and through collaborative work facilitate the achievement of predetermined goals. On this basis, the academic programs implemented at universities are potentially capable of inspiring students to do tasks which expose them to the requirements of leadership and leadership identity.
Best regards,
R. Biria
  • asked a question related to Student Development
Question
10 answers
Students often ask me how to launch their professional career. For me, these students are professional and graduate students in healthcare fields. They know about applying for jobs, beefing up their resume and giving a good interview.  But landing a job is only the beginning. Of interest to many is what tangible things one should do to start the process of becoming a professional or becoming excellent in their field. Here are some of my recommendations for individuals in their mid-20s who are asking this question:
  • Join several different professional organizations associated with your field.  Eventually settle on one or two to devote yourself to, and attend their meeting as often as you can. When you are ready, seek to do a presentation at that meeting, or look for leadership opportunities in that organization. Even if you have to pay out of pocket for membership, and conference fees, this is a must if you want to become an expert in your field.
  • Read a lot. In addition to required learning for your specialty, read books of all types to expand your knowledge base and improve your vocabulary. Besides books, subscribe to the journals of the organizations you have joined, and read their journal faithfully.
  • Take advantage of opportunities for increased self-awareness and understanding about your own unique talents and interests. This includes inventories such as MMPI, Myers-Briggs, StrengthsFinders, as well as conferences and events focusing on this issue. Socrates is credited with the great maxim, "Know thyself," but self-awareness is something that most schools of thought affirm.
  • Avoid taking short-cuts in your professional progression by getting positions through who you know. Depend on your own skills and confidence to land jobs and gain opportunities. This will allow you to develop the communication skills you need to move into new and unfamiliar settings with clarity and confidence.
  • Take risks, and become comfortable with failure and rejection.  Become comfortable with a <50% success rate on job applications, grants and publications.  This will stretch you outside your comfort zone, and do much to grow your skills.
  • Finally, begin the habit of scheduled review and planning.  I set aside one day each year for personal review and goal-setting, and then I revisit my plan every three months.  This includes planning for personal growth and setting new professional goals. If you have a supervisor, or friend, whom you can report to, that would be very helpful as well. Some people are starting to do this with personal life coaches.
Relevant answer
Answer
We provide a variety of experiences for our students because our profession demands it. The graduate speech-language pathologist must be prepared to pass both National Certification exams and State Licensure in order to practice the profession upon graduation. In addition to graduate coursework our students must complete a minimum of 400 clock hours of earned clinical practica under superivision of an ASHA Certified Speech-Language Pathologist.
We model appropiate workplace decorum and expect that our students will comply. We have a Clinical Student Manual that explains the expectations of the Clinical Practicum Student in all clinical setting.
  • Our students complete professional observations via video or live presentations within our clinical setting. Appropriate coursework is required prior to observation.
  • Students enroll in the appropriate coursework prior to enrolling in the specific clinical practicum course for which they recieve a grade and clinical ranking. Students are informed of both at the end of each semester. In our Interpersonal Professional Practice Seminars we provide mock therapy and diagnostic sessions in each of the potential clinical settings.
  • Each student earns Clinical Hours under supervision with a professional who holds State Licensure and National Certification; as they work in threee or more different learning environments: University Cinic, Public Schools, Medical / Skilled Nuring Homes and Private Practice as required by our National Profession.
  • Students not Compliant with the rules set forth in our Clinic Manual receive immediate counseling with their Supervisor and/or Department Chair, if the negative behavior continues. They may lose earned clinical practicum hours or if the violation is egregious, they will loss the right to work witha client (s).
  • Our students participate in the Student Professional Discipline Specific Organizations on Campus as well as participate in both Regional and National student activities and by attending conventions.
  • Our students participate in state, national and local conventions. Many of our students participate as Student Volunteers during the National, Local or State Convention.
  • We have Journal Goups and in the past our students have been encouraged to participate in the ASHA Minority Recruitment Program's Essay Contest and the ASHA Student Ethics Essay Contest. We have had dozens of students participate and win.
  • We routinely invite our Alumni working in the profession to come on campus to "talk" with our students about their experiences in the Professional Workplace.
  • Many of us mentor students who wish to pursue the doctoral degree or mentor students in general who need to advance their skills.
We work hard to provide our students with a wealth of experiences, which will prepare them for the workplace environment. Many were offered jobs as a result of earning their clinical hours at that site.
  • asked a question related to Student Development
Question
16 answers
We say that our students should have the capability to innovate once they graduate. At the same time companies seek talented and innovative graduates. So to what extent should industry (external forces) drive new learning and to what extent should (internal forces) new technology and research wisdom guide the curricula that address tomorrow's breakthroughs?
Relevant answer
Answer
Speaking from a chemical engineering perspective (spread out to chemistry and engineering) I think that creativity is claimed vastly more than it is delivered, and that innovation is rare, and largely should not be encouraged.
An important duty of the engineer is to be safe. Thus using proven techniques, materials and methods of design (especially design standards) means that the engineer is not relying on their own limited knowledge and experience, but that of others, generally largely experts in the field.
Something innovative is by definition untried and not well understood (though the innovators may kid themselves they do). Companies and individuals should only do so when they are sure they can cope with failure. Individual inventors commonly fail many times for every success. Many small and innovative companies go out of business for every successful rise you read about.
In chemical engineering degrees we run design projects as the capstone of the degree courses. We can encourage students to attempt a new process or market, safe in the knowledge that the plant will not actually built, so any errors of safe design or economic evaluation will not have consequences other than the loss of a few marks.
The fundamental safety feature of engineering is getting the sums right, and this should be the service that universities can deliver to industry, along with an awareness of some proven technology and techniques. The average graduate is not expected to come up with something totally new, and in my personal experience companies are very wary of novelty.
Many papers I have seen claiming to teach creativity in engineering give examples of the occasional group where one bright student (possibly with the help of a relative in the field) has come up with what sounds like a good idea, but offer no evidence of getting all graduates to produce even one good idea. Others talk about taking a holistic view. This I am happy with. We can teach ways to explore more options and consider wider aspects, which will sometimes suggest a different way of going about things. The example I give is this:
A factory is being doubled in size, so the effluent treatment is also being doubled, using the same design as before at a cost of say £5 million. Consider if you could spend some of that sum to improve the process to produce less effluent and/or to improve the current effluent plant.
  • asked a question related to Student Development
Question
13 answers
Is it possible to know how motivated someone is by observing their attitudes in the classroom? Which behaviour should we focus on?
Relevant answer
Answer
Dear Lorena,
Sorry for the delay in responding to the other question you posted later.
I think classroom observation is the most common source of evidence to measure teacher’s motivation. A peer observation is the other one. Still, the other one is a self-reported survey of teaching efficacy as it involves several aspects of self-report domains, one of which is instructional efficacy.   
Hope this helps,
  • asked a question related to Student Development
Question
3 answers
I am a math educator, and would be happy to offer resources if wanted on the math side of teacher preparation and K-16 education.  Forgive the intrusion - I have enjoyed your papers, and am interested in your new project.
Relevant answer
Answer
Hello, Would like to keep in touch and am interested in seeing how this develops
Regards
Vijayita 
  • asked a question related to Student Development
Question
8 answers
I just want to get an broader view on the student development process
Relevant answer
Answer
In my humble opinion, a real problem for students (who are actively participating in student political organizations) is distraction from their studies even though they may deny that.
I have witnessed students (elected as representatives for students in certain disciplines) who wasted lot of precious time at the expense of their studies including absence from lectures.
In some 3rd world universities, elections of student unions have been politicized. Wastage of 3 days occurs easily during this process (one day before the elections, the day of the elections, and the day after so as the “winner” celebrates !). I do not think that such activity can add positively to the development process of students.  
  • asked a question related to Student Development
Question
3 answers
In our longifudinal yoga study with more paralell groups, we met a problem. In order to standardize the social effect of the classes, we asked the teacher not to initiate dialouges with participanzs before/after the lessons (but of course react any questions from the students). The teacher found that because of that, an important benefit of yoga, namely the social experience is lost
How would you handle this in an intervention study: how to standardize the social effect without changing the intervention itself?
Relevant answer
Answer
Hi Benedek,
I would be very careful with a narrow notion of "measuring" - especcially if you have a small number of comparable  interventions  The very core of intervention research is to leave controlled lab conditions and to understand effects in real-life conditions. Therefore, you will get complex interactions that defy any attempt to controll or measure with any precision - often, you can miss the point completely. On the other hand, you can understand very much abot the mechanisms of your intervention (ant therefroe about their practical potential and shortcomings) by gathering and analysing  a broad spectrum of related data (interviews with single participants, focus group interviews, also some mearurements). I like using "constellation aanalysis" as a tool to map out the notions different people connect to an issue/an intervention , but ohter methods might work just as well, as long as they help you understand, rather than measure, the effects.
good luck with your interventions,
Richard
  • asked a question related to Student Development
Question
10 answers
Don't we see in every day academic curriculum that the students who are only good in making higher grades rarely present any creative solutions to existing problems.
Relevant answer
Answer
I agree with the point being made by Francisco. Many teachers/academics reward students, via higher grades, for displaying creativity and deeper thinking in their answers and/or assignments.   
  • asked a question related to Student Development
Question
5 answers
career planning attitude 
Relevant answer
Answer
Being a recent graduate, I have experienced this and I have friends who did too. Most of us graduates  do not actually have a clear idea about the opportunities out there in the world. We have this fear of not being able to find a job, let alone setting a career plan. Although most of us have this great ambition of accomplishing great things, we tend to miss on opportunities. So, I guess the awareness and orientation universities could offer would contribute in helping graduates with the first step, that is finding the opportunities that fit their potentials. When so, the student now has the chance to employ his/her skills and start learning to improve. The awarness must as well help build a strategic thinking approach among graduates encouraging them to exploit their chances to the fullest. This is when a career planning attitude starts to form amongst the graduates.
  • asked a question related to Student Development
Question
9 answers
I just completed my dissertation.  I had two dependent/predictor variables that were composite scores.  They were leadership behaviors and adult learning strategies.  The criterion variable was a school's professional learning environment.  Cronbach's Alpha came out great for all three and I had to reject the null.  So, leadership behaviors and adult learning strategies significantly affect the variance of a school's professional learning environment.
My problem is that I wanted to find out the impact/effect size of each of the constructs within the predictor variables of leadership behaviors and adult learning strategies and I am being told it cannot be done because my criterion variable is a composite score. 
1.  Is that correct?
2.  I feel like my data is worthless now.  Is the only thing that I have proven is that the composite score of leadership and the composite score of adult learning strategies predict a variance in the composite score of a school's PLE?
FYI The sample size was 432 completed samples from teachers. 
Thank you.
Relevant answer
Answer
Richard - your response brightened my day.  Quite true actually. I appreciate where you are going with this.  I chose not to use standardized achievement scores because I did not want to promote standardized achievement tests.  So, you are spot on the way that I was thinking!  
  • asked a question related to Student Development
Question
5 answers
My question is about teacher effectiveness measured by Value-added.
For example, we have 3 years Maths test scores of a particular classroom but the students in the classroom had more than one teacher in 3 years, how to measure each teachers effectiveness on students final achievement? 
Thanks
Relevant answer
Answer
There are several issues related to the fairness and validity of some of the methods used to estimate ``value-added.'' See https://www.researchgate.net/project/Measuring-school-teacher-effectivessness and http://amstat.tandfonline.com/doi/full/10.1080/2330443X.2017.1294037
How having multiple teachers relates to some of these problems, particularly if previous test scores are used to allocate some students into classrooms. If previous scores are used then a different statistical model (e.g., a multilevel gain score model) is prefered over that more standard ANCOVA based models like using student growth percentiles.
  • asked a question related to Student Development
Question
7 answers
explanation of the features
Relevant answer
Answer
I recently did a content meta-analysis of blended learning definitions. The common features were instruction from both instructors and technology and instruction that both delivers content and supports application of content. I've attached the paper about this project if you're interested.
  • asked a question related to Student Development
Question
4 answers
Please see attached if you are willing to take the survey. Your responses will be appreciated.
Relevant answer
Answer
Hi
The question is very important, and I have seen the questionnaire is very good, and wished that those who study the English language in the answer.
  • asked a question related to Student Development
Question
6 answers
It is known that the development of mathematically gifted students often through participation in national and international mathematical Olympiads.
Will the role of competitions in mathematics is the right path for the development of mathematical gifted students?
Relevant answer
Answer
It may be interesting to plan a series of workshops on focused topics for talented students and to watch their emerging levels of involvements in these. The resulting interest will be indicative of the success or failure of this approach.
  • asked a question related to Student Development
Question
4 answers
The test should consist of 3 dimensions; one for measuring analytical intelligence; one for measuring creative intelligence; and one for measuring practical intelligence.
Relevant answer
Answer
Dear Dr. Alzoubi,
of course, you are very welcome.
Take care, Rainer
  • asked a question related to Student Development
Question
9 answers
What are the characteristics of using and interdisciplinary curriculum that promote engagement in student's learning?
Relevant answer
Stephen:
A very relevant question! We need strategies like an integrated curriculum to help develop a more rounded individual coming out of our universities. I can share one strategy I use in my teaching that has been very successful in developing learners' critical thinking is debating. I hope the link below can be of some help to your topic.
Many thanks,
Debra
  • asked a question related to Student Development
Question
23 answers
Is it useful for a teacher to do a self-evaluation of the work done? If so, which are the most important things in self-evaluation?
Relevant answer
Answer
Is interesting your answer Liqaa. Reading what you write, I remember that some time ago I ask to one of my student to record on camera some lesson. After watching the movie with my lesson, I realized that the lessons where imperfections appeared, were better understood by students. I talked to them about these things, but the results of these discussions I might put them in my research about the teacher's identity. Thank you once more for answering to my question
  • asked a question related to Student Development
Question
4 answers
The recent studies reveal that the clinical, integrated and student-centered training for medical students during preclinical years in the skill lab is better teaching/ learning method than the conventional training method. What is your opinion? Do you completely agree?
Relevant answer
Answer
YES.  Early patient contact makes learning Medicine relevant and inteteresting.  Refer to my Editorial "Integrated teaching in medicine – Indian scene  Indian Journal of Pharmacology | February 2013 | Vol 45 | Issue 1 Pages 1-3"
PSRK HARANATH
  • asked a question related to Student Development
Question
5 answers
I am a doctoral student studying about students' behaviors in an engineering laboratory. 
Relevant answer
Answer
From my experience, the learning process of experimental research would be divided into the following stages:
• Learning the method of finding the research theme.
• Learning the method of planning the experiment.
• Learning the method of conducting the experiment.
• Learning the method of analyzing the experimental results.
• Learning the method of writing about the research results.
  • asked a question related to Student Development
Question
11 answers
Can anyone help me to find/send a suitable scale to measure student engagement in learning?
Thank you in advance !!! 
Relevant answer
Answer
Martin's Motivation and Engagement Scale (2008) is a self-report questionnaire that you may find useful. It is listed as one of the resources available in the document linked by Prof. Voss. 
  • asked a question related to Student Development
Question
5 answers
There are so many things happening in education lately, what issues and concerns should we take into consideration? What new trends are really helpful to students if done rightly?
Relevant answer
The academic skills learning should be motivated for students. Problem solving approach is one of the best ways. The attention has the close relation to the cognitive motivation.
  • asked a question related to Student Development
Question
7 answers
My research question is:
In the newly hired nurses, does the use of audience  response system ARS improve engagement in orientation class compared to traditional lecture based strategy.
I am looking for a valid and reliable tool to measure classroom engagement amongst nursing orientees
I would really appreciate any input or help
Thanks,
Emma
Relevant answer
Answer
Hi, there--DESSA is one of several instruments that you might be interested in: the url is https://www.mhs.com/
http://www.apertureed.com/ is another url, this one focusing on the student assessments.
  • asked a question related to Student Development
Question
2 answers
I have a study on the application of Choice Experiment on Waste Management. 1. How do I spell out the attributes and their levels and to show how they relate to the literature in Choice Experiment study of Waste Management? 2. How do I clarify whether complete or fractional factorial design is to be implemented in a survey? Could you help with reference materials?
Relevant answer
Answer
Thanks for you kind reply. I am studying A Choice Experiment Model for Solid Waste Management in Nsukka Urban, South East, Nigeria. I was asked to  spell out the attributes and their levels and to show how they relate to the literature; and clarify whether complete or fractional factorial design is to be implemented in the survey of this study. Could you help with reference materials.
  • asked a question related to Student Development
Question
7 answers
I am working on collecting, analyzing and synthesizing the literature on self-directed learning (SDL).
Relevant answer
Answer
Hi Kefah
I have just come accross this article that compares different case-based, problem-based learning and teaching methods. This might be helfpul.
SAVERY, J. R. 2006. Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1, 5-15.
Best Adi
  • asked a question related to Student Development
Question
12 answers
I am planning research on intra-cultural and intercultural collaboration in computer supported learning environments. Learners collaborate face-to-face in an intra-cultural environment and they also engage in online intercultural collaboration. How can I possibly measure learners' collaboration skills? Thank you for your answer in advance.
Relevant answer
Answer
True qualitative research does not involve measurement, but for other purposes, you could convert the qualitative data to quantitative data (i.e., quantize it). This would involve building a formal scoring system for your qualitative data. In particular, you could define a set of behaviors that indicate collaboration skills, along with a codebook, which would let you count every time that one of these behaviors occurred. 
This is also known as quantitative content analysis, and there are a number of good book on this topic, including one by Krippendorff and one by Neuendorf. I have attached a book chapter that gives an introduction to this approach.
  • asked a question related to Student Development
Question
3 answers
Hello!
I recently discovered the field of arts-based management and am very excited. I am an active choral singer participating in many concerts throughout the year. I have also been in a professional opera production. 
In academia, I teach leadership and leadership development.
I find a lot of synergy between my experience in singing in choir and leadership.
Just wondering if anyone has used choral singing to develop leadership before?
any comments or thoughts will be greatly welcome!
Relevant answer
Answer
In my opinion, since the topic of leadership can be seen through the topic of behavioral sciences, and there is a model called MARS model in its body of knowledge which denotes that 'Situational Factors' (your experiences as a choir leader) impact 'Individual Behavior and Results', I think your argument is plausible. 
  • asked a question related to Student Development
Question
5 answers
We are starting to use the ICM for several courses in medical education and would like to ask (in addition to the students) the lecturers about their experience using the ICM. We would like to evaluate the lecturers attitude towards the method, if the observe a change in students learning experience and behavior and if the work process and preparation of the lecturers changed in some way. Are there any other aspects we should consider?
Thank you
Daniel
Relevant answer
Answer
A blended approach may be more effective then?
  • asked a question related to Student Development
Question
5 answers
is there someone know the questionnaire about student's perception in subject learning like science subject? it will help me if someone send it to me
  • asked a question related to Student Development
Question
2 answers
Some variables such as "teacher presence" and "acceptable infrastructure" were discovered with high correlation in regression exercises. But we want to know if some other variables are important to predict (or lately ensure) school student attendance.
Relevant answer
Answer
Compulsory attendance rule, otherwise not being able to get the necessary confirmation for class attendance and proceeding to the final test from the subject. This rule still being heavily exercised at University of Zagreb School of Medicine.
Otherwise, if it wouldn't be compulsory, I guess an interesting topic, or one that can't be studied on your own easily, combined with an enthusiastic/charismatic, moderately humorous and good quality lecturer. Something extra would count complementary foods or drinks (e.g. some journal clubs practice that and surely doesn't hurt the attendance). A senior student's perspective. From Croatia, but have travelled to more than one continent and enjoyed various academic settings.
I think you could construct sort of a Maslowian pyramid for class attendance. The bottom would be personal interest, followed by lecturer, then classroom/setting, and finally extras that could be anything else, e.g. to hang out with colleagues etc. 
Additionally, I think a reasonable amount of class attendance bolsters work ethics, but too much and too little/none has a negative effect. 
  • asked a question related to Student Development
Question
8 answers
Any research article or project related will be helpful.
Relevant answer
Answer
The key engagement factors are
  1. Focus on Opportunities
  2. Recognition
  3. Sharing
  4. Mentor
  5. Equality
  • asked a question related to Student Development
Question
4 answers
I am a doctorate student preparing my proposal. My project is on educating parents of school age children to curb and prevent obesity. My anticipated outcome will be increased knowledge leading to increased physical activity, better food choices, and decreased screen time. I am looking for a valid assessment tool to measure increase in knowledge,
  • asked a question related to Student Development
Question
7 answers
Ideally, the video should depict authentic classroom situations that involve students with or without disabilities. The videos should be free and accessible on the internet.
Relevant answer
Answer
Cordial saludo 
este video lo trabajos desde el programa de educación inclusiva en Colombia. 
Camino a reconocernos 
Éxitos 
  • asked a question related to Student Development
Question
22 answers
How to include peace and human rights education in the existing school curriculum? How to develop learning materials? Example from other countries?
Relevant answer
Answer
Dear Professor Sudeep,
Thank you very much for initiating the discussion. Hopefully we all will be benefitted from the discussion. The most difficult part is developing the literature/content with respect of local culture, beliefs, and practices, and to integrate in the existing curriculum. Ideological viewpoints and social structure are other crucial issues. I am reading about the issue and hopefully to discuss further. Thank you very much for sharing the articles and the links.
Best wishes,
Zahid
  • asked a question related to Student Development
Question
4 answers
now i am trying to finnish my thesis in chemistry education. my title thesis is the relationship between students perception in chemistry lesson, motivation in study chemistry to their student achievment. but it is so hard to search the instrument for measuring the student perception in a subject. someone who might now. please share with me. thanks you!
Relevant answer
Answer
Just let the students reproduce as many chemical concepts as possible during a fixed time and ask them to produce only those concepts they master. Good pedagogical phases, according to Ibn Khaldun, are: acquire, improve and master knowledge. :-)
  • asked a question related to Student Development
Question
9 answers
I need more journal for supporting my article to study Role Lecture and student in effecting to finish finally job academic  related education ethics? Thanks for helping
Relevant answer
Hengi:
I interpreted your question to mean the role of lecture in preparing students for academic jobs. Here's what is available in RG that I hope can be helpful to you:
Best regards,
Debra
  • asked a question related to Student Development
Question
5 answers
I would like to know more about your project.
kind regards,
Roya Klingner
Relevant answer
Answer
Hi Roya,
Do you have specific questions that could not be answered by the paper below?
Best Regards,
  • asked a question related to Student Development
Question
13 answers
Good day, my dears researchers.
The education research is a very important tool in order to improve our future professionals. In my university, some students do a professor practice as thesis and a close friend started studying three constructs using a five-point Likert-type agreement scale and structural equations in order to identify relations between constructs. 
The results show the need for extra classroom material, interactive handbooks, and new tests. We would like to study the effect of this proposal with a classroom, however, the classroom population change every semester, so, we thought to build an early test focus on study habits and in the semester end performing a test using the original study (that consider study habits too) in order to evaluate a possible change.
 What do you think about this design?
Do you have and example about how develop a longitudinal study in education with this kind of dynamic population?
Thanks four your help (and sorry for my English) in advance.
Best regards,
Relevant answer
Answer
Do a cohort analysis. Look at group performances before an intervention and compare with group performances after or during intervention. Control for various intervening variables (categorical or interval types). Follow individuals (as mentioned in a previous answer). Hopefully you can have some intermediate time points with data (e.g., beginning, midway, end of intervention or semester). Draw spaghetti plots. Use appropriate methodologies (e.g., generalized linear models). Several papers I have placed on ResearchGate demonstrate a lot of this. Longitudinal studies are very powerful and easy for decision-makers to understand. Good luck.
  • asked a question related to Student Development
Question
5 answers
Do you know some useful research on learning strategies in the textbooks? Do the students know or may recognize learning strategies in the textbooks? Do the teachers use the learning path proposed in the textbook?  What learning strategies teachers and students see as effective?
Relevant answer
Answer
You might find useful papers, and information, in the Proceedings of the International Conference on Mathematics Textbook Research and Development that we held in Southampton in 2014; the full proceedings are online at the link below.
  • asked a question related to Student Development
Question
3 answers
Looking to implement a survey to determine what coaches look for when deciding on what tools or approaches to use for monitoring training loads etc. Has anyone used something similar?
Thanks
  • asked a question related to Student Development
Question
34 answers
I am currently looking for best practices in blending traditional and online learning for large classroom. Therefore I really appreciate if you can share your experience on how do you handle this situation. Thank you.
Regards,
Noraini NH
Relevant answer
Answer
I currently use MOODLE as an alternative teaching and learning tool in Biology. Having a big class really needs some adjustments as regards ways on how to deliver a lesson using blended learning. Through MOODLE, I am able to facilitate my class better.  On the other hand, there are some challenges to overcome such as network connection, teacher and student presence, time management, etc. Nonetheless, I find the use of MOODLE as effective and efficient.
  • asked a question related to Student Development
Question
12 answers
Please share different methods employed by academicians globally to make the students have a keen interest towards research at incipient years of their study at a dental school / medical school.
Thanks in advance
Regards
Relevant answer
Answer
Another possibility is show them pratical examples that have arisen from research projects.
  • asked a question related to Student Development
Question
15 answers
Many Higher Education institutions are engaged in MOOC development; consequently, several researches are taking places.But there have been many problems, related to the failure, also massive, of the students involved in them. At least, if non-completion of a course is considered a failure. Any way, there have been many problems with applied pedagogy in these courses.
Relevant answer
Answer
Hi!
I find this one useful, as many other articles from IRRODL:
Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014). Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative. The International Review of Research in Open and Distributed Learning, 15(5).
An interesting angle I am interested in is the new level of access MOOCs offer to students, combined with the scalability in their copurse design, and both of them in context of globalisation of teaching - in a similar way as, and following, how research has been globalised, However, "globalisation" has connotations of being somewhat deterministic - I like and apply Marginson and Rhoades' "glonacal" theory instead, leaving place for many interacting forces on local, national and global level. I have used it in the following article on a MOOC experiment in IRRODL. 
  • asked a question related to Student Development
Question
8 answers
Dear all, if someone can suggest me the most important component for creating curiculums for education for adults. I am working on research the factors that have impact to low level of e-inclusion of citizens older than 50 years. Thanks to all.
Relevant answer
Answer
Mr Azizi thank You. I would appreciate if You attach the papers. Thanks ones again.
Kind Regards.