Cecilia Hultberg
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199214389
- eISBN:
- 9780191594779
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199214389.003.0006
- Subject:
- Psychology, Social Psychology, Music Psychology
This chapter discusses students' ways of using cultural tools in aural-based and notation-based instrumental music lessons. It examines two teachers' ways of working — one in a notation-based music ...
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This chapter discusses students' ways of using cultural tools in aural-based and notation-based instrumental music lessons. It examines two teachers' ways of working — one in a notation-based music environment, the other in an aural-based music environment — in order to illustrate the complex interplay between, and varying functions of, tools and artefacts such as notated (printed scores) and aural (performances) presentations of musical works. It considers the ways in which these teachers draw on their knowledge as culture bearers of the musical (Western classical music and Zimbabwean marimba ensemble respectively) and pedagogical (Suzuki piano instruction and aural-based group teaching) traditions within which they work, in order to use notated, aural, and embodied presentations of the music to prompt student thought and practical activity. In these environments, the teachers use student performances as cultural tools for reflection and understanding in their own learning as teachers, as well as that of their students. The chapter also illustrates the varying functions a musical instrument might play in students' learning, as, for example, a mechanical tool for practising or experiencing specific aspects of technique, or as a cultural tool for the expression of musical meaning.Less
This chapter discusses students' ways of using cultural tools in aural-based and notation-based instrumental music lessons. It examines two teachers' ways of working — one in a notation-based music environment, the other in an aural-based music environment — in order to illustrate the complex interplay between, and varying functions of, tools and artefacts such as notated (printed scores) and aural (performances) presentations of musical works. It considers the ways in which these teachers draw on their knowledge as culture bearers of the musical (Western classical music and Zimbabwean marimba ensemble respectively) and pedagogical (Suzuki piano instruction and aural-based group teaching) traditions within which they work, in order to use notated, aural, and embodied presentations of the music to prompt student thought and practical activity. In these environments, the teachers use student performances as cultural tools for reflection and understanding in their own learning as teachers, as well as that of their students. The chapter also illustrates the varying functions a musical instrument might play in students' learning, as, for example, a mechanical tool for practising or experiencing specific aspects of technique, or as a cultural tool for the expression of musical meaning.
Henk Schmidt
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199583447
- eISBN:
- 9780191594519
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583447.003.0024
- Subject:
- Public Health and Epidemiology, Public Health
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of ...
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Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of knowledge. Others maintain that PBL is a form of minimally guided instruction and therefore less effective and less efficient than instructional approaches that place a stronger emphasis on guidance of the student learning process. This chapter reviews the results of a large number of studies, comparing the performance of medical students and graduates of Maastricht medical school to that of medical students and graduates trained in conventional medical programmes in the same country. The results suggest that students and graduates of the PBL curriculum perform better (1) on tests of diagnostic reasoning, and (2) in the area of interpersonal and (3) medical professional competencies. In addition, (4) students in the problem-based school consistently rate the quality of their education more highly than do students in conventional schools. The same applies to national bodies of experts visiting the schools. Furthermore, the problem-based curriculum (5) turned out to be more efficient and effective, as witnessed by lower dropout and less delay. No differences were found with respect to (6) acquired medical knowledge.Less
Opinions differ as to whether problem-based learning (PBL) is an effective form of education. Some argue that, contrary to expectation, PBL has failed to promote in students higher levels of knowledge. Others maintain that PBL is a form of minimally guided instruction and therefore less effective and less efficient than instructional approaches that place a stronger emphasis on guidance of the student learning process. This chapter reviews the results of a large number of studies, comparing the performance of medical students and graduates of Maastricht medical school to that of medical students and graduates trained in conventional medical programmes in the same country. The results suggest that students and graduates of the PBL curriculum perform better (1) on tests of diagnostic reasoning, and (2) in the area of interpersonal and (3) medical professional competencies. In addition, (4) students in the problem-based school consistently rate the quality of their education more highly than do students in conventional schools. The same applies to national bodies of experts visiting the schools. Furthermore, the problem-based curriculum (5) turned out to be more efficient and effective, as witnessed by lower dropout and less delay. No differences were found with respect to (6) acquired medical knowledge.
Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780748694549
- eISBN:
- 9781474400787
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748694549.001.0001
- Subject:
- Education, Educational Policy and Politics
Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has ...
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Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and/or empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based.Less
Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and/or empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based.
Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.003.0007
- Subject:
- Education, Educational Policy and Politics
Chapter seven present data to analyzes the impact of that pattern on student learning. It concludes that changes to the curriculum introduced with the goal of making learning more appealing to all ...
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Chapter seven present data to analyzes the impact of that pattern on student learning. It concludes that changes to the curriculum introduced with the goal of making learning more appealing to all students actually had the opposite effect in the middle schools: achievement-oriented pupils capitalized on the opportunities offered to them while their less motivated peers fell further behind. The chapter considers the effect that neoliberal reforms have had on molding Japan as a “gap society,” and the effect that such opportunity disparities between the rich and the poor have had on schools.Less
Chapter seven present data to analyzes the impact of that pattern on student learning. It concludes that changes to the curriculum introduced with the goal of making learning more appealing to all students actually had the opposite effect in the middle schools: achievement-oriented pupils capitalized on the opportunities offered to them while their less motivated peers fell further behind. The chapter considers the effect that neoliberal reforms have had on molding Japan as a “gap society,” and the effect that such opportunity disparities between the rich and the poor have had on schools.
Liz McDowell and Kay Sambell
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780748694549
- eISBN:
- 9781474400787
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748694549.003.0004
- Subject:
- Education, Educational Policy and Politics
Liz McDowell and Say Sambell focus on the importance of assessment for learning. Rather than simply adding new assessment techniques to existing entrenched practices that are seen to encourage ...
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Liz McDowell and Say Sambell focus on the importance of assessment for learning. Rather than simply adding new assessment techniques to existing entrenched practices that are seen to encourage learner dependence on their teachers and assign learners a passive role in the assessment and learning process, the authors argue that, to be successful, changes towards assessment for learning have to be more comprehensive, focusing on the entire learning environment. Based on their work at the Centre for Excellence in Assessment in Learning at Northumbria University, they introduce six elements of a productive and positive assessment for learning environment designed to intentionally foster student autonomy in learning and learning for the longer term.Less
Liz McDowell and Say Sambell focus on the importance of assessment for learning. Rather than simply adding new assessment techniques to existing entrenched practices that are seen to encourage learner dependence on their teachers and assign learners a passive role in the assessment and learning process, the authors argue that, to be successful, changes towards assessment for learning have to be more comprehensive, focusing on the entire learning environment. Based on their work at the Centre for Excellence in Assessment in Learning at Northumbria University, they introduce six elements of a productive and positive assessment for learning environment designed to intentionally foster student autonomy in learning and learning for the longer term.
Jacquelyn Cranney, Sue Morris, Frances H. Martin, Steve Provost, Lucy Zinkiewicz, John Reece, Josephine Milne-Home, Lorelle J. Burton, Fiona A. White, Judi Homewood, Joanne k. Earl, and Sherri McCarthy
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0041
- Subject:
- Psychology, Social Psychology
Psychological literacy for the 21st century posits both real and virtual resource options for ‘applied’ psychology at the interface of psychology education and graduate attribute-targeted student ...
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Psychological literacy for the 21st century posits both real and virtual resource options for ‘applied’ psychology at the interface of psychology education and graduate attribute-targeted student learning outcomes. Psychological literacy encapsulates the common graduate attributes or capabilities that students should acquire while undertaking a major in psychology, as exemplfied by guidelines and lists of student learning outcomes (SLOs) delineated by many national psychology organisations. Application involves purposefully applying the basic capabilites to new problems or in new situations, usually in an experiential and active manner. This chapter briefly considers the background to the issue of “applied” psychology in undergraduate education, and then give some concrete examples of how “applied” psychology learning and teaching strategies can be implemented to support the development of psychological literacy (McGovern et al., 2010) in our students.Less
Psychological literacy for the 21st century posits both real and virtual resource options for ‘applied’ psychology at the interface of psychology education and graduate attribute-targeted student learning outcomes. Psychological literacy encapsulates the common graduate attributes or capabilities that students should acquire while undertaking a major in psychology, as exemplfied by guidelines and lists of student learning outcomes (SLOs) delineated by many national psychology organisations. Application involves purposefully applying the basic capabilites to new problems or in new situations, usually in an experiential and active manner. This chapter briefly considers the background to the issue of “applied” psychology in undergraduate education, and then give some concrete examples of how “applied” psychology learning and teaching strategies can be implemented to support the development of psychological literacy (McGovern et al., 2010) in our students.
David K. Cohen and Heather C. Hill
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300089479
- eISBN:
- 9780300133349
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300089479.003.0006
- Subject:
- Sociology, Education
This chapter explores the effects of California's mathematics reform as a learning policy. It examines whether students' learning has improved in schools where teachers had substantial opportunities ...
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This chapter explores the effects of California's mathematics reform as a learning policy. It examines whether students' learning has improved in schools where teachers had substantial opportunities to learn using data from the 1994 administration of California Learning Assessment System (CLAS).Less
This chapter explores the effects of California's mathematics reform as a learning policy. It examines whether students' learning has improved in schools where teachers had substantial opportunities to learn using data from the 1994 administration of California Learning Assessment System (CLAS).
Joshua Fost, Rena Levitt, and Stephen M. Kosslyn
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.003.0012
- Subject:
- Education, Educational Policy and Politics
We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and ...
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We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.Less
We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.
Stephen M. Kosslyn, Robin B. Goldberg, and Teri Cannon
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.003.0010
- Subject:
- Education, Educational Policy and Politics
We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to ...
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We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to unlearning many previous assumptions and habits. For example, we have identified what we call the “illusion of learning”—which occurs when faculty and students believe that the more notes students take during a lecture, the more they have learned. Yet, the evidence is clear: Lectures are not an effective way to learn, and pale in comparison to active learning. Although active learning often takes more time than lectures and requires much more intellectual engagement from both faculty and students, it provides lasting benefits. Similarly, we have discovered that active learning requires a different view of what is an appropriate goal for in-class experiences–not information transmission and memorization but rather the internalization of skills, concepts and ways to use knowledge. In this chapter, we summarize many of the assumptions and habits that both faculty and students need to unlearn in order to learn effectively at Minerva.Less
We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to unlearning many previous assumptions and habits. For example, we have identified what we call the “illusion of learning”—which occurs when faculty and students believe that the more notes students take during a lecture, the more they have learned. Yet, the evidence is clear: Lectures are not an effective way to learn, and pale in comparison to active learning. Although active learning often takes more time than lectures and requires much more intellectual engagement from both faculty and students, it provides lasting benefits. Similarly, we have discovered that active learning requires a different view of what is an appropriate goal for in-class experiences–not information transmission and memorization but rather the internalization of skills, concepts and ways to use knowledge. In this chapter, we summarize many of the assumptions and habits that both faculty and students need to unlearn in order to learn effectively at Minerva.
Dana S. Dunn, Robin L. Cautin, and Regan A. R. Gurung
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0017
- Subject:
- Psychology, Social Psychology
Psychology differs from many other disciplines in that students can readily connect course material to their own lives (Goldstein, 2010). This distinction is at the root of the idea of psychological ...
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Psychology differs from many other disciplines in that students can readily connect course material to their own lives (Goldstein, 2010). This distinction is at the root of the idea of psychological literacy as defined by McGovern et al. (2010). Promoting psychological literacy entails reorienting what and how we teach students in a way that emphasizes psychology’s relevance. To the extent that the acquisition of core psychological knowledge takes place in the classroom, we believe that the obvious channel for cultivating psychological literacy is the undergraduate psychology curriculum. This chapter reviews the history of psychology curricula in the U.S.A. and then considers how student learning outcomes related to psychological literacy might shape disciplinary curricula for undergraduates. Such curricular change must address the necessary balance between graduate and undergraduate needs, and the balance between cutting-edge and core knowledge; for these reasons, the chapter specifically discusses the range of learning outcomes a psychologically literate curriculum should comprise. The chapter then turns to the competencies that should appear in psychologically literate curricula and addresses ways to give courses a more global perspective. The chapter also focuses on practical ways to make a departmental curriculum more psychologically literate and offer advice on assessing literacy. The chapter concludes with a call to develop a psychologically literate citizenry.Less
Psychology differs from many other disciplines in that students can readily connect course material to their own lives (Goldstein, 2010). This distinction is at the root of the idea of psychological literacy as defined by McGovern et al. (2010). Promoting psychological literacy entails reorienting what and how we teach students in a way that emphasizes psychology’s relevance. To the extent that the acquisition of core psychological knowledge takes place in the classroom, we believe that the obvious channel for cultivating psychological literacy is the undergraduate psychology curriculum. This chapter reviews the history of psychology curricula in the U.S.A. and then considers how student learning outcomes related to psychological literacy might shape disciplinary curricula for undergraduates. Such curricular change must address the necessary balance between graduate and undergraduate needs, and the balance between cutting-edge and core knowledge; for these reasons, the chapter specifically discusses the range of learning outcomes a psychologically literate curriculum should comprise. The chapter then turns to the competencies that should appear in psychologically literate curricula and addresses ways to give courses a more global perspective. The chapter also focuses on practical ways to make a departmental curriculum more psychologically literate and offer advice on assessing literacy. The chapter concludes with a call to develop a psychologically literate citizenry.
Jan McArthur
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780748694549
- eISBN:
- 9781474400787
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748694549.003.0010
- Subject:
- Education, Educational Policy and Politics
Jan McArthur draws on the critical theory of Adorno to explore the implications of complex knowledge, and the positive associations of apparent failure. She argues that in order to achieve the ...
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Jan McArthur draws on the critical theory of Adorno to explore the implications of complex knowledge, and the positive associations of apparent failure. She argues that in order to achieve the triumvirate of learning-feedback-assessment found in Dai Hounsell’s work, we need to reconsider the notion of ‘failure’. She suggests that failure can sometimes be part of a pedagogical process, in which students are asked to engage with complex knowledge in a critical way. Assessment practices should allow for an iterative process of engagement with knowledge, rather than being judged entirely on a first submission. In that way, students are then able to respond to feedback with a strong sense of personal agency, and become both authors and arbiters of their own learning. Enabling students to take greater control over their own learning and encouraging forms of knowledge that can help promote social change, she argues, are means to promote greater social justice.Less
Jan McArthur draws on the critical theory of Adorno to explore the implications of complex knowledge, and the positive associations of apparent failure. She argues that in order to achieve the triumvirate of learning-feedback-assessment found in Dai Hounsell’s work, we need to reconsider the notion of ‘failure’. She suggests that failure can sometimes be part of a pedagogical process, in which students are asked to engage with complex knowledge in a critical way. Assessment practices should allow for an iterative process of engagement with knowledge, rather than being judged entirely on a first submission. In that way, students are then able to respond to feedback with a strong sense of personal agency, and become both authors and arbiters of their own learning. Enabling students to take greater control over their own learning and encouraging forms of knowledge that can help promote social change, she argues, are means to promote greater social justice.
Douglas Jacobsen and Rhonda Hustedt Jacobsen
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199844739
- eISBN:
- 9780199950331
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199844739.003.0002
- Subject:
- Religion, Religion and Society
The history of religion in American higher education can be divided into three periods or phases: Protestant, Privatized, and Pluriform. During the Protestant era (from the colonial period to about ...
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The history of religion in American higher education can be divided into three periods or phases: Protestant, Privatized, and Pluriform. During the Protestant era (from the colonial period to about 1900), religion and character formation were central concerns even for schools not associated with a specific church or denomination. During the Privatized era (most of the twentieth century), religion was generally pushed into the private sphere of personal preference as the work of teaching and learning focused increasingly on objectivity and practicality. We are now living in a new Pluriform era in which various types of religion are prominent in cultural discourse. Religion’s “return” has been facilitated by several broad developments within higher education, including new emphases on multiculturalism, professional studies, and student-centered learning. The increasing religious diversity of the nation has also been a factor in making religion more visible on college and university campuses.Less
The history of religion in American higher education can be divided into three periods or phases: Protestant, Privatized, and Pluriform. During the Protestant era (from the colonial period to about 1900), religion and character formation were central concerns even for schools not associated with a specific church or denomination. During the Privatized era (most of the twentieth century), religion was generally pushed into the private sphere of personal preference as the work of teaching and learning focused increasingly on objectivity and practicality. We are now living in a new Pluriform era in which various types of religion are prominent in cultural discourse. Religion’s “return” has been facilitated by several broad developments within higher education, including new emphases on multiculturalism, professional studies, and student-centered learning. The increasing religious diversity of the nation has also been a factor in making religion more visible on college and university campuses.
Paul Glewwe, Eric A. Hanushek, Sarah Humpage, and Renato Ravina
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780226078687
- eISBN:
- 9780226078854
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226078854.003.0002
- Subject:
- Education, Educational Policy and Politics
Developing countries spend hundreds of billions of dollars each year on schools, materials and teachers, but it is unclear how effective these expenditures are at increasing students’ years of ...
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Developing countries spend hundreds of billions of dollars each year on schools, materials and teachers, but it is unclear how effective these expenditures are at increasing students’ years of schooling and the skills they learn. This chapter examines studies published between 1990 and 2010, in both the education and economics literatures, to investigate which school and teacher characteristics have strong positive impacts on learning and time in school. Out of 9,000 studies, 79 are selected as having sufficient quality, and setting higher bar in terms of econometric methodology yields 43 “high quality” studies. Results are also shown for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially for “high quality” studies. The few variables with significant effects – availability of desks, teachers’ subject knowledge, and teacher absence – are unsurprising and thus provide little policy guidance.Less
Developing countries spend hundreds of billions of dollars each year on schools, materials and teachers, but it is unclear how effective these expenditures are at increasing students’ years of schooling and the skills they learn. This chapter examines studies published between 1990 and 2010, in both the education and economics literatures, to investigate which school and teacher characteristics have strong positive impacts on learning and time in school. Out of 9,000 studies, 79 are selected as having sufficient quality, and setting higher bar in terms of econometric methodology yields 43 “high quality” studies. Results are also shown for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially for “high quality” studies. The few variables with significant effects – availability of desks, teachers’ subject knowledge, and teacher absence – are unsurprising and thus provide little policy guidance.
Douglas D. Ready and Megan R. Silander
- Published in print:
- 2011
- Published Online:
- July 2014
- ISBN:
- 9780807835128
- eISBN:
- 9781469602585
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807869208_frankenberg.9
- Subject:
- Education, History of Education
This chapter highlights the composition of minority children in racially and ethnically isolated schools. It also explores the extent to which school racial composition affects student learning. The ...
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This chapter highlights the composition of minority children in racially and ethnically isolated schools. It also explores the extent to which school racial composition affects student learning. The chapter employs AN analytic approach and data structure to examine disparities in cognitive development that occurs during the school year from learning during the summer months.Less
This chapter highlights the composition of minority children in racially and ethnically isolated schools. It also explores the extent to which school racial composition affects student learning. The chapter employs AN analytic approach and data structure to examine disparities in cognitive development that occurs during the school year from learning during the summer months.
Stephen M. Kosslyn
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.003.0011
- Subject:
- Education, Educational Policy and Politics
An enormous amount is now known about how humans process and store information. This chapter organizes that knowledge into a set of 16 principles, which we have used systematically to help students ...
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An enormous amount is now known about how humans process and store information. This chapter organizes that knowledge into a set of 16 principles, which we have used systematically to help students master the material they are taught. The principles are organized under two very general maxims: Think it Through (the more you think something through, paying attention to what you are doing, the more likely you are later to remember it) and Make and Use Associations (associations not only help us organize material so that it is easy to store in memory but also give us the hooks that will allow us later to dig the material out of memory, to recall it). The 16 principles can be invoked in different combinations by using different application techniques, such as mnemonics and explaining material to yourself.Less
An enormous amount is now known about how humans process and store information. This chapter organizes that knowledge into a set of 16 principles, which we have used systematically to help students master the material they are taught. The principles are organized under two very general maxims: Think it Through (the more you think something through, paying attention to what you are doing, the more likely you are later to remember it) and Make and Use Associations (associations not only help us organize material so that it is easy to store in memory but also give us the hooks that will allow us later to dig the material out of memory, to recall it). The 16 principles can be invoked in different combinations by using different application techniques, such as mnemonics and explaining material to yourself.
jo Michelle Beld
- Published in print:
- 2014
- Published Online:
- June 2014
- ISBN:
- 9780199341047
- eISBN:
- 9780199374724
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199341047.003.0010
- Subject:
- Religion, Religion and Society
This chapter argues that the exploration of vocation in academic courses and programs can constitute a “high-impact” educational practice that promotes engaged learning and intellectual development, ...
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This chapter argues that the exploration of vocation in academic courses and programs can constitute a “high-impact” educational practice that promotes engaged learning and intellectual development, not only for students but for their instructors as well. Like other high-impact practices, the study of vocation requires intellectual investment, fosters interaction with others about substantive matters, promotes the integration and application of learning, and enhances understanding of oneself and one’s place in a diverse world. These patterns in student and faculty learning were observable in assessment and program evaluation data examining the impact of a grant-funded multidisciplinary initiative integrating the study of vocation into faculty teaching and scholarship. The chapter concludes with reflections on the ways in which the assessment of student learning can be an important tool in helping an institution discern, articulate, pursue, and communicate its institutional vocation.Less
This chapter argues that the exploration of vocation in academic courses and programs can constitute a “high-impact” educational practice that promotes engaged learning and intellectual development, not only for students but for their instructors as well. Like other high-impact practices, the study of vocation requires intellectual investment, fosters interaction with others about substantive matters, promotes the integration and application of learning, and enhances understanding of oneself and one’s place in a diverse world. These patterns in student and faculty learning were observable in assessment and program evaluation data examining the impact of a grant-funded multidisciplinary initiative integrating the study of vocation into faculty teaching and scholarship. The chapter concludes with reflections on the ways in which the assessment of student learning can be an important tool in helping an institution discern, articulate, pursue, and communicate its institutional vocation.
V. Santhakumar, Namita Gupta, and Rama Murthy Sripada
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780199467051
- eISBN:
- 9780199087167
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199467051.003.0004
- Subject:
- Sociology, Education
This study analyses the determinants of learning outcomes (measured as test scores). It reconfirms that socio-economic variables and parental education impact learning outcome. While mother’s ...
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This study analyses the determinants of learning outcomes (measured as test scores). It reconfirms that socio-economic variables and parental education impact learning outcome. While mother’s education is an important factor in getting children to school, and keeping them there, this factor loses much of its significance when it comes to student achievement. Father’s education, on the other hand becomes a lot more important, even when controlling for paid tuition. Our study is restricted to government schools. This does not reduce the validity of the study since those who use such schools, still constitute a large majority of school-going children in India. Second, parents, who demonstrate a demand for education by making a choice and attendant sacrifices to send their children to private school, may theoretically be in a better position to then engage with the school and actualize better outcomes.Less
This study analyses the determinants of learning outcomes (measured as test scores). It reconfirms that socio-economic variables and parental education impact learning outcome. While mother’s education is an important factor in getting children to school, and keeping them there, this factor loses much of its significance when it comes to student achievement. Father’s education, on the other hand becomes a lot more important, even when controlling for paid tuition. Our study is restricted to government schools. This does not reduce the validity of the study since those who use such schools, still constitute a large majority of school-going children in India. Second, parents, who demonstrate a demand for education by making a choice and attendant sacrifices to send their children to private school, may theoretically be in a better position to then engage with the school and actualize better outcomes.
Lonnie R. Yandell and William N. Bailey
- Published in print:
- 2011
- Published Online:
- March 2015
- ISBN:
- 9780199733187
- eISBN:
- 9780190255824
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199733187.003.0018
- Subject:
- Psychology, Social Psychology
This chapter explores the issue of students' preparation for class and how Web-based testing can be used to improve reading compliance and student learning. After reviewing the evidence that students ...
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This chapter explores the issue of students' preparation for class and how Web-based testing can be used to improve reading compliance and student learning. After reviewing the evidence that students typically do not prepare for class by reading textbook assignments, it explains the rationale for using quizzes to improve reading compliance and to facilitate learning. It then argues that using out-of-class, online quizzing is an efficient and effective way to improve reading compliance. It provides an example of the application of online quizzing in a large introductory psychology class and the lessons learned using this methodology.Less
This chapter explores the issue of students' preparation for class and how Web-based testing can be used to improve reading compliance and student learning. After reviewing the evidence that students typically do not prepare for class by reading textbook assignments, it explains the rationale for using quizzes to improve reading compliance and to facilitate learning. It then argues that using out-of-class, online quizzing is an efficient and effective way to improve reading compliance. It provides an example of the application of online quizzing in a large introductory psychology class and the lessons learned using this methodology.
Naomi Greene and Tarun Bhatnagar
- Published in print:
- 2015
- Published Online:
- June 2015
- ISBN:
- 9780199685004
- eISBN:
- 9780191765315
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199685004.003.0028
- Subject:
- Public Health and Epidemiology, Epidemiology
Teaching assistants (TAs) in a department of epidemiology have the potential to bring to the students a certain level of clarity and simplicity to the complex concepts taught by professors. Being a ...
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Teaching assistants (TAs) in a department of epidemiology have the potential to bring to the students a certain level of clarity and simplicity to the complex concepts taught by professors. Being a TA involves a balance between one’s own academic and social pursuits and the roles and responsibilities of the position. These include logistic support to the professor, preparations before formal instruction begins, participating during the lecture sessions, conducting discussion sections, preparing and grading assignments, reviewing class material before examinations, proctoring and grading examinations, and holding office hours for student consultations. TAs can improvise on teaching/learning techniques so as to make the student feel comfortable with the subject and understand its nuances. Planning, time management, interpersonal interaction, and concern for student learning are key attributes for being a good TA.Less
Teaching assistants (TAs) in a department of epidemiology have the potential to bring to the students a certain level of clarity and simplicity to the complex concepts taught by professors. Being a TA involves a balance between one’s own academic and social pursuits and the roles and responsibilities of the position. These include logistic support to the professor, preparations before formal instruction begins, participating during the lecture sessions, conducting discussion sections, preparing and grading assignments, reviewing class material before examinations, proctoring and grading examinations, and holding office hours for student consultations. TAs can improvise on teaching/learning techniques so as to make the student feel comfortable with the subject and understand its nuances. Planning, time management, interpersonal interaction, and concern for student learning are key attributes for being a good TA.
Jacqueline Dewar, Curtis Bennett, and Matthew A. Fisher
- Published in print:
- 2018
- Published Online:
- June 2018
- ISBN:
- 9780198821212
- eISBN:
- 9780191860751
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198821212.001.0001
- Subject:
- Mathematics, Educational Mathematics
This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows ...
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This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.Less
This book is a guide to the scholarship of teaching and learning (SoTL) for scientists, engineers, and mathematicians teaching at the collegiate level in countries around the world. It shows instructors how to draw on their disciplinary knowledge and teaching experience to investigate questions about student learning. It takes them all the way through the inquiry process beginning with framing a research question and selecting a research design, moving on to gathering and analyzing evidence, and finally to making the results public. Numerous examples are provided at each stage, many from published studies of teaching and learning in science, engineering, or mathematics. At strategic points, short sets of questions prompt readers to pause and reflect, plan, or act. These questions are derived from the authors’ experience leading many SoTL workshops in the United States and Canada. The taxonomy of SoTL questions—What works? What is? What could be?—that emerged from the SoTL studies undertaken by the Carnegie scholars provides a useful framework at many stages of the inquiry process. The book addresses the issue of evaluating and valuing this work, including implications for junior faculty who wish to engage in SoTL. The authors explain why SoTL should be of interest to science, technology, engineering, and mathematics (STEM) faculty at all types of institutions, including faculty members active in traditional STEM research. They also give their perspective on the benefits of SoTL to faculty, to their institutions, to the academy, and to students.
