Zeitschriftenartikel: „Students“

1

Haidegger, Tamas. „For the Students by the Students [Student's Corner“. IEEE Robotics & Automation Magazine 17, Nr. 3 (September 2010): 10–12. http://dx.doi.org/10.1109/mra.2010.938494.

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2

Filatova, Olga A. „Cultural Attributes of Students to Make Student-Centered Approach Successful“. International Journal of Languages, Literature and Linguistics 1, Nr. 1 (2015): 20–24. http://dx.doi.org/10.7763/ijlll.2015.v1.5.

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3

Wahyuni, Esa Nur. „Student Well-Being in the Perception of Madrasah Ibtidaiyah Students“. International Journal of Psychosocial Rehabilitation 24, Nr. 1 (20.01.2020): 1628–41. http://dx.doi.org/10.37200/ijpr/v24i1/pr200263.

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4

Haidegger, Tamas. „To My Fellow Students [Student's Corner“. IEEE Robotics & Automation Magazine 17, Nr. 4 (Dezember 2010): 105. http://dx.doi.org/10.1109/mra.2010.939742.

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5

Blank, Amy, Abeje Mersha und Tamas Haidegger. „Students at ICRA—Shanghai [Student's Corner]“. IEEE Robotics & Automation Magazine 18, Nr. 3 (September 2011): 118–25. http://dx.doi.org/10.1109/mra.2011.942538.

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6

Rushforth, Bruno. „Teaching medical students: The student's perspective“. Clinical Teacher 1, Nr. 2 (17.11.2004): 46–48. http://dx.doi.org/10.1111/j.1743-498x.2004.00027.x.

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7

Baker, Maria. „Student's Say: Students at Convention? Absolutely!“ ASHA Leader 18, Nr. 7 (Juli 2013): 64. http://dx.doi.org/10.1044/leader.ssay.18072013.64.

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8

Popov, Aleksey Vladimirovich. „The Architecture of the Residential Environment for Students: Interuniversity Student Campuses“. Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (28.02.2020): 1255–62. http://dx.doi.org/10.5373/jardcs/v12sp3/20201374.

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9

Han, Bunyamin. „In-class teacher-student communication according to high school students’ perceptions“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 1 (28.06.2017): 190–98. http://dx.doi.org/10.18844/prosoc.v2i11.1921.

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10

Voynova, Ruzhena. „Teacher-student relationship and its impact on students’ desire for knowledge“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 1 (26.08.2017): 278–84. http://dx.doi.org/10.18844/prosoc.v4i1.2266.

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11

Hawkins, Manju. „Students Helping Students“. LEARNing Landscapes 1, Nr. 2 (02.01.2008): 177–79. http://dx.doi.org/10.36510/learnland.v1i2.264.

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Through drawings and written text created over several weeks, Manju Hawkins reflects on her ideas about leadership. She shares her preference for informal leadership situations characterized by students helping other students.

12

Townsend, Karen. „Students Helping Students“. Music Educators Journal 88, Nr. 2 (September 2001): 63–65. http://dx.doi.org/10.2307/3399745.

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13

Dankel, Douglas D., und Jonathan Ohlrich. „Students teaching students“. ACM SIGCSE Bulletin 39, Nr. 1 (07.03.2007): 96–99. http://dx.doi.org/10.1145/1227504.1227346.

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14

Naeger, David M., Miles Conrad, Janet Nguyen, Maureen P. Kohi und Emily M. Webb. „Students Teaching Students“. Academic Radiology 20, Nr. 9 (September 2013): 1177–82. http://dx.doi.org/10.1016/j.acra.2013.04.004.

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15

Feiger, H. Tina. „Students for Students“. New Directions for Community Colleges 2018, Nr. 184 (Dezember 2018): 93–100. http://dx.doi.org/10.1002/cc.20331.

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16

Shrivastava, Priyanshu Kumar. „Real-Life Cases in Student-Family Environment as a New Model for Case-Based Learning for Dental Students in Pathology: Students’ Perspective“. International Journal of Healthcare Education & Medical Informatics 9, Nr. 3&4 (01.12.2022): 16–22. http://dx.doi.org/10.24321/2455.9199.202207.

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Background: Case-based learning is a widely accepted technique to promote critical thinking in health care students. This paper focuses on active learning through real life clinical cases as opposed to hypothetical cases in the dental academic curricula. The overall experience of the faculty as well as the students throughout the case assignment has been reported in this study. Objective: This study provides a student’s perspective and insight into an innovative real-life case-based approach in online learning of pathology. Material and Methods: A real-life case of hypertension, diabetes or both was assigned to the Bachelor of Dentistry students in their second academic year of Pathology. The case was then presented by the students, followed by an open discussion involving peers and faculty members. Students’ responses were obtained for the assignment. Results: The response of students towards case assignment was promising and their feedback on each aspect of the assignment has been described. Faculty perception has also been included in order to share feedback about the students’ participation in the assignment from a faculty viewpoint. Conclusion: The present study introduces an innovative teaching method in medical education which can be utilized in the online learning of pre-clinical subjects and even clinical subjects during adverse situations when patient exposure is less. The real-life case-based learning method discussed in this paper offers real potential in developing critical diagnostic skills in students under a realistic clinical environment

17

Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya und Nihan Aslan. „STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS“. Eurasian Academy of Sciences Social Sciences Journal 2, Nr. 1 (15.03.2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.

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18

Ozbey, Adnan. „Human Values and Compassionate Love in Highly Gifted Students and Normal Student“. Educational Process: International Journal 5, Nr. 2 (07.03.2016): 116–27. http://dx.doi.org/10.12973/edupij.2016.52.3.

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19

ABLAK, Selman. „ATTITUDES OF SECONDARY SCHOOL STUDENTS TOWARDS REFUGEE STUDENTS“. International Journal of Psychology and Educational Studies 7, Nr. 3 (12.09.2020): 101–10. http://dx.doi.org/10.17220/ijpes.2020.03.010.

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20

Pagani, Valentina. „Students teaching other students“. Media Education 11, Nr. 2 (02.11.2020): 191–97. http://dx.doi.org/10.36253/me-9012.

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The COVID-19 pandemic situation that overwhelmed us still strongly questions university teaching today. The research reports a classroom’s activity based on self-assessment (SA) and peer-feedback (PF)activities. The result is connected to the combination of three key points for effective teaching: 1) an active role of the students involved in the activity, 2) an effective use of technology based on a Student Response System (SRS), and 3) a sustained pedagogical training for teachers suddenly catapulted to new teaching methods. The design used, developed in the Italian university context, can be developed totally online, guaranteeing new skills and new learning, in view of a hypothetical, and not so unexpected, return to distance learning.

21

Mercer, Theresa. „By students, for students“. Nature 541, Nr. 7635 (Januar 2017): 125–26. http://dx.doi.org/10.1038/nj7635-125a.

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22

Barrett, Steven, und Cameron H. G. Wright. „For Students By Students“. Computing in Science & Engineering 12, Nr. 6 (November 2010): 70–73. http://dx.doi.org/10.1109/mcse.2010.131.

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23

Sánchez, Elsa, und Richard Craig. „Students Teaching Students: Undergraduate Students as Laboratory Instructors“. HortTechnology 17, Nr. 2 (April 2007): 258–61. http://dx.doi.org/10.21273/horttech.17.2.258.

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Undergraduate students teach laboratory sessions in the plant systematics course at The Pennsylvania State University. To assess student-taught laboratory sessions, surveys were administered to student instructors and students enrolled in the course. Benefits to student instructors included increased technical knowledge, new perspectives on teaching methodologies, and acquiring a positive item to add to résumés. Student instructors also practiced leadership skills. Enrolled students generally assessed the laboratory sessions favorably. Organization and planning were vital to the success of this teaching method. This teaching method also required increased departmental funding relative to other courses.

24

Hutchinson, Matthew S. „Pharmaceutical companies and medical students: a student's view“. Medical Journal of Australia 180, Nr. 8 (April 2004): 414. http://dx.doi.org/10.5694/j.1326-5377.2004.tb05996.x.

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25

McNamara, Nancy. „Preparing students for clinical placements: The student's perspective“. Nurse Education in Practice 15, Nr. 3 (Mai 2015): 196–202. http://dx.doi.org/10.1016/j.nepr.2014.11.011.

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26

Bundasak, Supaporn. „Student Behavior Analysis Affecting Learning Achievement of Information Technology and Computer Science Students“. International Journal of Machine Learning and Computing 10, Nr. 2 (Februar 2020): 346–51. http://dx.doi.org/10.18178/ijmlc.2020.10.2.941.

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27

HACIEMINOGLU, Esme. „Student and School Level Variables related to Elementary School Students' Attitudes towards Science“. Eurasian Journal of Educational Research 19, Nr. 80 (03.04.2019): 1–30. http://dx.doi.org/10.14689/ejer.2019.80.4.

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28

Alajmi, Rakan, Rahaf AlNazzawi, Yara Aljefri, Abdullah Alafif, Ali Alraddadi und Awadh Alamri. „Perception and Attitudes of Medical Students towards Dermatology as a Future Specialty, Jeddah, Saudi Arabia.“ International Journal of Surgery and Medicine 6, Nr. 3 (2020): 11. http://dx.doi.org/10.5455/ijsm.dermatology-medical-students-saudi-arabia.

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29

Abdullayeva, Nabiya Idrisovna. „REAL LIFE DESCRIPTION IN CH REAL LIFE DESCRIPTION IN CHARACTERISING STUDEN TERISING STUDENTS’ PERSONAGE AND STUDENTS’ PERIOD IN THE WORLD LITERATURE“. Scientific Reports of Bukhara State University 5, Nr. 4 (30.04.2021): 108–17. http://dx.doi.org/10.52297/2181-1466/2021/5/4/10.

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Introduction. The students have repeatedly acted as a real political force, participated in solving important social problems. It is obvious that university youth, who sometimes leave a significant mark in history, should become the object of comprehension in the works of literature. Real life is a phrase used originally in literature to distinguish between the real world and fictional or idealized worlds, and in acting to distinguish between performers and the characters they portray. The comparative study of the works of world figures analyzed in the article will have a positive impact on the development of our international literature and will promote the reading literary books and reading culture. Research methods. The role, genesis, national nature, poetic-typological features and the portrait of students, their character’s features, similarities and differences and students’ personages as an object of real life descriptions in the works of world literary writers are analyzed. Results and discussions.

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Karnjuš, Igor, Jelena Bašić und Katarina Babnik. „How students understand spirituality and spiritual care: Descriptive study on a sample of bachelor nursing students from Slovenia“. Kontakt 21, Nr. 4 (13.12.2019): 367–73. http://dx.doi.org/10.32725/kont.2019.044.

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31

Pearce, Michael, und Darrell Evans. „Students developing resources for students“. Clinical Teacher 9, Nr. 3 (16.05.2012): 178–82. http://dx.doi.org/10.1111/j.1743-498x.2012.00529.x.

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32

MIGNOR, DEOLINDA. „RN STUDENTS TEACH GENERIC STUDENTS“. Nurse Educator 15, Nr. 1 (Januar 1990): 42–43. http://dx.doi.org/10.1097/00006223-199001000-00015.

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33

Toskas, Denny. „Students Help Students with Sails“. NASSP Bulletin 71, Nr. 495 (Januar 1987): 109–10. http://dx.doi.org/10.1177/019263658707149531.

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34

Taylor, Curtis A. „Becoming Students of Our Students“. Mathematics Teacher: Learning and Teaching PK-12 115, Nr. 9 (September 2022): 674–75. http://dx.doi.org/10.5951/mtlt.2022.0142.

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35

Balakumar, Paary, Heather Fice, Samuel Richer, Tamara Western und Jacqueline Yao. „Students priming students for success“. International Journal for Students as Partners 8, Nr. 1 (13.05.2024): 200–214. http://dx.doi.org/10.15173/ijsap.v8i1.5471.

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Introductory science courses can be a struggle for instructors and students not only because of the challenging nature of the material, but also due to differences in the background knowledge of students. Provision of pre-lecture resources reviewing or introducing key concepts is recommended to support diverse students. In this paper, we describe the iterative design, implementation, and assessment of pre-lecture PRIMERs in a large, introductory genetics course. The development of PRIMERs was conceived, driven, and performed by a student-staff team. Data over 2 years demonstrate that most students considered that PRIMERs supported their learning of the lecture material. Student comments revealed that they found the summaries and practice problems useful, and that they used PRIMERs both as lecture preparation and examination review resources. These results suggest that the students-as-partners model is an effective way to create and refine course resources.

36

Engel, Judith S. „Students Questioning Students (SQS): a Technique to Invite Students' Involvement“. Gifted Education International 5, Nr. 3 (September 1988): 179–85. http://dx.doi.org/10.1177/026142948800500310.

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A most successful teaching strategy has been developed in my gifted/talented classes. Students question their peers about classwork, homework problems or aspects of the lesson, instead of doing the explaining themselves. Using the Students Questioning Students method (SOS), students stimulate their class-mates to think. Since students are involved in questioning, they become more attentive listeners to other students and to me during the lesson. Often the more capable students ask questions which reflect a high level of thinking skills. The students are taught strategies for asking questions and strategies for providing positive and specific feedback to their peers. With SQS, students have a piece of the action in learning. Their personalities emerge and the process is great fun! The students report that they wished SQS were used in all their classes at The Bronx High School of Science. SQS was a segment of the American Federation of Teachers program, “Teaching Children to Think,” in the series, “Inside Your Schools,” hosted by Steve Alien and shown on national TV in February, 1986. The entire series of programs for 1985–1986 was shown in the New York City area on educational TV in May, 1986. The presentation, which would be suitable for teachers of grades 7 through 12, has been given to the following professional organizations: Alliance for Invitational Education Association of Mathematics Teachers of New York State National Council of Teachers of Mathematics Summer Mathematics and Science Institute, Lehman College Sixth World Conference on Gifted and Talented Children The Ontario Association for Mathematics Education.

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Duwal, Balaram, und Lalita Khonju. „Factors Affecting Students' Academic Performance: The Case of Students at Community Colleges in Bhaktapur District“. International Research Journal of Management Science 5, Nr. 1 (21.03.2021): 23–38. http://dx.doi.org/10.3126/irjms.v5i1.35859.

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This study aims to investigate the important academic factors; teaching method, study habits of students and attendance of students that affect students' academic performance. The study used a survey method and analytical research design. A stratified sampling method was used to select 150 respondents from 1,525 total number of undergraduate students from four high student enrolment community colleges of Bhaktapur district. Regression analysis was used to identify the impact of independent variables on student's academic performance. Mann-Whitney test was used to identify the differences between perceived student's performance across gender, age and faculty. To test for differences between perceived student's performance across study year and guardian occupation, Kruskal-Wallis test was conducted. The result shows that the teaching method and attendance of students have a significant positive impact on perceived student's performance but student's habit has no significant impact on perceived student's performance. However, it has been proved that gender, age, faculty, study year and guardian occupation do not have any differences in perceived student's performance.

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Duwal, Balaram, und Lalita Khonju. „Factors Affecting Students' Academic Performance: The Case of Students at Community Colleges in Bhaktapur District“. International Research Journal of Management Science 5, Nr. 1 (21.03.2021): 23–38. http://dx.doi.org/10.3126/irjms.v5i1.35859.

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This study aims to investigate the important academic factors; teaching method, study habits of students and attendance of students that affect students' academic performance. The study used a survey method and analytical research design. A stratified sampling method was used to select 150 respondents from 1,525 total number of undergraduate students from four high student enrolment community colleges of Bhaktapur district. Regression analysis was used to identify the impact of independent variables on student's academic performance. Mann-Whitney test was used to identify the differences between perceived student's performance across gender, age and faculty. To test for differences between perceived student's performance across study year and guardian occupation, Kruskal-Wallis test was conducted. The result shows that the teaching method and attendance of students have a significant positive impact on perceived student's performance but student's habit has no significant impact on perceived student's performance. However, it has been proved that gender, age, faculty, study year and guardian occupation do not have any differences in perceived student's performance.

39

Sabri, Masturah, Faten Khalida Khalid und Liew Khe Li. „Assessing Students Engagement in an Online Student Question-Generation Activity towards Their Learning Motivation“. International Journal of Languages, Literature and Linguistics 2, Nr. 1 (März 2016): 23–31. http://dx.doi.org/10.18178/ijlll.2016.2.1.62.

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40

M. More, Kalpana. „Effect of Concept Attainment Model on Teaching Proficiency of Student Teachers (B. Ed. Students)“. International Journal of Science and Research (IJSR) 12, Nr. 11 (05.11.2023): 956–59. http://dx.doi.org/10.21275/sr231111111817.

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41

Gaffney, Theresa. „Examining the Impact of a Student-Centered Learning and Assessment Strategy on Engagement among Nursing Students“. Journal of Quality in Health Care & Economics 5, Nr. 4 (2022): 1–4. http://dx.doi.org/10.23880/jqhe-16000293.

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Background: Engaged students have better learning experiences and outcomes. Methods: A descriptive, exploratory study using the Student Course Engagement Questionnaire examined the impact of a student-centered learning and assessment strategy on engagement among accelerated nursing students. Results: Overall, the finding show positive support for the student-centered learning and assessment strategy. Of the four engagement factors, performance engagement ranked the highest and participation engagement ranked the lowest. Conclusion: While students are more engaged in student-centered learning environments room for improvement remains.

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Margheri, Laura. „ICRA 2013 - A Snapshot for the Students [Student's Corner]“. IEEE Robotics & Automation Magazine 20, Nr. 3 (September 2013): 92–102. http://dx.doi.org/10.1109/mra.2013.2271588.

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43

Flexman, J. „Student's corner - Embs students surf more than the web“. IEEE Engineering in Medicine and Biology Magazine 25, Nr. 3 (Mai 2006): 7–8. http://dx.doi.org/10.1109/memb.2006.1636334.

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44

Witantri, Adisa Dyah. „Students“. Jurnal Ilmiah PANNMED (Pharmacist, Analyst, Nurse, Nutrition, Midwivery, Environment, Dentist) 16, Nr. 1 (07.05.2021): 96–100. http://dx.doi.org/10.36911/pannmed.v16i1.1000.

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hipertensi adalah kondisi fisik yang sering dikaitkan dengan stres atau tekanan negatif negatif karena dapat mengancam kesejahteraan atau kenyamanannya. Tekanan darah sendiri diukur menggunakan sphygnomanometer. Stres sendiri berkaitan dengan persepsi seseorang. Selain perawatan medis, penderita juga membutuhkan terapi non-farmakologis dengan terapi tertawa. Hal ini dilakukan untuk mengetahui seberapa besar efektivitas terapi tertawa untuk mengurangi tekanan darah pada pasien hipertensi. Warga negara Afrika-Amerika adalah kelompok dengan tingkat hipertensi tertinggi di dunia. Mekanisme terapi tertawa dalam menjaga efek intervensi medis pada pasien hipertensi adalah fokus diskusi dalam hal ini. kata kunci: stress, tekanan darah, hipertensi

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Parsowith, Sara Rochelle, und Carol Traynor. „Students“. ACM SIGCHI Bulletin 28, Nr. 4 (Oktober 1996): 17–19. http://dx.doi.org/10.1145/242417.568038.

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46

Punjabi, Lavisha S. „Students“. Academic Medicine 92, Nr. 8 (August 2017): 1069–70. http://dx.doi.org/10.1097/acm.0000000000001798.

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47

BOURZGUI, Farid, Samir DIOUNY, Khaoula JAOUHARY, Zineb SERHIER und Mohamed OTHMANI. „Integration and use of information and communication technologies among dental students“. International Journal of Medical Reviews and Case Reports, 2020, 1. http://dx.doi.org/10.5455/ijmrcr.dental-students-information.

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48

Aftab, Faiza. „Digital learning attributes and students’ academic achievement among Pakistani entrepreneurship students: Mediating role of student engagement“. Journal of Advanced Research in Social Sciences and Humanities 7, Nr. 3 (11.09.2022). http://dx.doi.org/10.26500/jarssh-07-2022-0301.

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49

Pazdur, Regina. „Students of pedagogy people with (no) hope“. Pedagogika Szkoły Wyższej, 2015, 179–93. http://dx.doi.org/10.18276/psw.2015.2-10.

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50

Aniszewski, Ellen, und Elizangela Cely. „Students Disinterest In Physical Education Classes By The Light Of Literature“. Revista Científica Multidisciplinar Núcleo do Conhecimento, 14.05.2021, 69–80. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/students-disinterest.

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One of the goals of physical education as a mandatory curricular component of basic education is to train motivated individuals and adhere to body practices, relating them with pleasure, thus developing positive attitudes towards them. The literature presents studies with different methodologies and theoretical frameworks to address students’ lack of interest in physical education classes. In general, the approach of the theme in high school prevails, because in the light of scientific evidence until then, it constituted the level of education in which disinterest was accentuated and was effectively more evident in extension and intensity, that is, it occurs in several realities and consistently. This article aimed to list the reasons for students’ lack of interest in physical education classes found in the literature, presenting them in a categorized way. It was a bibliographic research, of a qualitative nature in which a narrative literature review was chosen. Analyzing the results of research that looked at the theme, common reasons are identified that lead students to avoid participating in physical education classes, which in general refer to past experiences, the curricular development of the discipline, and socio-demographic issues, the perception of skill / competence, social relations and school management and structure. The contribution of this article is in the possibility of guiding teachers in the elaboration of didactic-pedagogical teaching strategies that contemplate the issues that positively influence students’ engagement, participation, and learning.

Zeitschriftenartikel zum Thema „Students“

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