Journal articles: 'Student centering'

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Bauer, Eurydice, Aria Razfar, Allison Skerrett, Christina L. Dobbs, Bong Gee Jang, and Seth A. Parsons. "Centering Student Voice in Literacy Research." Journal of Literacy Research 54, no. 3 (September 2022): 219–21. http://dx.doi.org/10.1177/1086296x221117204.

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Kezar, Adrianna. "Centering Students’ Voices and Taking Institutional Responsibility for Student Success." Change: The Magazine of Higher Learning 53, no. 6 (November 2, 2021): 2–3. http://dx.doi.org/10.1080/00091383.2021.1987778.

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He, Baokun, Guihong Wan, and Haim Schweitzer. "A Bias Trick for Centered Robust Principal Component Analysis (Student Abstract)." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 10 (April 3, 2020): 13807–8. http://dx.doi.org/10.1609/aaai.v34i10.7175.

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Outlier based Robust Principal Component Analysis (RPCA) requires centering of the non-outliers. We show a “bias trick” that automatically centers these non-outliers. Using this bias trick we obtain the first RPCA algorithm that is optimal with respect to centering.

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Bruce, Robert Todd. "Assessment in the Core: Centering Student Learning." New Directions for Teaching and Learning 2018, no. 155 (September 2018): 73–80. http://dx.doi.org/10.1002/tl.20305.

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Coleman, Raphael D., Jason K. Wallace, and Darris R. Means. "Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 4 (January 8, 2020): 455–75. http://dx.doi.org/10.1177/1521025119895516.

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Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.

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Zheng, Hong. "The Connotation and Realization of Student-centeredness at Cardiff University, UK." Journal of Higher Education Research 3, no. 1 (February 26, 2022): 102. http://dx.doi.org/10.32629/jher.v3i1.621.

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Through field research at Cardiff University in the UK, this paper points out that the connotation of Student-centeredness (SC) can be summarized into four aspects: centering on students' physical and mental health and quality of life, students' participation, students' learning outcomes and students' learning experiences. The core of these four points is centering on students' learning. centered. Cardiff University guarantees the realization of student learning-centered through the establishment of an academic support system, the provision of year-round on/offline training, the development of students' learning skills, and a comprehensive organization and policy, forming the SC university culture that combines ideas and actions. The university culture is a combination of SC philosophy and action, which reveals that Chinese universities in the post-epidemic era need to realize a cultural transformation based on SC, and the concept of SC ultimately needs to be implemented into undergraduate learning-centeredness. Technology, teaching, management need to shift to supporting, guiding and serving all students.

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McArthur, Sherell A. "Centering Student Identities in Critical Media Literacy Instruction." Journal of Adolescent & Adult Literacy 62, no. 6 (April 24, 2019): 686–89. http://dx.doi.org/10.1002/jaal.951.

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Kinzie, Jillian, Samantha Silberstein, Alexander C. McCormick, Robert M. Gonyea, and Brendan Dugan. "Centering Racially Minoritized Student Voices in High-Impact Practices." Change: The Magazine of Higher Learning 53, no. 4 (July 4, 2021): 6–14. http://dx.doi.org/10.1080/00091383.2021.1930976.

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Brion-Meisels, Gretchen. "Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives." Teachers College Record: The Voice of Scholarship in Education 117, no. 13 (April 2015): 67–82. http://dx.doi.org/10.1177/016146811511701301.

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Although student support systems exist in most U.S. schools today, these systems frequently operate without input from young people. Here, I draw on data from two studies that explore youth perspectives of support processes, arguing that both school organizations and individual students will benefit from centering youth voices in student support systems. To make this argument, I describe three central practices of school-based support processes and explore how young people's voices might (re)shape these practices. I begin by investigating the practice of “referring in,” the ways in which students are invited into and included in school-based support processes. I highlight the need for making students’ voices central in the referral process. Next, I investigate the practice of “referring out” students to school- and community-based providers—the professionalization of help. Here, I highlight the importance of trust and fit in facilitating effective support relationships. Finally, I explore the practice of “referring up” by examining the hierarchies of mandated reporting that exist in schools. I conclude with the argument that adults and youth must collaborate to improve information-sharing systems.

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MILTSAKAKI, E., and K. KUKICH. "Evaluation of text coherence for electronic essay scoring systems." Natural Language Engineering 10, no. 1 (February 23, 2004): 25–55. http://dx.doi.org/10.1017/s1351324903003206.

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Existing software systems for automated essay scoring can provide NLP researchers with opportunities to test certain theoretical hypotheses, including some derived from Centering Theory. In this study we employ the Educational Testing Service's e-rater essay scoring system to examine whether local discourse coherence, as defined by a measure of Centering Theory's Rough-Shift transitions, might be a significant contributor to the evaluation of essays. Rough-Shifts within students' paragraphs often occur when topics are short-lived and unconnected, and are therefore indicative of poor topic development. We show that adding the Rough-Shift based metric to the system improves its performance significantly, better approximating human scores and providing the capability of valuable instructional feedback to the student. These results indicate that Rough-Shifts do indeed capture a source of incoherence, one that has not been closely examined in the Centering literature. They not only justify Rough-Shifts as a valid transition type, but they also support the original formulation of Centering as a measure of discourse continuity even in pronominal-free text. Finally, our study design, which used a combination of automated and manual NLP techniques, highlights specific areas of NLP research and development needed for engineering practical applications.

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Wilder, Phillip, and Daudi Msseemmaa. "Centering Disciplinary Literacies on Student Consciousness: A Tanzanian Case Study." Journal of Adolescent & Adult Literacy 62, no. 5 (February 22, 2019): 479–84. http://dx.doi.org/10.1002/jaal.880.

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Walker, Lewis H., and Lynn S. Waldron. "Shopping carts and apple tarts." Teaching Children Mathematics 16, no. 3 (October 2009): 150–53. http://dx.doi.org/10.5951/tcm.16.3.0150.

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Typical of many teacher preparation programs, the preservice teachers at Lander University in Greenwood, South Carolina, engage in a number of field experiences prior to their extended student teaching. During the field experience that immediately precedes student teaching, each preservice teacher spends fifty hours working with students in a single classroom. In preparation for this experience, the preservice teachers develop and design ten-day units centering on social studies that integrate mathematics, language arts, natural science, health, and the creative and kinesthetic arts. One requirement of designing the unit is to include at least two integrated lessons involving mathematics in which the classroom students operate outside the school classroom.

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Weatherton, Maryrose, and Elisabeth E. Schussler. "Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education." CBE—Life Sciences Education 20, no. 1 (March 2021): es3. http://dx.doi.org/10.1187/cbe.20-09-0223.

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This essay explores how “student success” is defined in the education literature broadly, using specific examples from CBE-Life Sciences Education from 2015 to 2020. This essay posits that success is most often implicitly defined by researchers in terms of quantitative outcomes. Recommendations for centering student voice within policy, practice, and research are provided.

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Raudenbush, Stephen W. "Adaptive Centering with Random Effects: An Alternative to the Fixed Effects Model for Studying Time-Varying Treatments in School Settings." Education Finance and Policy 4, no. 4 (October 2009): 468–91. http://dx.doi.org/10.1162/edfp.2009.4.4.468.

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Fixed effects models are often useful in longitudinal studies when the goal is to assess the impact of teacher or school characteristics on student learning. In this article, I introduce an alternative procedure: adaptive centering with random effects. I show that this procedure can replicate the fixed effects analysis while offering several comparative advantages: the incorporation into standard errors of multiple levels of clustering; the modeling of heterogeneity of treatment effects; the estimation of effects of treatments at multiple levels; and computational simplicity. After illustrating these ideas in a simple setting, the article formulates a general linear model with adaptive centering and random effects and derives efficient estimates and standard errors. The results apply to studies that have an arbitrary number of nested and cross-classified factors such as time, students, classrooms, schools, districts, or states.

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Lac, Van T., and Katherine Cumings Mansfield. "What Do Students Have to Do With Educational Leadership? Making a Case for Centering Student Voice." Journal of Research on Leadership Education 13, no. 1 (December 1, 2017): 38–58. http://dx.doi.org/10.1177/1942775117743748.

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The purpose of this article is to illustrate the value of educational leaders intentionally including students in shaping the policies and practices that affect young people’s schooling experiences. First, we share the literature on student voice and introduce Principal Orientations for Critical Youth Educational Leadership as a conceptual model, advocating ways leaders can engage young people in school governance. Second, we share an empirical example from our research that holds promise to build caring, equitable, and responsive classrooms and schools by centering students’ voices. Finally, we consider what our findings mean for educational leadership preparation programs.

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Hockaday, Madison Zamora, Rubee Sandhu, Susha Rajadurai, Muath Aldosari, and Sang E. Park. "Assessing Dental Student and Faculty Views on the Transition to the Clinical Setting." Journal of Curriculum and Teaching 11, no. 8 (November 15, 2022): 423. http://dx.doi.org/10.5430/jct.v11n8p423.

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Introduction: Dental education reform has been a focus for many schools over recent years, particularly in light of the COVID-19 pandemic. The purpose of the presented study was to assess faculty and student preferences for feedback styles, learning modalities in the clinical setting, and transitioning from the preclinical to clinical environments.Methods: Two separate surveys were distributed to clinical faculty and students from classes of 2021, 2022, and 2023.Results: Notably, faculty had significantly more favorable views on interpersonal dynamics within the student clinic compared to students (p = 0.0255). While students and faculty differed in their views on the transition from preclinical to clinical practice, clinical performance, and teaching/learning modality preferences, these results were not statistically significant.Conclusion: Nevertheless, discrepancies in student and faculty responses to questions centering on feedback preferences, teaching/learning modality preferences, and transitioning to the clinical environment indicate potential avenues to explore for future development efforts.

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Linley, Jodi L., and Cindy Ann Kilgo. "Expanding Agency: Centering Gender Identity in College and University Student Records Systems." Journal of College Student Development 59, no. 3 (2018): 359–65. http://dx.doi.org/10.1353/csd.2018.0032.

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Minthorn, Robin S., and Tyson E. J. Marsh. "Centering indigenous college student voices and perspectives through photovoice and photo-elicitation." Contemporary Educational Psychology 47 (October 2016): 4–10. http://dx.doi.org/10.1016/j.cedpsych.2016.04.010.

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Mehrotra, Gita R. "Centering a pedagogy of care in the pandemic." Qualitative Social Work 20, no. 1-2 (March 2021): 537–43. http://dx.doi.org/10.1177/1473325020981079.

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This essay is a reflexive account of my experience of teaching a social justice course during the pandemic. Specifically, I reflect on how centering a pedagogy of care within the course provided a framework for me to be responsive to student needs while also disrupting dominant culture and neoliberal forces in academia. In particular, I highlight sharing power and co-creating meaning, community care, and use of creativity and mindfulness as disruptions to dominant paradigms that I employed in my class that were impactful in the context of the pandemic. I also reflect on how this pedagogical praxis of care has been an instructive and anchoring experience for me as an educator and will impact my teaching going forward.

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Mernick, Alisha. "We The People: Immigration Counter-Narratives in the High School Visual Arts Classroom." Radical Teacher 120 (August 18, 2021): 23–31. http://dx.doi.org/10.5195/rt.2021.884.

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Immigrant students are deeply impacted by the xenophobic dominant narratives about immigration in the United States today, and are at risk of developing a deficit mindset about their own cultures. Our classrooms can serve as spaces of resistance to anti-immigrant and neo-nativist values by intentionally raising student critical consciousness about these oppressive forces, and centering our student’s lived experiences and funds of knowledge in the curriculum. This article looks at one high-school arts curriculum unit prompting students to critically analyze the dominant narratives about immigration, interview real immigrants in their lives, and create a counter-narrative art work for public display. The aim for this project was to give immigrant students a space to process, analyze, and counter the xenophobic narratives surrounding them. Summary of the unit plan, student work samples, classroom culture, and alumni testimonials are included.

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Salguero, C. Pierce. "Buddhist Healthcare in Philadelphia: An Ethnographic Experiment in Student-Centered, Engaged, and Inclusive Pedagogy." Religions 12, no. 6 (June 8, 2021): 420. http://dx.doi.org/10.3390/rel12060420.

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This essay describes the Jivaka Project, a pedagogical experiment undertaken at a public liberal arts college outside of Philadelphia. A multi-year ethnographic survey of Buddhist healthcare in the greater metropolitan area, this project has come to constitute a major part of my general education course on American Buddhism. As I argue, this project serves as a model for student-centered, engaged, and inclusive approaches to pedagogy. It is particularly notable for centering the intercultural competency of international and first-generation Asian American students. I discuss how this project was inspired by a bilingual Chinese American student; how it developed into a large-scale effort involving about a hundred students in ethnographic research in Philadelphia’s Asian American neighborhoods; how it was a transformational educational experience for a diverse group of participating students; and how in the process it pushed my pedagogy in a more relevant and personally fulfilling direction.

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Luberto, Christina M., Janice H. Goodman, Bonnie Halvorson, Amy Wang, and Aviad Haramati. "Stress and Coping Among Health Professions Students During COVID-19: A Perspective on the Benefits of Mindfulness." Global Advances in Health and Medicine 9 (January 2020): 216495612097782. http://dx.doi.org/10.1177/2164956120977827.

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Many health professions students experience elevated stress and burnout during their professional education and training. With the added challenges of COVID-19, students face a whole new set of stressors. Students in the Spring 2020 semester of our online academic course, “Mindfulness for Healthcare Providers,” began confronting the COVID-19 crisis after several weeks of mindfulness meditation practice as part of the course. Students discussed their experiences using the course discussion boards, providing a unique opportunity to explore the practical application of mindfulness for student well-being during a crisis. Themes from the discussion board revealed a range of novel stressors and concerns due to COVID-19 (physical health, mental health, societal implications, academic and clinical training disruptions). All students reported that mindfulness practice helped them cope by improving specific mindfulness skills (focus, appreciation, cognitive de-centering, non-reactivity). Mindfulness training may be a useful approach to promoting student well-being during a crisis.

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Caraves, Jack. "Centering the “T”: Envisioning a Trans Jotería Pedagogy." Association of Mexican American Educators Journal 14, no. 2 (August 24, 2020): 104–23. http://dx.doi.org/10.24974/amae.14.2.364.

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In this piece, the author reflects on his Trans Chicanx identity and how his embodiment shapes his teaching and pedagogy. The author begins with a spoken word piece that captures his journey to his own trans-conocimiento. Then the author looks to the foundational work of Chicana/Latina Feminist pedagogies and transpedagogies to envision a trans jotería pedagogy that centers trans migrants—and trans women and people of color—that is grounded in disruption and vulnerability through the unsettling of borders and binaries tied to systems of power. In doing so, the author reflects on his trans jotería praxis in the classroom and through his podcast Anzaldúing It. The author concludes with looking to the tensions that arise when disruptions of systems of power are central to teaching and pedagogy and highlights the vulnerability necessary of both teacher and student to embark on consciousness raising and healing exchange.

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Awywen, Lynie, Katherine Santangeli, Salina Faizani, and Christina Vuong. "Meeting Students Where They Are: Centering University of Toronto Student Voices in Mental Health Conversations on Reddit." IJournal: Graduate Student Journal of the Faculty of Information 5, no. 1 (January 3, 2020): 131–44. http://dx.doi.org/10.33137/ijournal.v5i1.33477.

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As a result of the suicide that took place in March 2019 in the Bahen Centre at the University of Toronto, students and media have raised increasing concerns about the lack of mental health services available on campus. This article discusses how Reddit was used after the subsequent event to discuss mental health. The authors analyzed the subreddit, r/UofT, and found five common uses of Reddit for mental health, which include: searching for info on how to get help, sharing mental health resources, hearing other users experiences with mental health, and expressing concerns about mental health to raise awareness or advocate for better sources. Reddit is explored as an information source from a library context, and recommendations are provided for how LIS professionals can create and better support mental health initiatives within the University of Toronto.

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HARRIS, JESSICA C., NADEEKA KARUNARATNE, and JUSTIN A. GUTZWA. "Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors." Harvard Educational Review 91, no. 2 (June 1, 2021): 248–72. http://dx.doi.org/10.17763/1943-5045-91.2.248.

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In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women of Color undergraduate student survivors, this qualitative study reimagines healing through a race-conscious lens and positions it as a community-oriented and culturally contextual process that is often at odds with the ways US institutions of higher education aim to support survivors of sexual assault on their campuses. The authors’ findings guide implications for how institutions and individuals can account for and support student survivors’ multiple and intersecting identities in their healing journeys and also inform future research that centers minoritized students’ experiences with sexual assault in postsecondary contexts.

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Boucher, Kathryn, Mary Murphy, Denise Bartell, John Smail, Christine Logel, and Jennifer Danek. "Centering the Student Experience: What Faculty and Institutions Can Do to Advance Equity." Change: The Magazine of Higher Learning 53, no. 6 (November 2, 2021): 42–50. http://dx.doi.org/10.1080/00091383.2021.1987804.

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Safran, Safran, Ahmad Tarmizi Hasibuan, and Fitri Yuliawati. "IMPLEMENTATION OF PRINCIPLES AND PRACTICES OF DEMOCRACY INTEGRATION OF CURRICULUM INTEGRATED ON STUDENT CENTERING IN THE CITY OF MEDAN." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 4, no. 1 (July 1, 2021): 102–15. http://dx.doi.org/10.36768/abdau.v4i1.171.

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ABSTRACTStudent-centered curriculum integration or often referred to as Curriculum Integration (CI) is a concept that is supported by democratic education. It places students at the center of learning, involving them in classroom decisions and curriculum planning. This paper examines what happens when three teachers, located in three schools in the city of Medan, explore the democratic principles and practices inherent in the integration of a student-centred curriculum. This study is a small-scale qualitative project, so interpretation of the findings should be viewed with participatory action research (PAR). The data collection technique is triangulation. The findings show that the forms of application of democratic principles and practices of student-centered Curriculum Integration in elementary schools in Medan are democratic thinking-pedagogy and practice, skillful in questioning; build a sense of community through joint decision making, jointly built curriculum.Keywords: Curriculum Integration, Democracy, Student Center.

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Fernández, Jesica Siham, Jasmyne Y. Gaston, Madeline Nguyen, Jaia Rovaris, Rhyann L. Robinson, and Danielle N. Aguilar. "Documenting sociopolitical development via participatory action research (PAR) with women of color student activists in the neoliberal university." Journal of Social and Political Psychology 6, no. 2 (December 21, 2018): 591–607. http://dx.doi.org/10.5964/jspp.v6i2.900.

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Political activism attests to the sociopolitical development and agency of young people. Yet the literature sparingly engages the intersectional subjectivities that inform the sociopolitical development of young people, especially women of color. Important questions remain in the theorizing of sociopolitical development among youth engaged in political activism within higher education settings. Thus, we focus on the following question: What experiences informed or catalyzed the sociopolitical development of women of color student activists within a racialized neoliberal university in the United States? In addressing this question we demonstrate how student-led participatory action research (PAR) within the neoliberal university can facilitate and support sociopolitical development. Of most value, this paper demonstrates how PAR can be used as a tool to support the intersectional sociopolitical development of student activists organizing within racialized neoliberal settings of higher education that threaten the academic thriving and overall wellbeing of students of color, specifically women of color. Sociopolitical development theorizing must engage elements of relational healing as a dimension of wellbeing. Therefore, our work contributes to these conversations by centering the experiences of women of color student activists.

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CHANCE, BETH, NATHAN TINTLE, SHEA REYNOLDS, AJAY PATEL, KATHERINE CHAN, and SEAN LEADER. "STUDENT PERFORMANCE IN CURRICULA CENTERED ON SIMULATION-BASED INFERENCE." STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 3 (December 1, 2022): 4. http://dx.doi.org/10.52041/serj.v21i3.6.

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Using simulation-based inference (SBI), such as randomization tests, as the primary vehicle for introducing students to the logic and scope of statistical inference has been advocated with the potential of improving student understanding of statistical inference and the statistical investigative process as a whole. Moving beyond the individual class activity, entirely revised introductory statistics curricula centering on these ideas have been developed and tested. Preliminary assessment data have been largely positive. In this paper, we discuss three years of cross-institutional tertiary-level data from the United States comparing SBI-focused curricula and non-SBI curricula (86 distinct institutions). We examined several pre/post measures of conceptual understanding in the introductory algebra-based course using multi-level modelling to incorporate student-level, instructor-level, and institutional-level covariates. We found that pre-course student characteristics (e.g., prior knowledge) were the strongest predictors of student learning, but also that textbook choice can still have a meaningful impact on student understanding of key statistical concepts. In particular, textbook choice was the strongest “modifiable” predictor of student outcomes of those examined, with simulation-based inference texts yielding the largest changes in student learning outcomes. Further research is needed to elucidate the particular aspects of SBI curricula that contribute to observed student learning gains.

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Marciano, Joanne E., Lee Melvin Peralta, Ji Soo Lee, Hannah Rosemurgy, Lillian Holloway, and Justice Bass. "Centering community: enacting culturally responsive-sustaining YPAR during COVID-19." Journal for Multicultural Education 14, no. 2 (June 6, 2020): 163–75. http://dx.doi.org/10.1108/jme-04-2020-0026.

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Purpose This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodology/approach Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.

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Kurth, Jennifer A., Andrea L. Ruppar, Samantha Gross Toews, Katie M. McCabe, Jessica A. McQueston, and Russell Johnston. "Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements." Research and Practice for Persons with Severe Disabilities 44, no. 1 (February 1, 2019): 3–19. http://dx.doi.org/10.1177/1540796918825479.

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Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students’ IEPs to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

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Burt, Brian A., Alexander Knight, and Justin Roberson. "Racializing Experiences of Foreign-Born and Ethnically Diverse Black Male Engineering Graduate Students: Implications for Student Affairs Practice, Policy, and Research." Journal of International Students 7, no. 4 (October 1, 2017): 925–43. http://dx.doi.org/10.32674/jis.v7i4.182.

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Despite a growing body of work on the experiences of Black collegians, the higher education knowledge base lacks scholarship focused on Black men in graduate programs who are foreign-born and/or identify ethnically as other than African American. In this article, we provide a domain-specific investigation (i.e., based on students’ field of study), centering on nine Black men in engineering graduate programs. Three themes emerged regarding students’ racialized experiences and effects of racialization: (1) racialization as a transitional process; (2) cultural identity (dis)integrity; and (3) racialized imposter syndrome. We conclude with implications for developing and implementing promising practices and activities that aid students throughout graduate school. Such targeted efforts might also improve the likelihood of students remaining in the engineering workforce.

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Kenyon, Elizabeth, Andrea Christoff, and Sonya Wisdom. "Citizen science: expanding ideas of citizenship and science." Social Studies Research and Practice 15, no. 1 (April 25, 2020): 83–96. http://dx.doi.org/10.1108/ssrp-09-2019-0049.

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PurposeThis action research project determines the extent to which the authors were able to expand ideas of both citizen and scientist through their integrated science and social studies middle childhood methods course.Design/methodology/approachApplying the ideas of citizen science, students in the course developed inquiry projects of their choice centering on the topic of local and global water issues. In addition, students participated in book groups focusing on the ideas of citizen science explicitly. The researchers used surveys, student assessments and interviews to assess the extent to which students' ideas changed.FindingsWhile the data reveal the students' conceptions of scientist and citizen both expanded, there was greater change in their conceptions of what it means to be a scientist.Originality/valueThe authors argue that the expansion of ideas of science is important for enacting critical citizenship.

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Kim, Sun-Mi. "Study on the Student Movement in Busan in the Late 1970s - Centering on 1978 -." CHIYEOK KWA YEOKSA The Journal of Korean History 39 (October 31, 2016): 343. http://dx.doi.org/10.19120/cy.2016.10.39.343.

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YILDIRIM, Sefa, Ozkan AKMAN, and Bulent ALAGOZ. "The Level of History Teachers’ Use Active Learning Methods and Technics." International Education Studies 10, no. 12 (November 28, 2017): 140. http://dx.doi.org/10.5539/ies.v10n12p140.

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An experience theory is required if the education is to be wisely carried out (John Dewey). Education is a discipline that saves lives if it is qualified, but loss of which could not be made up throughout generations if it is not qualified. The roots of society are based on the education, and educated masses and civilizations could either move into the future or could fall behind in the race of becoming civilized. The classical education notion which stays on the level of theory and is carried out, centering the teacher is being left by the developed countries and replaced with the education notion which centers the student and structures information by benefiting from experiences, thus aims to lead civilization race with citizens knowing the ways to reach the information and aware of their duties and responsibilities. While Kurt Lewin says nothing is as practical as a good theory, he also catches attention to the new education notion centering student that has changed and is changing. In this scope, the aim of this study is analyze how often active learning methods are used by history teachers through several variables. In the light of the data, after analysis results and explanations made in accordance with these results are written, the study is concluded with suggestions

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Choi, JungGie. "Democratization Frame, Student Movements Network and the May18 People’s Uprising: Centering on the Case of CNU’s Student Movements at 1980." Society and History 127 (September 30, 2020): 185–218. http://dx.doi.org/10.37743/sah.127.4.

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Kim, Deoksoon, Stanton Wortham, Katrina Borowiec, Drina Kei Yatsu, Samantha Ha, Stephanie Carroll, Lizhou Wang, and Julie Kim. "Formative Education Online: Teaching the Whole Person During the Global COVID-19 Pandemic." AERA Open 7 (January 2021): 233285842110152. http://dx.doi.org/10.1177/23328584211015229.

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The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’ needs). These approaches could help instructors design online education that engages the whole person.

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Boyce, Travis. "After #Charlottesville: Interrogating our Racist Past in the Trump Era." Radical Teacher 111 (July 27, 2018): 49–56. http://dx.doi.org/10.5195/rt.2018.478.

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In wake of the violent and deadly events in Charlottesville and President Donald Trump’s response in which he effectively defended the Neo-Nazis and Confederate monuments, it’s important that college students understand the Lost Cause movement, the building of Confederate monuments and how college campuses are affected. In preparation for the fall 2017 semester, I revised my AFS 310 African Americans and U.S. Education syllabus in which I devoted the first five weeks of the semester to interrogating the aftermath of Charlottesville and this nation’s Confederate legacies on college campuses. Centering the unit’s theme on “The Lost Cause and the Collegiate Idea,” this article will discuss in depth the unit I taught as well as student assessment and outcomes upon completion of the unit.

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Lee, Matthew, and Jennifer Chung. "Centering Student Voices: A Mixed-Method Study of Strengths and Challenges for Asian American Studies." AAPI Nexus: Policy, Practice and Community 11, no. 1-2 (September 2013): 1–24. http://dx.doi.org/10.17953/appc.11.1-2.2g533364v51468qg.

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So, Marvin, Amran Nur, Sarah Jane Keaveny, John Loftus, Christie Martin, Gandhi Mohamed, and Brian Sick. "Centering Community Voices: Establishment of a Community Advisory Board at a Student-Run Free Clinic." Journal of Health Care for the Poor and Underserved 33, no. 4 (November 2022): 2032–41. http://dx.doi.org/10.1353/hpu.2022.0151.

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Goldie, Peter D., and Erin E. O'Connor. "The Gender Achievement Gap: Do Teacher–Student Relationships Matter?" Psi Chi Journal of Psychological Research 26, no. 2 (2021): 139–49. http://dx.doi.org/10.24839/2325-7342.jn26.2.139.

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Low academic performance in middle childhood/early adolescence has long-term negative implications. The link between early performance and later outcomes is of special concern for boys, who tend to evidence lower levels of achievement than girls by early adolescence. Scholars have demonstrated that variations by gender in quality of teacher–student relationships may partly explain this achievement gap. That is, girls tend to have higher quality teacher–student relationships (i.e., higher levels of closeness and lower levels of conflict) than boys. Centering low-income early adolescents of color, the present analyses found that girls outperformed boys in both English Language Arts (ELA; p < .001) and math (p = .009). Teacher–student closeness fully and significantly mediated the association between gender and ELA (p = .05) and partially mediated the association between gender and math achievement (effects were nonsignificant). Teacher–student conflict partially mediated associations between gender and ELA and math achievement, although effects similarly did not reach significance. Results have the capacity to inform future interventions aiming to increase the utility of education and decrease school dropout among low-income boys of color.

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Kim, Bok-rae. "Leftization of Education in South Korean Society Centering Around the Authorized Textbooks." European Journal of Education 1, no. 3 (November 29, 2018): 125. http://dx.doi.org/10.26417/ejed.v1i3.p125-134.

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In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers’ union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional “leftization” of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning “authorized” textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of “state-designated” textbooks says at a press interview, “I’m a proletarian class. It’s only the proletarian revolution that can change our social structure and its fundamental contradiction.” For reference, there are three kinds of textbooks: (1) state-designated textbook published by state (so, its copyright belongs to state), (2) authorized textbook published by private publishing companies, on the condition of passing through the government screening system (inviting criticism for its “poor screening”), (3) free-published textbook left entirely to the private sector without any state intervention. Prologue The second authorized textbook system is a “compromise” plan between state-led and privately-led textbooks. The main motive for adopting authorized textbooks (from previous state-designated textbooks) was to introduce “diversity of views and opinions” in Korean education, but a conservative journalist Gap-je Cho concluded - from analyzing 14 authorized history textbooks - that “promoting educational diversity” by authorized textbook system ended in failure. Because a great majority of left-wing professors and teachers take part in writing historical textbooks on the basis of Marxist class struggle theory: that is, Koreanized “popular view of history” or populism-based historical perspective (民衆史觀). These authorized textbooks are adopted by almost 99% of high schools across the country. Moreover, they tend to implant one “monolithic” idea (historical materialism) in the consciousness of young students. According to Cho, the authorized textbook system mired in controversy is degraded into a “certificate” of anti-state, pro-communist education, in place of diversity.

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Lazăr, Andreea-Gabriela. "Trends in Teaching Methodology Specific Educational Activities of the Faculty of Physical Education and Sport Students." GYMNASIUM XX, no. 1 (Supplement) (December 30, 2019): 146. http://dx.doi.org/10.29081/gsjesh.2019.20.1s.12.

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The aim of this paper is to highlight the dynamic and open character of teaching methodology in higher education and to emphasize the necessity of centering the education on the student in order to increase the efficiency of the educational activities. In the education centered on student, the student turns into an active subject of the education process. He should be considered as a partner of the teacher who together set goals in order to increase the efficiency of the education process and the formation of the school route. Because of the evolution of society, now, more than ever, a reform of university education is needed, more exactly, a reform of the way in which education unfolds. Moreover, university education must bring multiple valences to the professional and personal development of the graduate, which is also an aspect of educational ideal.

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Vorstermans, Jessica, and Katie MacDonald. "Essential Participants: Centering the Experiences of Southern Hosts in Global Service-Learning Pedagogy and Practice." Frontiers: The Interdisciplinary Journal of Study Abroad 34, no. 3 (October 11, 2022): 94–122. http://dx.doi.org/10.36366/frontiers.v34i3.666.

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In this paper we are concerned with the ways in which hosts are often excluded from scholarship and programming of global service learning. By global service learning (GSL), we mean a multiplicity of programs that occur facilitating service work for people across borders, generally with volunteers moving from the North to the South. We present findings from a research project conducted in 2014 with 37 host families. We circulated a survey to better understand host experiences of, expectations of, and hopes for GSL. Drawing on these survey results we provide some prompting questions for GSL participants (both students and program designers) to shift focus from student experience to relationship and mutuality. Using global service learning literature, critical disability theory and critical pedagogy through an intersectional lens, we center questions of uneven labor, accessibility, and structures of inequity. Three main themes emerged from our data: mutuality, gendered labor, and preparation. We present several infographic images capturing themes from the study to facilitate discussions with students who are preparing for GSL experiences and for those who are leading and designing programming. Our intention is to provide tools for educators to center the voices, desires, and motivations of Southern hosts in all of their GSL preparations.

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Suriel, Anel V. "Liberating Instruction: A Critical Bilingual Literacy Approach for Latinx Students." Journal of Multilingual Education Research 10 (2020): 106–10. http://dx.doi.org/10.5422/jmer.2020.v10.106-110.

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This article reviews Dr. Carla España and Dr. Luz Yadira Herrera’s En Comunidad: Lessons for Centering the Voices of Experiences of Bilingual Latinx Students. Though a critical bilingual literacies approach, the language practices, experiences and cultural histories of Latinx students are centered for literacy instruction in grades 3-8. Before instruction begins, the authors support educational practitioners in creating equitable educational and language stances that hold students’ language practices in a strength perspective. Each chapter that follows details and explains a thematic unit of student that guides educators in creating lessons based on students’ experiences and are summarized within this review. Supports for incorporating translanguaging pedagogies are also provided. Guiding questions, bilingual texts, and alternative themes are included to fit the language model of any program serving multilingual Latinx learners. Suggestions for extending these units of study and practices into secondary classrooms and for other language and racial ethnic groups are also discussed.

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Shirazi, Roozbeh. "“I’m supposed to feel like this is my home”." Journal of Educational Administration 56, no. 5 (August 6, 2018): 519–32. http://dx.doi.org/10.1108/jea-01-2018-0009.

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Purpose The purpose of this paper is to examine how the exercise of administrative authority to suspend the Muslim Student Association (MSA), an affinity group at a suburban Midwestern high school, was experienced and perceived by affected students. Notably, it traces the mobilization of the MSA students to challenge the principal’s authority through formal channels within the district to reopen the affinity group. In doing so, the students’ activism represents an example of dissensus, or mode of political engagement that challenges top-down models of fostering equity and diversity in schools. Design/methodology/approach The data are drawn from a nine-month ethnographic case study at an inner-ring suburban school in a large Midwestern metropolitan area. Data include participant observation of classrooms and affinity group meetings, semi-structured individual and group interviews, informal conversation and analytical memos synthesizing ethnographic fieldnotes. Findings Though the school and district have made different investments in strengthening equity and diversity at the school, transnational and minoritized Muslim students report a school climate that is characterized by exclusion and racialized surveillance. The principal’s decision to suspend the MSA was characterized by a narrow understanding of the purpose of the group and the identities of the student members. The decision to suspend the MSA, however, produced conditions centering the agentive potential of marginalized and minoritized students. Originality/value This paper opens up the tensions challenges of incorporating student voice into educational decision making. Notably, it highlights important possibilities for political action students when their voices cannot or will not be heard by those who make decisions on their behalf.

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Pacheco, Mariana, and Laura Chávez-Moreno. "Bilingual education for self-determination: Re-centering Chicana/o/x and Latina/o/x student voices." Bilingual Research Journal 44, no. 4 (October 2, 2021): 522–38. http://dx.doi.org/10.1080/15235882.2022.2052203.

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Lachica Buenavista, Tracy. "Model (undocumented) minorities and “illegal” immigrants: centering Asian Americans and US carcerality in undocumented student discourse." Race Ethnicity and Education 21, no. 1 (October 28, 2016): 78–91. http://dx.doi.org/10.1080/13613324.2016.1248823.

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Heinerichs, Scott, Neil Curtis, and Alison Gardiner-Shires. "Perceived Levels of Frustration During Clinical Situations in Athletic Training Students." Journal of Athletic Training 49, no. 1 (January 1, 2014): 68–74. http://dx.doi.org/10.4085/1062-6050-48.6.12.

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Context: Athletic training students (ATSs) are involved in various situations during the clinical experience that may cause them to express levels of frustration. Understanding levels of frustration in ATSs is important because frustration can affect student learning, and the clinical experience is critical to their development as professionals. Objective: To explore perceived levels of frustration in ATSs during clinical situations and to determine if those perceptions differ based on sex. Design: Cross-sectional study with a survey instrument. Setting: A total of 14 of 19 professional, undergraduate athletic training programs accredited by the Commission on Accreditation of Athletic Training Education in Pennsylvania. Patients or Other Participants: Of a possible 438 athletic training students, 318 (72.6%) completed the survey. Main Outcomes Measure(s): The Athletic Training Student Frustration Inventory was developed and administered. The survey gathered demographic information and included 24 Likert-scale items centering on situations associated with the clinical experience. Descriptive statistics were computed on all items. The Mann-Whitney U was used to evaluate differences between male and female students. Results: A higher level of frustration was perceived during the following clinical situations: lack of respect by student-athletes and coaching staffs, the demands of the clinical experience, inability of ATSs to perform or remember skills, and ATSs not having the opportunity to apply their skills daily. Higher levels of frustration were perceived in female than male ATSs in several areas. Conclusions: Understanding student frustration during clinical situations is important to better appreciate the clinical education experience. Low levels of this emotion are expected; however, when higher levels exist, learning can be affected. Whereas we cannot eliminate student frustrations, athletic training programs and preceptors need to be aware of this emotion in order to create an environment that is more conducive to learning.

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Mashiach, Amir, and Nitza Davidovich. "Between tradition and modernity." Laplage em Revista 7, Extra-D (July 20, 2021): 376–90. http://dx.doi.org/10.24115/s2446-622020217extra-d1116p.376-390.

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This article claims that many elements of the new pedagogy were already tried and proposed in Jewish tradition, by the sages who lived in Israel and Babylonia from 2nd BC-6th AD centuries. This paper discusses the pedagogy of the sages and shows how they preceded their times, for instance on issues such as the teacher’s status and role, centering on the student, teaching critical thinking, peer teaching, cooperative learning, intellectual integrity, equality, apprenticeship, personal attention, the academic climate, and even the “flipped classroom”. This article shall inspect several modern approaches customary at present, with a view of the traditional past.

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Journal articles on the topic 'Student centering'

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