Relevant bibliographies by topics / Student expectations

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student expectations'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Student expectations"

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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL programs." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 4.1–4.21. http://dx.doi.org/10.2104/aral0604.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.
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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL Programs." Australian Review of Applied Linguistics 29, no. 1 (2006): 4.1–4.21. http://dx.doi.org/10.1075/aral.29.1.02bor.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.
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Shea, J. "Student Expectations, Faculty Expectations." Journal of Geological Education 41, no. 2 (March 1993): 102. http://dx.doi.org/10.5408/0022-1368-41.2.102.

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Denessen, Eddie, Annelies Keller, Linda van den Bergh, and Paul van den Broek. "Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement." Education Research International 2020 (November 28, 2020): 1–8. http://dx.doi.org/10.1155/2020/2471956.

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Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.
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Paull, Megan, Maryam Omari, Judith MacCallum, Susan Young, Gabrielle Walker, Kirsten Holmes, Debbie Haski-Leventhal, and Rowena Scott. "Matching expectations for successful university student volunteering." Education + Training 59, no. 2 (February 13, 2017): 122–34. http://dx.doi.org/10.1108/et-03-2016-0052.

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Purpose The purpose of this paper is to demonstrate the importance of expectation formation and matching for university student volunteers and their hosts. Design/methodology/approach This research involved a multi-stage data collection process including interviews with student volunteers, and university and host representatives from six Australian universities. The project team undertook an iterative process of coding and interpretation to identify themes and develop understanding of the phenomenon. Findings University student volunteering has the potential to fail to meet the expectations of at least one of the parties to the relationship when the expectations of the parties are not clearly articulated. Universities operating volunteer programmes have an important role in facilitating expectation formation and matching, minimising the chances of mismatched expectations. Research limitations/implications The study confirms the operation of a psychological contract for university student volunteers and organisations who host them which is consistent with other research in volunteering demonstrating the importance of matching expectations. Practical implications The paper identifies the importance of expectation formation and matching for hosts and students, and highlights the role of universities in facilitating matchmaking. Originality/value This paper contributes to the growing body of research on the role of the psychological contract in volunteering, in particular in university student volunteering and host organisations.
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Dipietro, Robin B., Dana V. Tesone, and Poju Chen. "Hospitality Student Expectations." Journal of Human Resources in Hospitality & Tourism 4, no. 1 (September 19, 2005): 31–46. http://dx.doi.org/10.1300/j171v04n01_03.

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Jones, Glyn. "Managing student expectations." Perspectives: Policy and Practice in Higher Education 14, no. 2 (April 2010): 44–48. http://dx.doi.org/10.1080/13603101003776135.

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Trinidad, Jose Eos. "Collective Expectations Protecting and Preventing Academic Achievement." Education and Urban Society 51, no. 9 (July 15, 2018): 1147–71. http://dx.doi.org/10.1177/0013124518785444.

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High academic expectation—how far a student expects to get in school—is usually predictive of positive outcomes for a student. Yet less is known about mechanisms behind collective expectation: the proportion of students in a school who expect to pursue further studies. Using urban schools’ data from the Education Longitudinal Study 2002, this research examines how collective expectations affect short-term and long-term outcomes, and the predictors of these expectations. Through hierarchical linear models, I find that collective expectations are positively associated with academic outcomes, and that individual expectations remain significant even after controlling for socioeconomic status. I argue that the results illustrate how school structural and economic forces interact with collective expectations in protecting or preventing personal academic attainment.
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Eliyah, Eliyah, Imam Muttaqin, and Aslan Aslan. "Pengaruh Ekspektasi Guru terhadap Prestasi Belajar Peserta Didik Kelas VI Semester I di Madrasah Ibtidaiyah (MI) Al-Mu’awwanah Jombang." Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 4, no. 1 (September 8, 2021): 1–12. http://dx.doi.org/10.54069/attadrib.v4i1.116.

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This study aims to dig deep information about the effect of positive and negative teacher expectations on the learning achievement of students in MI. The method used is a survey-associative quantitative research method. The population as well as the research sample was 20 people from the teacher for variable X and 30 students for variable Y. Data analysis was carried out by using multiple regression analysis techniques. From the data analysis conducted, several research findings indicate that positive expectations (X1) and negative expectations (X2) simultaneously do not have a significant effect on student achievement (Y). The strength of the relationship between Variable X1 (Teacher Positive Expectations) and X2 (Teacher Negative Expectations) simultaneously to Y (Student Learning Achievement) is 0.304 = 30.4% with the influence of variable X on Variable Y of 9.3% and 90, 7% is influenced by variables other than the expectation variable. The regression equation that can be formed from the results of data processing is as follows: Y '= 5.310 + 0.006X1 - 0.094X2. From the above equation it can be seen that the effect of positive expectations (X1) on student learning achievement (Y) is positive. This means that if teachers' positive expectations increase, the learning achievement of students will also increase. However, if the positive expectations of the teacher decrease, the learning achievement will also decrease. While the direction of the negative expectation variable (X2) on learning achievement (Y) is negative. That is, if negative expectations increase, learning achievement will decrease. But, on the contrary, if the teacher's negative expectations decrease, the learning achievement of students will increase
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Johnston, Olivia, Helen Wildy, and Jennifer Shand. "A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways." Australian Journal of Education 63, no. 1 (February 8, 2019): 44–73. http://dx.doi.org/10.1177/0004944118824420.

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This literature review critically synthesizes 10 years of international teacher expectations research using a simplified “expectation effect process” model. New developments in teacher expectation research are outlined, including effects of teacher expectations on students, teachers’ development of expectations, teachers’ differential treatment of students, and students’ reactions to teacher expectations. A brief overview of pre-2008 research presents the foundations of the post-2008 research using the same “expectation effect process” model. A separate section about Australian research is also included. Results of the literature review show that while qualitative research on the topic has increased from 2008 to 2018, quantitative studies still prevail and qualitative studies on the topic—particularly those which consider students’ perspectives—are rare. Hence, this article argues that the development of a more holistic, in-depth understanding of how teacher expectations affect student outcomes is possible through contextually embedded qualitative research that includes exploration of students’ reactions to teacher expectations. In this way, further understandings about how and why expectation effects vary between students could be gained.
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Dissertations / Theses on the topic "Student expectations"

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Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
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Wan, Yee-Tak. "Student Expectations in the New Millennium." Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-57300.

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Mgweba, Sikho. "Student expectations of future life roles." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6840.

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Work and family are the two most significant life domains for most individuals (Greenhaus, Collins & Shaw, 2003). Compositional and structural changes in the work and family domains over the past few decades such as: dual-earner couples and single working parents, the decline of traditional gender roles and a movement toward egalitarian family structures have rendered increased understanding and reconciliation of family and working life (Steil, 2007). Such work- family considerations, however, are not only important for adults within the workforce, but also for young adults who are in the process of making future family and career decisions, and are about to enter the workforce (Westring & Ryan, 2011). The purpose of this study was to explore how students understand and distinguish between different life roles, and therefore gain insight into the expectations they have of their future life roles. Using Kelly's Repertory Grids Technique, qualitative data was obtained through fifteen interviews with postgraduate students from the University of Cape Town. The data was analysed using a combination of thematic analysis and frequency counts. The reliability of the results was ensured by conducting two sets of reliability checks. Following thematic analysis, eight dyadic themes emerged: self-interest- selflessness, demanding- relaxing, collaborationindependence, freedom-restriction, affective- unaffective, boring- enjoyment, structuredflexible, and personal satisfaction- obligation. These themes revealed values and attributes students perceive as significant in the construal of their future life roles. The results were interpreted and discussed in light of existing research and literature in the field.
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Tingelstad, Erik Karl. "Career expectations and experiences of beginning student affairs administration graduate students /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7527.

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Beck, Dennis E. "Effects of detailed customization of student avatars on teacher expectations of students." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0023574.

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Thompson, Gail. "The psychological contract as an explanatory framework for the student experience at Sunderland Business School." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21204.

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Under a 'widening participation' agenda, universities are currently being encouraged by Government to admit students from under-represented groups and those with non-traditional qualifications. The University of Sunderland has been one of the most successful in attracting students from these groups. but has been less successful at retaining those students and helping them achieve. This research investigates the reasons for this lack of success. It tackles the issue in three phases: An initial investigation into student stress showed significant differences between Alevel entrants and non-traditional entrants to Sunderland Business School. Poor person-environment fit and unmet expectations were identified as important sources of stress. A subsequent investigation of student expectations again revealed significant differences between A-level and non-traditional entrants in areas relating to the academic experience, with A-level entrants showing lower levels of enjoyment of learning and poorer match with expectations, accompanied by a significant fall in the academic performance of the A-level entrants over the first two years at university. The research concludes that there is poor academic integration of Alevel students into a system that has been adapted over recent years to cater for the needs of non-traditional entrants. Other expectations were reported as widely unmet by all students, and these were further investigated using the concept of the psychological contract. The findings suggest that many students have an incongruent psychological contract that can result in their under-achievement at university. The research proposes a model of the student/university psychological contract that can be used as a framework for further research into this issue.
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Dietz, Janis W. "The relevance of executive MBA programs : student expectations and satisfaction /." [S.l.] : Dissertation.Com, 1999. http://aleph.unisg.ch/hsgscan/hm00032258.pdf.

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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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Bishop, Dwight A. "Met Expectations’ Impact on Student Outcomes in Web Based Courses." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151825099.

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Agliata, Allison Kanter. "College Students' Well Being: The Role of Parent-College Student Expectation Discrepancies and Communication." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2719.

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Parental influence on college students' well being is underestimated frequently in the developmental literature. College students often set social and academic goals according to their perception of what their parents expect from them. The discrepancy between college students' performance and their perceptions of parents' expectations can impact their quality of life. The purpose of this study was to examine various parent-college student expectation discrepancies and communication levels as predictors for college students' psychological well being. Results revealed that college students reported experiencing higher levels of anger, depression, and anxiety and lower levels of self-esteem and college adjustment when higher expectation-performance discrepancies were present. Results also indicated that a higher perceived level of communication, particularly by the college student, served as a predictor of distress and was related to lower levels of affective distress and higher levels of self-esteem and college adjustment. Such findings underscore the importance of teaching assertive communication skills to college students and their parents as a means of diminishing the deleterious effects of perceiving one another inaccurately.
Ph.D.
Department of Psychology
Arts and Sciences
Psychology
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Books on the topic "Student expectations"

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Geall, Vicki. Student expectations, perceptions and experience of assessment. Birmingham: University of Central England in Birmingham, 1996.

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Dominitz, Jeff. Eliciting student expectations of the returns to schooling. Cambridge, MA: National Bureau of Economic Research, 1994.

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Jones, Stewart. Establishing student and staff expectations at course inception. Northampton: Nene College, Educational Development Unit, 1992.

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Taking student expectations seriously: A guide for campus applications. [Washington, D.C.]: NASPA, 2006.

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Canada, Canada Labour. When I grow up...career expectations and aspirations of Canadian schoolchildren. Ottawa: Labour Canada, 1986.

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National, Conference on the Behaviour Management and Behaviour Change of Children and Youth with Emotional or Behaviour Problems (1992 Canberra A. C. T. ). Student behaviour problems: Directions, perspectives, and expectations : selected papers from the 1992 National Conference on Student Behaviour Problems : Directors, Perspectives and Expectations Toward the Year 2000. Hawthorn, Vic: ACER, 1992.

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National Conference on Student Behaviour Problems: Directions, Perspectives, and Expectations Toward the Year 2000 (1992 Canberra, A.C.T.). Student behaviour problems: Directions, perspecties, and expectations : selected papers from the 1992 National Conference on Student Behaviour Problems, Directions, Perspectives and Expectations Toward the Year 2000. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1992.

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A, Jones Elizabeth, ed. Preparing competent college graduates: Setting new and higher expectations for student learning. San Francisco: Jossey-Bass Publishers, 1996.

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A school for each student: Personalization in a climate of high expectations. Larchmont, NY: Eye On Education, 2008.

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Newlin, George. Understanding Great expectations: A student casebook to issues, sources, and historical documents. Westport, Conn: Greenwood Press, 2000.

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Book chapters on the topic "Student expectations"

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Fristedt, B., N. Jain, and N. Krylov. "Conditional expectations." In The Student Mathematical Library, 95–126. Providence, Rhode Island: American Mathematical Society, 2007. http://dx.doi.org/10.1090/stml/038/04.

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Fanthome, Christine. "Expectations and Choices." In The Student Life Handbook, 16–24. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80210-0_2.

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Newlands, D. A., and J. M. Coldwell. "Managing Student Expectations Online." In Advances in Web-Based Learning – ICWL 2005, 355–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11528043_37.

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Jussim, Lee, Stephanie Madon, and Celina Chatman. "Teacher Expectations and Student Achievement." In Applications of Heuristics and Biases to Social Issues, 303–34. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9238-6_16.

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Goldberg, Jay R. "Managing Student Expectations of the “Real World”." In Capstone Design Courses, Part II, 71–73. Cham: Springer International Publishing, 2012. http://dx.doi.org/10.1007/978-3-031-01652-3_17.

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Jamieson, Sandra. "Shouldn't our expectations of students' and academics' intertextuality practices differ?" In Student Plagiarism in Higher Education, 105–22. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Research into higher education: Routledge, 2018. http://dx.doi.org/10.4324/9781315166148-8.

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Hirata, Yoko, and Yoshihiro Hirata. "Learning Management System: Japanese Student Perceptions and Expectations." In Communications in Computer and Information Science, 11–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31398-1_2.

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Mascarenhas, Oswald A. A. J., and Mary A. Higby. "Marketing Educational Services to Meet Parent-Student Expectations." In Proceedings of the 1995 Academy of Marketing Science (AMS) Annual Conference, 213–18. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13147-4_53.

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Good, Thomas L. "Developing Appropriate Teacher Expectations for Enhancing Student Learning." In Looking in Classrooms, 74–116. Eleventh Edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315627519-4.

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“Shelly” Samuels, Shalander. "The Ultimate Measure: A Caribbean Woman’s Dream and Journey to Surpass Expectations and Overcome Academic Obstacles." In From Student to Scholar, 71–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42081-9_5.

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Conference papers on the topic "Student expectations"

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Wieser, Desiree, Jürgen Matthias Seeler, Karin Sixl-Daniell, and Anita Zehrer. "Online Students’ Expectations Differ: The advantage of assessing students’ expectations in online education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5525.

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Students’ feedback on online education has become of major importance for many higher education institutions. While researchers already identified students’ success factors and analyzed students’ satisfaction in online study programs and courses, the role of expectations in students’ online educational experience has been very often neglected in previous research. Our study adds here as it captures students’ expectations at the beginning of an online study program, highlighting the differences to traditional on-campus students. Our results reveal that expectations of on-line students differ from the expectations of on-campus students and must therefore not be confused. Furthermore, the assessment of student expectations is not only a way to consider and satisfy students’ needs in order to improve online programs or courses, but also a means to track the institutions own performance.Keywords: Online Education; Student Experience; Expectations, Retention, Higher Education Management
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Helps, C. Richard G., Robert B. Jackson, and Marshall B. Romney. "Student expectations of computing majors." In the 6th conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1095714.1095739.

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Brandt, Eva. "Design education: Student and market expectations." In Nordes 2007: Design Inquiries. Nordes, 2007. http://dx.doi.org/10.21606/nordes.2007.011.

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Pankova, Svetlana, Marina Mironova, and Alexey Novozhilov. "POST-GRADUATION: EMPLOYER EXPECTATIONS AND STUDENT STRATEGIES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1783.

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Bagraim, Jeffrey, and Michaela Weaver. "STUDENT SOCIOECONOMIC STATUS AND EMPLOYMENT EXPECTATIONS: DO POORER STUDENTS EXPECT LESS?" In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0387.

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Hangen, Emily. "A HEAP of Parental Expectations: A Measure of Student Beliefs About Their Parents' Expectations." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575052.

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Licite, Lasma, and Lana Janmere. "Student expectations towards physical environment in higher education." In 17th International Scientific Conference Engineering for Rural Development. Latvia University of Agriculture, 2018. http://dx.doi.org/10.22616/erdev2018.17.n361.

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Licite, Lasma, and Lana Janmere. "Millennial student expectations towards higher education in Latvia." In 16th International Scientific Conference Engineering for Rural Development. Latvia University of Agriculture, 2017. http://dx.doi.org/10.22616/erdev2017.16.n326.

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English, Rosanne, and Joseph Maguire. "Exploring Student Perceptions and Expectations of Cyber Security." In CEP '23: Computing Education Practice. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3573260.3573267.

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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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Reports on the topic "Student expectations"

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Dominitz, Jeff, and Charles Manski. Eliciting Student Expectations of the Returns to Schooling. Cambridge, MA: National Bureau of Economic Research, November 1994. http://dx.doi.org/10.3386/w4936.

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Manikowske, Linda, Nancy Lyons, Melody LeHew, and Shubhapriya Bennur. Does an Online Professional Master's Program Meet Student Expectations? Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-83.

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Abraham, Katharine, Emel Filiz-Ozbay, Erkut Ozbay, and Lesley Turner. Framing Effects, Earnings Expectations, and the Design of Student Loan Repayment Schemes. Cambridge, MA: National Bureau of Economic Research, April 2018. http://dx.doi.org/10.3386/w24484.

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Beyer, Charles. A Comparison of High School Student and Adult Expectations of Leader Behavior. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6848.

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Gershenson, Seth, Stephen B. Holt, and Nicholas W. Papageorge. Who Believes in Me? The Effect of Student-Teacher Demographic Match on Teacher Expectations. W.E. Upjohn Institute, July 2015. http://dx.doi.org/10.17848/wp15-231.

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Michaud, Meredith. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3074.

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Aucejo, Esteban, Jacob French, Maria Paola Ugalde Araya, and Basit Zafar. The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey. Cambridge, MA: National Bureau of Economic Research, June 2020. http://dx.doi.org/10.3386/w27392.

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Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.

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Abstract:
This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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