Journal articles: '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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Henry, Mel. "Online Student Expectations: A Multifaceted, Student-centred Understanding of Online Education." Student Success 11, no. 2 (October 16, 2020): 91–98. http://dx.doi.org/10.5204/ssj.1678.

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University students are more likely to feel satisfied and persist with their studies if their experiences have met their expectations, and vice versa (Wu, Tsai, Chen, & Wu, 2006). Understanding what online students expect, therefore, is important to guide how universities might satisfy and retain these students. Research into online student expectations to date, however, has been limited to pre-defined expectations of the academic experience, and extrapolations from traditional higher education. To gain a deeper understanding of what online students expect, the author conducted in-depth interviews with 43 commencing online students. Thematic analysis revealed online students’ expectations were described by six key themes: Motivation, Ability, Circumstances, Interaction, Curriculum, and Environment. The findings offer an empirical, student-centred, and multifaceted understanding of online student expectations. Opportunities are illuminated to clarify inaccurate expectations, and to design online education to better meet student needs, facilitating enhanced online student satisfaction and retention.

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Gorgodze, Sophia, Lasha Macharashvili, and Anna Kamladze. "Learning for Earning: Student Expectations and Perceptions of University." International Education Studies 13, no. 1 (December 30, 2019): 42. http://dx.doi.org/10.5539/ies.v13n1p42.

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In the context of increasing numbers of students enrolling in higher education in the last decade, understanding student expectations of their universities becomes more important. Universities need to know what students expect if they want to keep them satisfied and continue attracting them. On the other hand, it is also important to know whether student expectations are in line with the purpose of the universities and the causes they serve. This research explores students’ expectations and perceptions of the university in post-Soviet Georgia, as well as whether these expectations are in line with the perspectives of university administrators. For the purposes of this research, over 800 bachelor level students of different academic programs were surveyed at five big public universities across Georgia. Additionally, 10 in-depth interviews were conducted with university administrators to learn about the purpose that public universities try to serve and to understand their perspectives on what should be expected of university. After the analysis of the results, two focus groups were conducted with the students in Western and Eastern Georgia to make sense of the findings obtained through the student survey. Finally, 4 in-depth interviews were conducted with experts to understand their perspectives on the actual findings of this research. The results suggest that employment is the main expectation from a university education. Moreover, there is a mismatch between what students identify as their primary expectation and what administrators believe students should expect. Significance and implications of these results for universities are discussed.

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Papageorge, Nicholas W., Seth Gershenson, and Kyung Min Kang. "Teacher Expectations Matter." Review of Economics and Statistics 102, no. 2 (May 2020): 234–51. http://dx.doi.org/10.1162/rest_a_00838.

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We show that tenth-grade teacher expectations affect students' likelihood of college completion. Our approach leverages a unique feature of a nationally representative dataset: two teachers provided their educational expectations for each student. Identification exploits teacher disagreements about the same student, an idea we formalize using a measurement error model. We estimate an elasticity of college completion with respect to teachers' expectations of 0.12. On average, teachers are overly optimistic, though white teachers are less so with black students. More accurate beliefs are counterproductive if there are returns to optimism or sociodemographic gaps in optimism. We find evidence of both.

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Crisp, Geoffrey, Edward Palmer, Deborah Turnbull, Ted Nettelbeck, Lynn Ward, Amanda LeCouteur, Aspa Sarris, Peter Strelan, and Luke Schneider. "First year student expectations: Results from a university-wide student survey." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 16–32. http://dx.doi.org/10.53761/1.6.1.3.

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Although much has been written on the first-year experience of students at higher education institutions, less attention has been directed to the expectations of students when they enter an institution for the first time. This paper provides additional insights into the expectations of students at an Australian university and highlights areas in which students’ expectations may not necessarily align with the realities of common university practices. By providing opportunities for students to articulate their expectations, staff are able to use the responses for a constructive dialogue and work towards a more positive alignment between perceived expectations and levels of student satisfaction with their experience.

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Loffredo, Donald A., and Rick Harrington. "Age-Related Grade Inflation Expectancies in a University Environment." Education Research International 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/789470.

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Grade inflation is a recognized problem in higher education in the United States. Age, gender, and ethnic differences in discrepancies between student reports of their expected grade in each course and their expectations for general university grading practices were explored in a survey of 166 (mostly female) participants at a small upper-division university. Results revealed that while a small minority of students agreed that grading systems in college should only include A or B grades, a large majority of students expected A or B grades. Thus, student discrepancies between their expectations for grading systems and their expected class grades were in line with expectations that they should receive inflated grades. Results also revealed statistically significant age differences in grade expectation with students older than the age of 55 expecting lower grades relative to their younger counterparts.

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Singh, Ajit Kumar, and A. M. Rawani. "A Fuzzy Approach for Ranking of Student's Expectation From a Technical Institute." International Journal of Smart Education and Urban Society 10, no. 2 (April 2019): 41–52. http://dx.doi.org/10.4018/ijseus.2019040103.

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Due to high competition and less employability in the technical education sector, quality in technical education has turned out to be most extreme imperative criteria to deliver better educational services. For this reason, it is required to screen the expectation of the customer of the education sector for fulfilling their needs. With aim of this, this article first illustrates the identification of the customer of the education sector, then their expectations from an institute and finally a detailed ranking of each expectation which has been done. For the ranking of student's expectations, various authors have used a number of multi-criteria decision-making methods, but the vagueness of the result was not being handled in their research. Therefore, in this study, a fuzzy approach has been used to rank the various expectations of customers. The result of the study indicates that among all student expectations, the job-oriented expectation is the most important expectation and further, an ergonomics-based expectation and a sports-based expectation are the least important expectations of the students.

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Africia, Fresty, Stefanus Supriyanto, and Tiyas Kusumaningrum. "Improving the Services Quality of Educational Staff Based on Satisfaction and Loyalty Analysis of Nursing Students." Jurnal Ners 12, no. 2 (October 25, 2017): 164. http://dx.doi.org/10.20473/jn.v12i2.4628.

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Introduction: Educational staff services play a role in determining the quality of education. Service quality is able to provide satisfaction for students. Students who were satisfied with the perceived quality will develop student loyalty to the institution. The purpose of this study was to assess the effect of educational staff service quality with the satisfaction and loyalty of nursing students so that the educational institutions as service providers are able to provide the best service and survive in the midst of competition. Method: The study was an explanative survey with a cross-sectional design. Data collection was conducted using both quantitative (questionnaires) and qualitative (Focus Group discussion/FGD) methods. This study used proportional random sampling, with 110 students as samples. The variables in this research were customer expectations, perceived quality, student satisfaction and loyalty. The data was collected by a questionnaire and analyzed by linear regression, while FGD was conducted in two different groups (students and staff’s managers). Result: The result of the study explains the influence of student expectations on the perceived quality of the educational staff with a p-value = 0,002. There was no influence of student expectation on student satisfaction with a p-value = 0,156. The influence of the perceived quality of the educational staff towards student satisfaction had a p-value = 0,000. The influence of student satisfaction on student loyalty had a p-value = 0,000. Conclusion: The fulfilment of student expectations will have a positive impact on perceived quality. Furthermore, the positively perceived quality will create student satisfaction and student loyalty towards the educational institutions. For further research, it is suggested to examine the effect of satisfaction on student complaints.

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Lee, Cathy, Steven Castle, Katherine Hall, and Miriam Morey. "GEROFIT STUDENT VOLUNTEERS: INTERGENERATIONAL APPROACH TO MOBILITY." Innovation in Aging 6, Supplement_1 (November 1, 2022): 323. http://dx.doi.org/10.1093/geroni/igac059.1274.

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Abstract The Institute of Medicine (IOM) has reported that innovative models of care will need to be used to increase the workforce to care for an aging population and to encourage older adults “to be active partners in their own care” (IOM, 2008). Use of student volunteers in an intergenerational approach could be used to supplement the workforce to motivate older adults for self-care in clinical practice. Gerofit@UCLA is a student organization created to support Gerofit at the Greater Los Angeles VA. These students completed an Expectation Regarding Aging (ERA-12) Survey. ERA-12 is a 12-item survey that measures expectations regarding aging in physical health, mental health and cognitive function with scores ranging from 0-100, higher scores indicating higher expectations with aging. After volunteering in Gerofit, students indicated highest expectations for mental health (78.33 ± 5.9) compared to cognitive health (53.34 ± 5.3) and physical health (39.17 ± 3.7). Although these students recognize the physical changes with aging of this 80-102 year old group, they appreciate that group physical activity in a program like Gerofit has positive effects on mental health and cognition, for the patients and for themselves.

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Baydarova, Irina, Heidi E Collins, and Ismail Ait Saadi. "Alignment of Doctoral Student and Supervisor Expectations in Malaysia." International Journal of Doctoral Studies 16 (2021): 001–29. http://dx.doi.org/10.28945/4682.

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Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth. Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented. Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship. Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations. Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship. Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships. Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.

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Segedin, Lauren. "Listening to the Student Voice: Understanding the school-related factors that limit student success." Articles 47, no. 1 (August 14, 2012): 93–107. http://dx.doi.org/10.7202/1011668ar.

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Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated “at risk” from finding success in school? Quantitative and qualitative data showed that the curriculum does not meet all students’ needs, streaming diminishes learning, and low teacher expectations limit student success. Student self-blame and meritocracy are other factors found to limit student success.

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Moustairas, Panagiotis, and John Katsillis. "Family 'Capitals' and Student Expectations." International Journal of Interdisciplinary Social Sciences: Annual Review 1, no. 2 (2006): 59–68. http://dx.doi.org/10.18848/1833-1882/cgp/v01i02/52474.

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Bubeck, D. M. "Expectations of the Graduate Student." Journal of Agronomic Education 19, no. 2 (September 1990): 215–18. http://dx.doi.org/10.2134/jae1990.0215.

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Lane, Kathleen L., Christine C. Givner, and Melinda R. Pierson. "Teacher Expectations of Student Behavior." Journal of Special Education 38, no. 2 (August 2004): 104–10. http://dx.doi.org/10.1177/00224669040380020401.

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Lindley, Holly A., and Mary E. Keithley. "Gender expectations and student achievement." Roeper Review 13, no. 4 (June 1991): 213–15. http://dx.doi.org/10.1080/02783199109553361.

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Schilling, Karen Maitland, and Karl L. Schilling. "Increasing Expectations for Student Effort." About Campus: Enriching the Student Learning Experience 4, no. 2 (May 1999): 4–10. http://dx.doi.org/10.1177/108648229900400203.

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Redish, Edward F., Jeffery M. Saul, and Richard N. Steinberg. "Student expectations in introductory physics." American Journal of Physics 66, no. 3 (March 1998): 212–24. http://dx.doi.org/10.1119/1.18847.

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SHELDRAKE, PETER, and MARGARET REID. "Student expectations of behavioural science." Medical Education 6, no. 2 (January 29, 2009): 105–7. http://dx.doi.org/10.1111/j.1365-2923.1972.tb02181.x.

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Carpenter, Dawn M. H., Nancy Flowers, Steven B. Mertens, and Peter F. Mulhall. "High Expectations for Every Student." Middle School Journal 35, no. 5 (May 2004): 64–69. http://dx.doi.org/10.1080/00940771.2004.11461454.

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Reid-Bowen, Paul, and Catherine Robinson. "Staff Expectations and Student Experience." Discourse: Learning and Teaching in Philosophical and Religious Studies 8, no. 1 (2008): 73–89. http://dx.doi.org/10.5840/discourse2008819.

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Casado, Matt A. "Student Expectations of Hospitality Jobs." Cornell Hotel and Restaurant Administration Quarterly 33, no. 4 (August 1992): 80–82. http://dx.doi.org/10.1177/001088049203300413.

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Casado, M. "Student expectations of hospitality jobs." Cornell Hotel and Restaurant Administration Quarterly 33, no. 4 (August 1992): 80–82. http://dx.doi.org/10.1016/0010-8804(92)90015-w.

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Appleton-Knapp, Sara L., and Kathleen A. Krentler. "Measuring Student Expectations and Their Effects on Satisfaction: The Importance of Managing Student Expectations." Journal of Marketing Education 28, no. 3 (December 2006): 254–64. http://dx.doi.org/10.1177/0273475306293359.

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Ismunandar, Denni, Ardhin Primadewi, and Sofri Rizka Amalia. "Student Perceptions of Online Learning: Student Opinions and Expectations." Mathline : Jurnal Matematika dan Pendidikan Matematika 6, no. 2 (November 23, 2021): 238–51. http://dx.doi.org/10.31943/mathline.v6i2.234.

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The case of Covid-19 affects the world of education. One of the consequences is that learning to be carried out online is decided by the Indonesian government. However, in learning, this strategy is burdensome for learners. The goal of this case study is to find out student opinions on online applications are used, what their challenges are, and what online learning expectations of students are. This research uses a questionnaire to find out student opinions using a Google form. Ninety-two students from various universities were the number of respondents. To get results, the questionnaires that have been collected are evaluated manually. The outcome of this study is that most of the software used by lecturers was unable to enhance the comprehension of the content being learned by students. During this pandemic, the hope of students in learning is to increase discussion time and time to complete assignments, not too many assignments, and the strategy of the university to have internet quota buying subsidies

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Hawley, Tamela H., and Tracy A. Harris. "Student Characteristics Related to Persistence for First-Year Community College Students." Journal of College Student Retention: Research, Theory & Practice 7, no. 1 (May 2005): 117–42. http://dx.doi.org/10.2190/e99d-v4nt-71vf-83dc.

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This study analyzed student characteristics that impact persistence among first-year students attending a large, metropolitan community college. The Cooperative Institutional Research Program (CIRP) Freshmen Survey was administered to first-time students during orientation. Factor analysis was used to classify students' personality and behavioral characteristics and discriminant function analysis was used to predict retention or attrition. The discriminant model accurately predicted retention in 78.8% of the cases. Findings suggested that student characteristics impacting persistence can be classified into three categories: barriers, motivations and aspirations, and expectations. Among the strongest predictors of attrition were the number of developmental classes required, the intention to transfer to a four-year institution, and the expectation that English as a second language could be a problem for college students. Among the strongest predictors of persistence were being African American or Latino, cumulative GPA, and the length of time students plan to spend at the college. Recommendations are shared for how community college administration, faculty, and staff can work with students and the community to raise student expectations, motivation, and preparation long before they become first-year college students.

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Akıncı, Zeki, Gülseren Yurcu, and Murad Alpaslan Kasalak. "A comparison of the pre-education expectations, perceptions developed through the experience, and motivation of the students taking vocational tourism education." Journal of Human Sciences 14, no. 1 (January 5, 2017): 10. http://dx.doi.org/10.14687/jhs.v14i1.4364.

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The quality of tourism education provided at vocational schools could be achieved through a two-way interaction between the school and the students. In order for tourism education provided at vocational schools aiming to train mid-level human resources for the tourism sector to be at desired quality, it is of paramount importance to know the levels of expectations, perceptions, and motivation of students, who are the most important elements of education.This study aimed to determine students’ pre-education expectations, perceptions developed in the education process and finally their motivation regarding the tourism education provided. Data were collected through questionnaires consist of a personal information and three scales (motivation, expectation and perception scales for tourism education). In this study, it was detected that the levels of expectations that 423 students receiving associate degree tourism education had prior to tourism education affected the levels of perceptions formed in the process and motivation positively. However, as a result of the fact that the expectations of the students who had high expectations prior to tourism education were not met during their experiences, their perceptions fell compared to the expectation and they had motivation at the rate of the perceptions formed. It was revealed that vocational schools were insufficient to meet student expectations.

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Bordia, Sarbari, Lynn Wales, Cindy Gallois, and Jeffery Pittam. "Antecedents and consequences of TESOL student expectations." Australian Review of Applied Linguistics 31, no. 2 (January 1, 2008): 15.1–15.18. http://dx.doi.org/10.2104/aral0815.

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Affective variables can help understand differences in student performance. This paper presents student expectations as an affective variable that has so far received little research attention. Students have expectations from educational providers, the fulfilment of which can create a positive learning environment leading to better performance. This study investigates students’ expectations from programs, the sources of these expectations and the outcomes of unmet expectations. A questionnaire was administered to learners of English as an additional language (n=65) in Brisbane, Australia. Factor analyses were conducted, and the results indicated that expectations are affected by levels of competitiveness, the educational and cultural gap between the home country and Australia, future orientation, and social value in the homeland. Unmet expectations affect performance, emotions, learning behaviour and cause rebelliousness. Followup interviews of teachers (n=10) at the same institutions were conducted to validate the results of the study. Students are likely to exhibit poorer performance and experience negative affective outcomes, thus hindering learning, if expectations are unmet. They may consider changing institutions and providing negative recommendations to prospective students. This research extends the understanding of affective variables in second language acquisition and has practical implications for educational providers.

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Bordia, Sarbari, Lynn Wales, Cindy Gallois, and Jeffery Pittam. "Antecedents and consequences of TESOL student expectations." Australian Review of Applied Linguistics 31, no. 2 (2008): 15.1–15.18. http://dx.doi.org/10.1075/aral.31.2.02bor.

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Affective variables can help understand differences in student performance. This paper presents student expectations as an affective variable that has so far received little research attention. Students have expectations from educational providers, the fulfilment of which can create a positive learning environment leading to better performance. This study investigates students’ expectations from programs, the sources of these expectations and the outcomes of unmet expectations. A questionnaire was administered to learners of English as an additional language (n=65) in Brisbane, Australia. Factor analyses were conducted, and the results indicated that expectations are affected by levels of competitiveness, the educational and cultural gap between the home country and Australia, future orientation, and social value in the homeland. Unmet expectations affect performance, emotions, learning behaviour and cause rebelliousness. Followup interviews of teachers (n=10) at the same institutions were conducted to validate the results of the study. Students are likely to exhibit poorer performance and experience negative affective outcomes, thus hindering learning, if expectations are unmet. They may consider changing institutions and providing negative recommendations to prospective students. This research extends the understanding of affective variables in second language acquisition and has practical implications for educational providers.

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Šurinová, Yulia, and Martina Jakábová. "Student as a Customer or Improving Students´ Involvement in the Education Process." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 73. http://dx.doi.org/10.3991/ijep.v4i1.3002.

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Trying to develop the new sophisticated methods of teaching teachers sometimes forget to use the basic and the first principle of quality management, which is customer orientation. The study proposes the way how to involve students to education improvement process. The emphasis is put on the student´s expectations investigation, expectation transformation into actions and student´s satisfaction survey. It may be assumed, that treating students as customers or even as a collaborative partner makes students involved in the education improvement process. The study is based on the assumption that we know the requirements of other stakeholders and the teacher constantly monitors the latest trends in the field of lecturing, which incorporates into lectures. To verify the study´s hypothesis, two surveys were conducted. Students´ expectations and students´ satisfaction after the education process survey data were drawn from a sample of 27 of 27 (100% sample) students of the subject Quality Audits. Our variables under study were related to students�?? satisfaction with the educational process. Building on prior literature, the results from this research allow identifying the main strategies for students�?? involvement into the educational process. The presented research is intended to be a useful reference to teachers and scholars interested in continuous improvement process in education. This article first makes a brief interpretation of some concepts concerning customer satisfaction in terms of continuous improvement process in higher education. Then, our methodology and research approach is presented. The next part of the study discusses the results of the two surveys carried out to follow if the curriculum improvement based on students´ expectation awareness can improve students´ satisfaction with the subject. The paper suggests the standardized curriculum development process in basic steps of the cyclic model of the PDCA on the basis of a profound analysis of students�?? expectations following and meeting. For instance, it provides a basis for differentiating and linking evaluation results to continuous improvement. Finally we present the principal findings of the research, limitations and conclusions.

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Rasmussen, Clay, Shirley Dawson, Penee Stewart, and Melina Alexander. "Expanding Expectations: Faculty Perceptions on Student Retention." Journal of the International Society for Teacher Education 26, no. 2 (December 31, 2022): 69–83. http://dx.doi.org/10.26522/jiste.v26i2.3795.

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The shift in the political environment calling for greater student retention in higher education is changing the work dynamics of higher education faculty. Despite many initiatives, the research indicates that faculty have the greatest impact on student persistence. The demands for faculty time continues to increase and to broaden. No longer do faculty just teach courses, engage in research, and perform some service; today many faculty are also expected to help in student retention. This descriptive survey looks at faculty perceptions of their roles in retention efforts and the impacts on faculty expectations. Results show a general trend of faculty having increasing responsibilities for student success. Particularly, the expectations of faculty have shifted more towards having faculty provide mentoring and building more personal relationships with students.

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Davis, Jane. "The impact of role identity on student expectations." Higher Education, Skills and Work-Based Learning 5, no. 1 (February 9, 2015): 42–52. http://dx.doi.org/10.1108/heswbl-08-2014-0041.

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Purpose – The purpose of this paper is to present the viewpoint that student role identity, its dimensions and salience, impact strongly on student expectations of college-based higher education (CBHE) within the UK. Design/methodology/approach – The paper draws on doctoral research undertaken within the context of CBHE in the UK and is further supported through engagement with a range of pertinent literature. Findings – The paper suggests ways in which the individually constructed student role identity may impact on the expectations of the experience of CBHE. In so doing, the paper highlights the way in which expectations of higher education recursively influence, and are influenced by, perceptions and actions played out from within the student role. Research limitations/implications – The empirical research, from which the paper draws its theme, was undertaken in one large institution. The author recognises that a wider, longitudinal study would be beneficial in recognition of the diversity of provision in the CBHE sector. Practical implications – The paper proposes that greater awareness of the way in which students construct and moderate their perceptions and understandings of studenthood would be beneficial to a range of strategic considerations, such as promotional information, partnership activity, peer relations and the nature of pedagogies and learning architectures. Social implications – The paper foregrounds the political remit of CBHE as a progression route for “non-traditional” students, and considers the varied understandings of the meaning of the student role adopted by students attending colleges. Engagement with issues of multiple roles, identity salience and variable role porosity highlights social and pyschosocial issues faced by many such students. Originality/value – The paper considers role identity in the context of Kurt Lewin’s conceptualisation of life space and uses this framework to highlight issues that may face students and colleges in raising awareness of student expectations. It challenges the homogenous conceptualisation of the term “students” through consideration of the psychic state at a given moment in time.

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Barrón, Nancy Guerra. "Internship models: acknowledging social and academic expectations." International Journal of Educational Management 34, no. 6 (February 26, 2020): 1049–61. http://dx.doi.org/10.1108/ijem-02-2019-0065.

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PurposeThe paper shows an example of an internship-classroom model that increases student motivation and self-efficacy across cultural frameworks by providing opportunities for application projects.Design/methodology/approachThe author uses qualitative data collected through teacher research and focuses on the rhetorical context to show how disciplinary writing courses can be redesigned by incorporating theoretical frameworks from business management and psychology.FindingsClient projects used in disciplinary writing courses, in conjunction with national narratives on higher education as a gateway to higher pay and better skills, improve student self-efficacy if faculty redefine their roles as mediators, and if students are treated as interns and knowledge workers.Practical implicationsThe integration of non-academic approaches from business management with academic expectations of research, revision, and rehearsal for a specific client shows how purposeful client-based projects can influence student motivation, self-efficacy, and sense of self-worth that are crucial for diverse student populations. Expanding the theoretical frameworks for successful teaching is an effective model for increasing students' competence as disciplinary writers.Originality/valueAn interdisciplinary approach that draws from academic fields as well as from the business world provides new ways of working successfully with students and preparing them for writing inside and outside the classroom. Incorporating an internship approach into a classroom setting encourages teachers to reimagine student, client, and faculty roles.

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Valdés, Manuel Tomás. "The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA." International Journal of Sociology of Education 10, no. 1 (February 25, 2021): 82–113. http://dx.doi.org/10.17583/rise.2020.6413.

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This paper examines the educational expectations of the Spanish student body at the end of compulsory education. Using the 2003 and 2018 waves of PISA, I report a remarkable increase in the educational ambition of the Spanish student body. Two aspects are worth noting. Firstly, virtually all 15-years-old students expect to enroll in Upper Secondary Education by 2018. Secondly, Higher Vocational Education has become a very appealing alternative at tertiary level. Furthermore, significant inequalities have been documented in the configuration of educational expectations. However, inequality has been reduced in the expectations of enrolment in Upper Secondary and Tertiary Education due to the higher educational ambition among socioeconomically disadvantaged students. In turn, inequality has increased in the horizontal expectation of enrolment in the academic track in both levels because a larger share of socioeconomically disadvantaged students preferred the vocational track in 2018 (diversion thesis). Using counterfactual analysis, I have observed that this increase in horizontal inequality would have been larger had it not been for the change in the social structure between 2003 and 2018

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Starr, Joshua P. "On Leadership: Expectations and exceptions." Phi Delta Kappan 104, no. 4 (November 28, 2022): 60–61. http://dx.doi.org/10.1177/00317217221142988.

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It’s not always easy to balance high expectations with the need to make exceptions when students are struggling. The pandemic has made educators and the public more aware of how social-emotional needs can affect students’ ability to learn, but students still need to meet some academic standards. Joshua Starr suggests that knowing students personally and using data to understand students’ stories can help educators attend to student needs in ways that also support their academic development.

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Park, Joo-Ho, In Heok Lee, and North Cooc. "The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement." Educational Administration Quarterly 55, no. 5 (December 31, 2018): 742–80. http://dx.doi.org/10.1177/0013161x18821355.

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Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.

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Sellami, Abdel Latif. "Parental Influence on Student Educational Expectations: Results from the 2012 Qatar Education Study." International Journal of Higher Education 8, no. 4 (July 25, 2019): 189. http://dx.doi.org/10.5430/ijhe.v8n4p189.

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This study investigated factors that are likely to influence students’ educational expectations in the State of Qatar, concentrating on selected parental factors. Drawing on recent work in the field, the study examined the intersection of student demographic and socio-economic attributes along with contextual factors, on student educational expectations. The study uses student and parent data from a nation-wide survey of preparatory and secondary schools, the 2012 Qatar Education Study. The results showed students’ gender and grade level positively affect their reported educational expectations, with females and those in higher grade levels more likely to report higher expectations. While student reports of parental involvement were not significant, parent reports were marginally significant. The paper concludes with some recommendations for further study and research.

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Linton, Mary, Beverly W. Dabney, Linda Knecht, and Jamie Koonmen. "Student Expectations of an RN-to-BSN Program: A Qualitative Analysis of Student and Faculty Perspectives." SAGE Open Nursing 5 (January 2019): 237796081989725. http://dx.doi.org/10.1177/2377960819897250.

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The expansion of RN-to-BSN (registered nurse to Bachelor of Science in Nursing) education is addressing the need for nursing workforce development. However, little is known about what RNs expect from their RN-to-BSN education experience. Lack of understanding of student expectations could lead to student-perceived gaps in service quality. The aim of this study was to explore students’ expectations of the RN-to-BSN program compared with the faculty’s perceptions of what students expect. A descriptive qualitative research study using structured interviews was conducted at a school of nursing in the Midwest region of the United States. Student and faculty reports revealed the common themes of workload, flexibility, coursework, and support. Congruencies were noted in the areas of workload and coursework, and differences were identified in the areas of flexibility and support. Conducting a gap analysis can be a worthwhile endeavor for educators seeking to understand the needs of their student population. Acknowledging RN-to-BSN student expectations and addressing gaps between their expectations and reality early in the program could improve student perceptions of program quality.

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Stroble, Elizabeth J. "Kentucky Student Portfolios: Expectations of Success." Equity & Excellence in Education 26, no. 3 (December 1993): 54–59. http://dx.doi.org/10.1080/1066568930260311.

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Sherwood, Caroline. "How high are your student expectations?" SecEd 2017, no. 26 (September 28, 2017): 14. http://dx.doi.org/10.12968/sece.2017.26.14.

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Magnan, Sally Sieloff, Dianna Murphy, and Narek Sahakyan. "CHAPTER 4: Student Expectations and Hierarchies." Modern Language Journal 98, S1 (January 2014): 98–127. http://dx.doi.org/10.1111/j.1540-4781.2013.12056_7.x.

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Gottfredson, Denise C., Elizabeth M. Marciniak, Ann T. Birdseye, and Gary D. Gottfredson. "Increasing Teacher Expectations for Student Achievement." Journal of Educational Research 88, no. 3 (January 1995): 155–63. http://dx.doi.org/10.1080/00220671.1995.9941294.

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Journal articles on the topic 'Student expectations'

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