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Academic literature on the topic 'Student researchers'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Student researchers"

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Malaney, Gary D. "Resources for Student Affairs Researchers." New Directions for Student Services 1999, no. 85 (1999): 93–96. http://dx.doi.org/10.1002/ss.8509.

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Cassidy, Claire, and Sanna Rimpiläinen. "Virtual carrots, sticks and student engagement: supporting student researchers." Technology, Pedagogy and Education 20, no. 2 (July 2011): 209–25. http://dx.doi.org/10.1080/1475939x.2011.588410.

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Cowen, R. "Student Researchers Win Top STS Awards." Science News 139, no. 10 (March 9, 1991): 150. http://dx.doi.org/10.2307/3975529.

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Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (June 13, 2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.
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Chandra, Teddy, Layla Hafni, Stefani Chandra, Astri Ayu Purwati, and Jennifer Chandra. "The influence of service quality, university image on student satisfaction and student loyalty." Benchmarking: An International Journal 26, no. 5 (July 1, 2019): 1533–49. http://dx.doi.org/10.1108/bij-07-2018-0212.

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Purpose The purpose of this paper is to determine the influence of service quality and university image on student satisfaction and student loyalty. Design/methodology/approach This study employed a set of survey instrument adapted from previous studies. The construct of the service quality consisted of 12 indicators, one of which was originally designed by the researcher, and the rest were adapted from other researchers. For the construct of university image, there were five indicators, while the rest were designed by the researcher. There were six indicators of construct student satisfaction, while the other three were designed by the researcher. Lastly, the construct student loyalty consisted of five indicators, three of which were originally designed by the researcher. All of those constructs used seven-point Likert scale scoring, which ranged from 1= strongly disagree to 7= strongly agree. Findings The findings of this study are as follows: the result of the data analysis has confirmed the existence of a positive and significant influence of service quality on student satisfaction, there is a positive and significant influence of student satisfaction on student loyalty, there is no positive or significant influence of service quality on student loyalty, and university image has a positive and significant influence on both student satisfaction and student loyalty. Originality/value The originality of this study has been confirmed, considering the fact that only few studies on service quality in education field were conducted. In this study, researchers were interested in developing the service quality based on five dimensions. This model have been applied by a number of researchers. Unfortunately, some other researchers showed their disagreements upon the use of only these five dimensions in the research in the field of education, and they suggested that more appropriate dimensions should be applied.
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Wulandari, Lusityas. "Penerapan Model Discovery Learning Untuk Meningkatkan Hasil Belajar Matematika Materi Operasi Hitung Bilangan Bulat Siswa Kelas VI Semester I." EduStream: Jurnal Pendidikan Dasar 4, no. 2 (December 25, 2022): 131–38. http://dx.doi.org/10.26740/eds.v4n2.p131-138.

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The purpose of this study was to improve student mastery of multiplication and to improve the learning process of Mathematics and to improve student learning outcomes. This study used three rounds of action research. Each cycle consists of four stages, namely design, activity and observation, reflection and revision. The target of this research is the students of Class VI SDN Manyaran 4 Class VI Academic Year 2020/2021 with 12 students. Initial data obtained in the form of formative test results, observation sheets of teaching and learning activities. The average previous student learning outcomes were less than 55, but after the researcher applied the Discovery Learning model as a means of understanding Integer Counting Operations, satisfactory results were obtained, namely the average student learning outcomes in cycle I increased to 70 and in cycle II increased to 84. These results indicate that the research conducted by researchers has succeeded in improving student learning outcomes. Based on this research, it can be suggested that teachers or researchers whose environmental conditions are almost the same as those of researchers should use learning methods as researchers have done.
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Edwin, Edwin, and Humdiana Humdiana. "APPLICATION TO DIAGNOSE INTERNET ADDICTION ON STUDENTS/ HIGHER EDUCATION BASED ON WEB-BASED USING FORWARD CHAINING METHOD." International Journal of Social Science 1, no. 6 (May 2, 2022): 1029–40. http://dx.doi.org/10.53625/ijss.v1i6.2109.

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The rapid development of technology makes everything easier. As time passes, technology is growing and human needs can be easily fulfilled. The problem in technological development that is going faster every day is that the development can not be stopped, but the standard of human need for technology will be higher. Researchers write the meaning of application and internet addiction which is the topic of this scientific work. The researcher is using the Forward Chaining method in the process of making this application and using the Waterfall model as a system development method. Researchers also include the understanding of the internet, and the object that researcher researched, which is college student. Researcher gather information by questionnaires and literature study, collecting information such as student data from various colleges and reviewing for books, journals and websites for reference to this research. This website is created to determine the internet addiction of college students in general so college students and parents can find out the impact and find solutions for those who have Internet addiction. Through the research process and the website development that has been done, the researcher concludes that the website that the researchers has created can be useful for students to determine the level of internet addiction owned by the student
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Edward Jones, Andrew, Priska Schoenborn, Suki Honey, Richard Pemberton, and Asiya Khan. "Student as researchers: towards redefining undergraduate projects." International Journal of Continuing Engineering Education and Life-Long Learning 1, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijceell.2022.10038338.

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&NA;, &NA;. "ARVO Student Researchers?? Travel Sponsored by Academy." Optometry and Vision Science 75, no. 7 (July 1998): 462. http://dx.doi.org/10.1097/00006324-199807000-00004.

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Shakiba, Behnam, Shirin Irani, and Hojjat Salmasian. "A jumpstart for student researchers in Iran." Lancet 369, no. 9568 (April 2007): 1167–68. http://dx.doi.org/10.1016/s0140-6736(07)60560-1.

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Dissertations / Theses on the topic "Student researchers"

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Matei, Speranta-Gabriela. "Student teachers as researchers : an inquiry-oriented approach to initial teacher education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.

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Esposito, Antonella. "The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers." Doctoral thesis, Universitat Oberta de Catalunya, 2014. http://hdl.handle.net/10803/290995.

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This doctoral dissertation is concerned with an exploratory study on how emerging learning ecologies enabled by Web 2.0 and social web are affecting the self-organized practices and dispositions in the digital settings of individual PhD students. The research endorses a constructivist grounded theory approach, where data collection has been undertaken across three Italian and one UK universities and has included a sequence of online questionnaires, individual interviews and focus groups. The findings being generated provide a repertoire of social media practices for research purposes; a framework conceptualizing the trajectories in the digital, in terms of Space, Time, Socialization, Digital identity, Stance and Tensions; the forms of resilience and the tensions underlying the PhD researchers’ digital engagement. The affordances of PhD e-researchers’ emerging ecologies are therefore understood as multi-dimensional and transitional trajectories intentionally undertaken by the individuals and generating a range of reactions toward the opportunities provided by the open Web.
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Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.

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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.
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Shearer, Caroline. "Student voices : a study of the transfer, early experiences and inclusion of students in a further education college involving students as co-researchers." Thesis, University of East London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532594.

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This study is concerned with the transfer and early experiences of a group of students at a Further Education College. They are a specific group of post sixteen students in their first year at college, who are studying on a bridging course and have left school with insufficient formal qualifications to transfer directly to a mainstream course, or need to develop life and social skills. The study seeks to identify sources of help which the students drew on in making the choice to come to college, and what they hope to gain from attendance. Initial perceptions about the teaching and support they are receiving at college are explored. In addition, investigation into differences between school and college is undertaken. A further area of enquiry was to find out if the label of special educational needs was meaningful to this group of students. The study also investigates whether the students felt positive about their early experiences of college life. Most of these areas of enquiry feed into the picture of inclusion in the college which was an important theme of the study. It seemed fundamental to try to find out if the operation of the course promoted inclusion within the college. The interviews took place at two points in time; in the autumn term and again in the summer so that changes over time could also be explored. In both interviews students expressed very positive views of life in college, particularly in relation to experiences in school. In college, the students felt respected, valued and secure. Their main source of help in choosing college proved to be their parents. Responses to discussion of the special needs label were varied with more negative than expected views emerging. In terms of the main theory of concerns about inclusion, the material is fascinating. It became apparent that the students felt included and safe within the parameters of their bridging course, and even at times over-protected. Clearly, however, there are issues about their inclusion in college in the widest sense. The epistemological position taken is a social constructivist and phenomenological one as the study explores life at college as these students comprehend it to be, taking into account their different experiences, perceptions and beliefs. The methodology is largely based on a grounded theory approach both in terms of the design and analysis, and adopts a case study approach. A distinctive and unusual feature of this study is the use of student co-researchers who were in their second year at college. Details of their role and involvement will be discussed in some detail.
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16434/1/Derek_Bland_Thesis.pdf.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of "students as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Noonan, Jesse Sage. ""If you don't read, it is like you don't exist": The Transformative Power of Critical Literacy at an Alternative Charter High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/251.

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The purpose of this youth participatory action research (YPAR) project was to challenge the pedagogy of traditional literacy instruction for low-income Latino/a students, particularly the overuse of scripted curricula and standardized tests mandated through the No Child Left Behind (NCLB) Act. Twelve student participants served as co-teachers and co-researchers as they created, implemented, and evaluated a critical literacy class based on the theoretical frameworks of critical pedagogy and critical literacy and the methodology of youth participatory action research (YPAR). The YPAR Critical Literacy Group and research took place at one of a network of small, independent-study alternative schools called Future Horizons Charter High School (FHCHS, a pseudonym), located in southern California. Critical pedagogy and critical literacy formed a theoretical foundation upon which the students and teacher built a class based on the tenets of dialogue, problem-posing, and generative themes based on the interests of the student co-researchers. This alternative practice of co-creating knowledge with students was paramount in facilitating young peoples’ learning to think critically about their positionality within their political and social spheres. Critical literacy does not focus simply on the development of decoding and comprehension skills for reading, but students of critical literacy must “read the word and the world” (Freire & Macedo, 1997), grounding their acquisition of literacy skills through their own experiences and social contexts. This research examined the capacity of critical literacy and YPAR methodology to transform both learner and teacher. The YPAR Critical Literacy Group at FHCHS positively impacted the student coresearchers. Elements of qualitative research, including interviews and transcription positively impacted the students co-researchers’ traditional literacy skills. Student coresearchers evaluated the course as a positive experience throughout, and engaged in and comprehended texts far above their traditionally-defined decoding and reading comprehension reading levels. Attendance and engagement in the class for the 4-month period was consistently higher in the critical literacy class than in other reading classes offered at the school. The students experienced preliminary transformation and early stages of critical consciousness from the beginning to the end of the course, evidenced by the evolution of their reflective writings and progressively sophisticated analyses of social injustice at the school and within the broader community.
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Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.

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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
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Lin, Yuhfen. "From Students to Researchers: The Education of Physics Graduate Students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213372064.

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Krabacher, Anne Claxton. "Undergraduate Research as a Means of Student Engagement: A Study of Research's Involvement in Five Areas of College Life." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211200259.

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Books on the topic "Student researchers"

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Ellison, Aaron M., and Manisha V. Patel. Success in Mentoring Your Student Researchers. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0.

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United States. National Aeronautics and Space Administration. 1993/94 NASA graduate student researchers program. Washington, DC: Higher Education Branch, Education Division, Office of Human Resources and Education, NASA Headquarters, 1992.

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United States. National Aeronautics and Space Administration. 1993/94 NASA graduate student researchers program. Washington, DC: Higher Education Branch, Education Division, Office of Human Resources and Education, NASA Headquarters, 1992.

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Flip it!: An information skills strategy for student researchers. Worthington, Ohio: Linworth Pub., 1997.

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E, Donovan Lori, ed. Power researchers: Transforming student library aides into action learners. Santa Barbara, Calif: Libraries Unlimited, 2011.

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Worth, Pickering James, and Hanson Gary R, eds. Collaboration between student affairs and institutional researchers to improve institutional effectiveness. San Francisco, Calif: Jossey-Bass, 2000.

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Addressing the new reality of current visa policy on international students and researchers: Hearing before the Committee on Foreign Relations, United States Senate, One Hundred Eighth Congress, second session, October 6, 2004. Washington: U.S. G.P.O., 2005.

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Sachkova, Marianna, Ol'ga Krushel'nickaya, Galina Kozhuhar', Vladimir Orlov, Marina Rashodchikova, Nataliya Haymovskaya, and Natal'ya Meshkova. Socio-psychological phenomena in the modern educational space. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1718831.

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The monograph presents the results of research on socio-psychological phenomena in the educational space of a modern school and university. Numerous works, including those carried out directly by the authors, have demonstrated the high importance of taking into account socio-psychological phenomena in optimizing the motivation of teaching children and youth, in creating a favorable psychological climate within student groups and educational organizations, in preventing and resolving conflicts in the educational environment, as well as in implementing psychological and pedagogical activities aimed not only at improving the academic achievements of students, but also at their comprehensive mental and personal development. It is addressed to undergraduate and graduate students, graduate students studying in the areas of "Psychology" and "Psychological and pedagogical education" , as well as researchers, teachers and researchers dealing with the problems of socio-psychological features of education and training in modern educational organizations.
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Understanding psychological research: The student researcher's handbook. Malabar, Fla: R.E. Krieger Pub. Co., 1987.

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1952-, Steinberg Shirley R., and Kincheloe Joe L, eds. Students as researchers: Creating classrooms that matter. London: Falmer Press, 1998.

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Book chapters on the topic "Student researchers"

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Kingdon, Patricia. "The Successful Student." In Technology Teachers as Researchers, 199–221. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-443-7_10.

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Carlile, Anna. "The Illuminate Student Researchers Project." In Permanent Exclusion from School and Institutional Prejudice, 197–212. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-182-5_10.

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Hackley, Chris. "Practical existential phenomenology for student researchers." In Qualitative Research in Marketing and Management, 139–59. Second Edition. | New York : Routledge, 2020. | Revised edition of the author’s: Routledge, 2019. http://dx.doi.org/10.4324/9780429446801-7.

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Ellison, Aaron M., and Manisha V. Patel. "Recruiting and Selecting Students." In Success in Mentoring Your Student Researchers, 23–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_3.

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Ellison, Aaron M., and Manisha V. Patel. "Building a Research Community." In Success in Mentoring Your Student Researchers, 37–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_4.

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Ellison, Aaron M., and Manisha V. Patel. "Continuing the Research Experience." In Success in Mentoring Your Student Researchers, 75–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_8.

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Ellison, Aaron M., and Manisha V. Patel. "STEMM Education is More Than Training." In Success in Mentoring Your Student Researchers, 55–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_6.

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Ellison, Aaron M., and Manisha V. Patel. "Funding Undergraduate Research." In Success in Mentoring Your Student Researchers, 11–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_2.

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Ellison, Aaron M., and Manisha V. Patel. "Fledging Your Mentees." In Success in Mentoring Your Student Researchers, 87–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_9.

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Ellison, Aaron M., and Manisha V. Patel. "Doing Research with Undergraduates." In Success in Mentoring Your Student Researchers, 47–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06645-0_5.

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Conference papers on the topic "Student researchers"

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Azimi, Mohammad, and Mohammad R. K. Mofrad. "Use of a Social Networking Recommendation Engine in Science and Engineering Education for Accessible Discovery, Organization and Collaboration of Research Knowledge." In ASME 2010 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2010. http://dx.doi.org/10.1115/sbc2010-19596.

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The World Wide Web is the primary tool used by researchers in the field of science and engineering to share knowledge. Whether students or researchers are trying to share their own discoveries or learn from the discoveries of others, they rely on the Internet as a resource where this information is gathered. The use of the Web for the exchange of scientific knowledge has to date remained very static. Websites such as Google Scholar [1] and PubMed [2] help students and researchers by indexing published journal articles based on research topic, content and keywords but are limited in that they lack the capability to suggest and rank articles in a useful manner to those new to the field. Simply put, there is no shortage of efficient search algorithms to find specific articles but these algorithms cannot help a student or new researcher that is not familiar with the research area or the search terms that should be used. Furthermore, when the student or researcher’s primary language is not English, the task of finding appropriate articles becomes significantly more challenging. Our objective is to create a recommendation engine to assist students and researchers with the discovery and organization of scientific and engineering knowledge and to present it in a manner that allows effective discussion to take place. In addition, such a recommendation engine should be capable of providing the user with an assessment of their contribution to the social network not only based on the number and quality of articles submitted but also the discussions that the user contributed to.
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Crane, Gregory, Bridget Almas, Alison Babeu, Lisa Cerrato, Matthew Harrington, David Bamman, and Harry Diakoff. "Student researchers, citizen scholars and the trillion word library." In the 12th ACM/IEEE-CS joint conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2232817.2232857.

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Bishop, Glenys, and Mike Talbot. "Statistical thinking for novice researchers in the biological sciences." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00303.

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Postgraduate students from non-statistical disciplines often have trouble designing their first experiment, survey or observational study, particularly if their supervisor does not have a statistical background. Such students often present their results to a statistical consultant hoping that a suitable analysis will rescue a poorly designed study. Unfortunately, it is often too late by that stage. A statistical consultant is best able to help a student who has some grasp of statistics. It is appropriate to use the Web to deliver training when required and that is the mechanism used in this project to encourage postgraduate students to develop statistical thinking in their research. Statistical Thinking is taught in terms of the PPDSA cycle and students are encouraged to use other Web resources and books to expand their knowledge of statistical concepts and techniques.
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Belli, Gabriella. "The teaching/learning process in university statistical consulting labs in the United States." In Training Researchers in the Use if Statistics. International Association for Statistical Education, 2000. http://dx.doi.org/10.52041/srap.00501.

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The main focus of this paper is on how statistics students are trained in consultancy skills, as well as on how faculty in charge of university statistical consulting units perceive the consultant's role in training researchers. An electronic survey of 106 USA departments was conducted. Results indicate a wide range of practices in how students consult and how they are trained in consulting skills, but much greater consistency in the belief that such training is essential to a statistician's education and about the problems faced by both student consultants and student clients. The consulting service was seen as a useful way for researchers to learn because they would be working on a problem or data set of interest to them. Respondents discussed the importance of collaboration, particularly as a goal for consulting relationships that would benefit both parties, with reciprocal teaching and learning.
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Shabaldin, Andrey. "Constructing a Tester for Checking Student Protocol Implementations." In Spring/Summer Young Researchers' Colloquium on Software Engineering. Institute for System Programming of the Russian Academy of Sciences, 2007. http://dx.doi.org/10.15514/syrcose-2007-1-12.

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van Os, Gerard, and Karin van Beurden. "EMOGRAM: HELP (STUDENT) DESIGN RESEARCHERS UNDERSTANDING USER EMOTIONS IN PRODUCT DESIGN." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.44.

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Sharipova, Elvira R., Anton A. Horoshiy, and Nikita A. Kotlyarov. "Student Voice Identification Method." In 2021 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (ElConRus). IEEE, 2021. http://dx.doi.org/10.1109/elconrus51938.2021.9396443.

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Sakai, Rena, and Christine Bakke. "Student Ownership of Learning: A Student’s Experience." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4992.

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Aim/Purpose: This study reports the outcome of Student Ownership of Learning (SOL) through developing a shopping application. This research aims to describe embedding agile career-like experiences into software development courses in order to improve perceived educational value. Background: Many classes consist of lectures, homework, and tests; however, most students do not remember what they learn through passive instruction. The re-searchers of this study believe that SOL and Scrum can be combined to guide students as they take an active and leading role in their learning. Methodology: This study implemented SOL and Scrum to promote learning through teacher and student collaboration. Iterative development of an ill-defined and complex software project progressed through goal setting, task determination, prioritization, and timeboxing. Following Scrum, the complex project was first broken down into small units. The development followed short periods of independent work followed by meetings; each timeboxed development cycle is modeled after a Scrum sprint. Weekly instructor-student meetings emphasized planning and reflection through code review, discussions of progress and challenges, and prioritization for the next iteration. The project followed the agile philosophy of soft-ware development flow through iterative development rather than focusing on a defined end date. Contribution: This study provides a practical guide for successful student learning based on SOL and Scrum through project details such as project successes and iterative challenges. Findings: This study found that SOL, when combined with Scrum, can be used to provide a career-like software development experience. Student perceptions reflect regular interactions with a subject matter expert for the development of a complex software project increased willingness to learn, helped clarify goals, and advanced development of independent programming skills. Recommendations for Practitioners: Practitioners can share this research with faculty members from different faculties to develop the best solutions for SOL using Scrum. Recommendations for Researchers: Researchers are encouraged to explore different disciplines and different perspectives where SOL and Scrum methods might be implemented to increase active learning through teamwork or project-based learning. Impact on Society: This study is beneficial for creating or redesigning a course to include career-like experiences. Readers can understand that the high level of engagement and achievement achieved through SOL and Scrum are the driving forces for project success. Future Research: Practitioners and researchers can expand the current body of knowledge through further exploration of Scrum and SOL in educational settings where the emulation of real career experiences is desired. Future research examining best practices, tools, and methods for embedding complex software development projects into programming courses would benefit instructional faculty in many technical disciplines.
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O’Connor, Emily, Kara Kroes Li, and Melissa Fulkerson. "Tough Love: Guiding Student Researchers Toward a Better Future for E‐Books." In Charleston Library Conference. Purdue University Press, 2016. http://dx.doi.org/10.5703/1288284316283.

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Airini. "Knowledge-Makers: Increasing Indigenous Student Undergraduate Researchers and Research Through Multimodal Practices." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446710.

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Reports on the topic "Student researchers"

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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GORSHKOVA, K. V., and L. N. LUBOZHEVA. PRACTICE-ORIENTED NATURE OF TEACHING A FOREIGN LANGUAGE AT THE UNIVERSITY THROUGH THE «FLIPPED CLASS» METHOD. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-16-25.

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This study presents the study of the practise-oriented nature of teaching of a foreign language at a university. The work reveals the concept of “practice-oriented learning” and the principles of this approach. The study demonstrates the “Flipped class” method as the method that has the main characteristics of a student-centered approach to learning. Besides the results of the application of this method by foreign researchers are illustrated in this work. The main purpose of the article is to attract the interest of Russian researchers to the application of the “Flipped class” method in universities.
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Sappington, Jayne, Esther De León, Sara Schumacher, Kimberly Vardeman, Donell Callender, Marina Oliver, Hillary Veeder, and Laura Heinz. Library Impact Research Report: Educating and Empowering a Diverse Student Body: Supporting Diversity, Equity, and Inclusion Research through Library Collections. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.texastech2022.

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As part of ARL’s Research Library Impact Framework initiative, a research team from the Texas Tech University (TTU) Libraries explored methods for assessing collections related to the study and research of diversity, equity, and inclusion (DEI) topics and their discoverability by users. DEI studies have increased in prominence on academic campuses along with calls to question privilege and power structures, making DEI collections assessment critical. The TTU Libraries undertook a two-part project that surveyed user needs, collections usage, cataloging and discoverability, and user behavior in searching for and evaluating DEI resources. While the researchers were not able to identify an effective method for assessing DEI in large-scale collections, key findings indicate the potential for partnering with women’s and gender studies and Mexican American and Latino/a studies and the need for increased attention on cataloging and metadata, particularly table of contents and abstract/summary fields. The research team identified that many users expressed uncertainty in searching and evaluating DEI resources and expressed interest in search enhancements for better filtering and more prominent website presence for DEI research help.
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Pautz Stephenson, Stefani, Rebecca Banks, and Deblina Pakhira. Practitioners at the Center: Catalyzing Research on Problems of Practice in Realistic Settings. Digital Promise, December 2022. http://dx.doi.org/10.51388/20.500.12265/164.

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SEERNet’s goal is to enable alignment of research on digital learning platforms to the Institute of Education Sciences’ Standards for Excellence in Education Research (SEER) and thereby make research more rigorous, transparent, actionable, inclusive, and focused on consequential impacts. While researchers have long aspired to study problems of value to the field, the conception of research questions rarely is in partnership with practitioners. Without voices from the field, researchers do not have the deep understanding of educator, student, and system needs that are essential for ensuring research will impact decision-making. This paper will discuss a national call for involving practitioners in research question design, strategies for partnerships with practitioners, and SEERNet’s guiding principles for practitioner engagement. It will also introduce how needs and research question ideas were developed through SEERNet’s Office Hours.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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