Relevant bibliographies by topics / Student roles

Academic literature on the topic 'Student roles'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Student roles"

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&NA;. "Innovative Roles: Doctoral Student." Journal of Addictions Nursing 8, no. 1 (1996): 40–41. http://dx.doi.org/10.3109/10884609609022197.

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Yoder, Marian K., and Coleen Saylor. "Student and Teacher Roles." Nurse Educator 27, no. 5 (September 2002): 201–3. http://dx.doi.org/10.1097/00006223-200209000-00003.

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Kuurme, Tiiu. "Student Interpretations of Student Roles: What About Sustainability?" Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 5–20. http://dx.doi.org/10.2478/v10099-009-0015-4.

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Student Interpretations of Student Roles: What About Sustainability?The goal of this article is to investigate the relationship between the contemporary humanistic ideology and the student roles as perceived by young people themselves. First, the traditional humanist ideas of education as a relational term and its contemporary features are analysed. Theoretically, a good education today offers young persons positive experiences for developing and is dialogical in nature. After this discussion, the interpretations of young people from different school types and age groups on their perceived role at school and their relations attributed to that role are described. These young people see their role in a very traditional way, meaning that the most important goal is to behave in manner that best insures their receiving good grades. This paper shows that there is no congruence between the currently desired image of education and the described role of student
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BIENEFELD, STEFAN, and JOHAN ALMQVIST. "Student Life and the Roles of Students in Europe." European Journal of Education 39, no. 4 (December 2004): 429–41. http://dx.doi.org/10.1111/j.1465-3435.2004.00195.x.

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Anderson, Kristi. "Faculty Roles and Student Projects." Political Science & Politics 34, no. 04 (October 2001): 847–48. http://dx.doi.org/10.1017/s1049096501000828.

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Cotugna, Nancy, and Connie E. Vickery. "Diabetic Diet Compliance: Student Dietitians Reverse Roles." Diabetes Educator 16, no. 2 (April 1990): 123–26. http://dx.doi.org/10.1177/014572179001600209.

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Eleven student dietitians attempted to comply with a calorie-controlled, diabetic diet for 1 week. Pre- and posttest questionnaires, as well as food diaries, were used to assess projected versus actual compliance, obstacles to adherence, and thoughts and feelings about following a prescribed medical regimen. Scores of deviation from the meal plan and food exchanges were calculated to describe dietary compliance. Only one student indicated she was able to adhere to the diet for the entire week. Twenty-seven percent of the students complied with their meal plan 90 % of the time. All students felt they would be more empathetic in their relationships with patients and involve patients to a greater extent in planning their diets.
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Gueci, Nika. "Collegiate Recovery Program (CRP): Student Needs and Employee Roles." Building Healthy Academic Communities Journal 2, no. 2 (November 19, 2018): 33. http://dx.doi.org/10.18061/bhac.v2i2.6393.

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Background: Research on Collegiate Recovery Programs (CRPs) is emerging. There is a need to examine aspects of CRPs to highlight program efficacy and best practices within local settings.Aim: As distinct cycles within a larger action research study, two small inquiries within a local university setting assessed: (1) how student members of the organization "Students for Recovery" defined their needs, and (2) how student employees of the CRP described their roles and success in their work.Methods: Semi-structured interviews examined students in recovery and student CRP employees.Results: Thematic analysis for each group produced two sets of qualitative results. Members of the student organization "Students for Recovery" described their needs as social support and safety, awareness and advocacy. Student employees of the CRP described their role as outreach and one-on-one support as well as strategic program planning. Instances of success were described as the departmental support, and their unique peer perspective.Conclusions: Two queries described needs of students in recovery and role descriptions of student CRP employees within a specific setting. Robust studies are needed to understand the impact of local CRP programs and can provide context to guide informed, responsive programming and best practices.
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Santi, Elena Ancuța, and Gabriel Gorghiu. "University Teachers’ Skills and Roles in Student Centered Education." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 67, no. 2 (December 5, 2022): 163–74. http://dx.doi.org/10.24193/subbpsyped.2022.2.08.

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"In academic education, according to the regulations imposed by the Bologna Process, the student is placed in the center of the educational process, fully considering the trainee interests for deepening the knowledge and taking into account the own personality, as autonomous and responsible citizen. This paradigm attributes to student an active role, becoming in this sense a partner for teacher in the fulfilment of own training and professional development. Based on constructivist theory, student-centered education emphasizes the understanding, building and reconstructing of knowledge experiences, experimentation, reflective approach related to teaching-learning process, involving also the adaptation of the teaching methods to learners’ interests and needs, creativity and innovation. The relationship between teacher and student has multiple values, it is based on respect and trust, in order to achieve common goals. Feedback has an important and relevant role in optimizing the educational process. In the current socio-economic and cultural context, amplified by the effects of the pandemic, the rate of school leaving becomes high, which implies the adoption of effective measures for students to benefit from support, help, counseling and guidance. In addition to their roles required by student-centered education, teachers must express more openness, flexibility, ability to adapt to online constraints and understand the students’ needs. The paper aims to identify the expectations that students have in relation to university teachers and to design a teacher’s skills pattern in the actual context. For this purpose, 245 students from Valahia University of Targoviste, enrolled in the Teacher Training Department programs have been interviewed and asked to express their expectations, attitudes and perceptions about their teachers. Keywords: teacher’s skills; teacher’s roles; student-centered learning; students’ perception. "
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Roper, Larry D., and William E. Sedlacek. "Student Affairs Professionals in Academic Roles." NASPA Journal 26, no. 1 (July 1, 1988): 27–32. http://dx.doi.org/10.1080/00220973.1988.11072075.

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Joo, Meeran, Yoo-mi Chae, Man-Sup Lim, and Seok-gun Park. "Analysis and suggestions on medical educators’ roles." Korean Journal of Medical Education 33, no. 4 (December 1, 2021): 411–17. http://dx.doi.org/10.3946/kjme.2021.209.

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Purpose: This study aimed to investigate the differences in the perception between professors and students regarding medical educators’ roles and discuss their desirable roles.Methods: A survey was administered to 116 professors and 379 students of the medical colleges from Dankook University and Hallym University. The subjects were given a self-created questionnaire designed to measure their perception of medical educators’ roles.Results: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.Conclusion: First, “student performance management” for professors and “teaching skill development” for students were recognized as the most essential medical educators’ role. Second, females students perceived the roles to be more important than males in eight of 10 roles.
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Dissertations / Theses on the topic "Student roles"

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

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Work and family are the two most significant life domains for most individuals (Greenhaus, Collins & Shaw, 2003). Compositional and structural changes in the work and family domains over the past few decades such as: dual-earner couples and single working parents, the decline of traditional gender roles and a movement toward egalitarian family structures have rendered increased understanding and reconciliation of family and working life (Steil, 2007). Such work- family considerations, however, are not only important for adults within the workforce, but also for young adults who are in the process of making future family and career decisions, and are about to enter the workforce (Westring & Ryan, 2011). The purpose of this study was to explore how students understand and distinguish between different life roles, and therefore gain insight into the expectations they have of their future life roles. Using Kelly's Repertory Grids Technique, qualitative data was obtained through fifteen interviews with postgraduate students from the University of Cape Town. The data was analysed using a combination of thematic analysis and frequency counts. The reliability of the results was ensured by conducting two sets of reliability checks. Following thematic analysis, eight dyadic themes emerged: self-interest- selflessness, demanding- relaxing, collaborationindependence, freedom-restriction, affective- unaffective, boring- enjoyment, structuredflexible, and personal satisfaction- obligation. These themes revealed values and attributes students perceive as significant in the construal of their future life roles. The results were interpreted and discussed in light of existing research and literature in the field.
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Kuhn, Laura A. "Student perceptions of school counselor roles and functions." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1843.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Engquist, Jill Bridget. "Teachers' perceptions of the roles and responsibilities of school counselors." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004engquistj.pdf.

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Bosch, Bailey. "Women who Study: Balancing the Dual Roles of Postgraduate Student and Mother." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/592.

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Although the value of educating mothers has been established in the previous research, little is known about the experiences of mothers who participate in higher education. What is known supports a largely negative portrayal of the experience; it seems that it is a difficult journey, filled with tension. This thesis reports on an exploration of the experiences of mothers who are postgraduate students in Australia. The research comprised of two phases: the first phase was a narrative study of the experiences of 14 Australian postgraduate student mothers. The second phase comprised of a Q-method study of 75 postgraduate student mothers, where Q-method is a technique that incorporates both qualitative and quantitative components. In addition, there was a precursor study was undertaken to ensure variety in the Q-statements, as well as a follow-up study which checked for confirmability of the Q-study interpretation. The findings showed that studying impacted on almost every facet of a woman’s life. Postgraduate student mothers juggled childcare and timetabling issues and, for some, their main challenge was a lack of support. They overcame these difficulties with highly developed organisation and time-management skills, oftentimes with partner support, and by sacrificing sleep and recreation time. The women were strongly motivated by the desire for personal achievement, and the opportunity to create a better future for their children. Postgraduate education rewarded student mothers with a sense of freedom, growth, pride and achievement, as well as developing their professional identity. The results of this research program demonstrated that postgraduate education provided women with a major opportunity to grow and develop their personal abilities while raising their children. This fresh perspective offers an alternative, and more positive snapshot of life as a student mother, and contrasts with the previously reported experience in the literature.
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Christovich, Courtney. "Student perception of their instructors do college students rate female professors more harshly?" Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/832.

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Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.
B.S.
Bachelors
Sciences
Psychology
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Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.
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Fan, Jieqiong, and 范洁琼. "Thinking styles' socialization and their roles in student development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196455.

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Three of the major controversial issues in the field of intellectual styles are: 1) whether or not styles can be changed; 2) whether or not styles are value-laden; 3) whether styles are distinct from or they are part of personality traits. The main purpose of this research was to address these three issues by 1) exploring the socialization process of students’ thinking styles through tracing the change of thinking styles over one year and examining the competing influence of students’ perceived parenting styles, perceived learning environment, and personality traits on their thinking styles; and 2) exploring the role of thinking styles in students developmental outcomes with regard to career decision self-efficacy and subjective well-being. The research adopted a quantitatively-driven mixed method design and it involved three phases: the pilot study (a quantitative study), the main study (a longitudinal, quantitative study), and the follow-up study (a qualitative study). The pilot study validated a series of inventories that were subsequently utilized in the main study and preliminarily explored the relevant relationships among three hundred and forty-one Chinese university students from Shanghai, mainland China. In the main study, nine hundred and twenty-six students from the same university responded to a questionnaire consisting of the modified inventories and some demographic information at the beginning of an academic year. One year later, they responded to the same questionnaire again. After that, based on the results of the main study, 29 students were selected to participate in a follow up study that involved individual face-to-face interviews. Results of the main study generally supported the research hypotheses. With regard to the malleability of thinking styles, the research found that students’ thinking styles changed over one year and the change of thinking styles can be at least partially attributed to the two environmental factors (i.e., parenting styles and learning environments). These findings suggest that, albeit relatively stable, thinking styles can be socialized/changed. With regard to the role of thinking styles in student development, results indicated that mainly Type I thinking styles (characterized by creativity, nonconformity, and autonomy) positively contributed to students’ career decision self-efficacy and subjective well-being. Furthermore, Type I thinking styles were also major mediators in the relationships of parenting styles and learning environments to career decision self-efficacy and subjective well-being. These findings suggest that thinking styles are value-laden, with Type I thinking styles being more adaptive than other styles. With regard to the relationship between personality and thinking styles, results indicated that thinking styles and personality traits overlapped with each other to limited extents and both of them made unique contributions to student development. Moreover, thinking styles were more malleable than personality traits. These findings suggest that styles are distinct from rather than subordinate to personality traits. Results from the follow-up interview study further confirmed the results of the main study and provided explanatory information on how the identified relationships happened. Generally speaking, the present research has both theoretical and practical implications. It significantly contributes to the discussion on the aforementioned major controversial issues in the field of styles. Furthermore, based on the research findings, specific suggestions on how to optimize the development of students’ thinking styles are provided for parents, teachers, and university administrators. Finally, the limitations of this research and the recommendation for future studies are discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Bartholomew, Hannah. "Learning environments and student roles in individualised mathematics classrooms." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249584.

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Carnahan, Diane A. "Teachers in California partnership academies: Roles, relationships and student success." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/20.

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The problem for this study is positioned in exploring how four high school academic (two science, one English, one history) teachers change their curricular, pedagogical, and assessment practices from traditional high school environments to career-oriented program settings, such as California Partnership Academies (CPAs). The participants were from four different school sites and districts and represented industry sectors related to energy, green engineering, or environmental science. This was a qualitative, collective case study using classroom observations, interviews. and document review of lessons as the data sources. This study found that participants provide an instructionally stable and efficient learning environment in the CPA academic classroom setting, one in which teachers get to know students well and have the flexibility to modify their instructional practices to meet the needs and goals of the academy program. The findings provided evidence that participants' instructional practices with their academy students are different from the instructional practices in their traditional non-academy classrooms. Differences include how participants plan for instruction, the curriculum materials and teaching strategies they use, how they assess student learning, and what classroom culture is established. It is reasonable to infer from the findings that it is not any single strategy or approach that provides an effective and stable curricular instructional program for students in California Partnership Academies. Rather, it is a combination of teacher's actions (e.g. classroom culture they establish), behaviors (e.g. role and teacher-student relationships), and beliefs (e.g. self-efficacy) that contribute to their ability to move from a traditional instructional setting to a career-oriented environment. In addition, the collaborative nature of the academy team of teachers and the commitment they make to implement the goals of the academy to ensure student success constitute significant findings that compliment the current research. These findings also build on or expand the research by presenting examples of the curriculum, pedagogical, and assessment practices found in career academy settings. Findings are significant for practitioners who seek to understand what is needed from teachers, administrators and teacher educators to improve the environment of high school programs and close the instructional gap currently found in our nation's secondary schools.
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Weiskittle, Rachel E. "The Roles of Gender and Ethnicity in College Student Bereavement." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3762.

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The developmental stage of emerging adulthood often poses substantial challenges that negatively impact bereavement experiences (Schultz, 2007; Tanner & Arnett, 2009). Some emerging adults may be even more at risk for adverse grief outcomes due to individual differences such as gender and ethnicity, but very few studies have investigated these variables within the population. We addressed this gap in the literature by investigating the influence of gender and ethnicity on college students’ bereavement experiences using the Hogan Grief Reaction Checklist (HGRC; Hogan, Greenfield, & Schmidt, 2001) Results indicates a significant relationship between ethnicity and levels of personal growth, use of religious coping, and type of loss. The present study found no clinically significant differences in male and female college student bereavement characteristics.
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Books on the topic "Student roles"

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Cole, Ester. The local school team: Goals, roles and functions. [Toronto: Toronto Board of Education], 1990.

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Pamela, Silver, ed. Students: Changing roles, changing lives. Buckingham [England]: Society for Research into Higher Education & Open University Press, 1997.

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W, Grace Thomas, ERIC Clearinghouse on Higher Education, and Association for the Study of Higher Education, eds. New perspectives for student affairs professionals: Evolving realities, responsibilities and roles. Washington, DC: School of Education and Human Development, George Washington University, 1993.

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Lindsay, Jeanne Warren. Teens look at marriage: Rainbows, roles, and realities : student study guide. Buena Park, Calif: Morning Glory Press, 1986.

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Hodgkinson, Keith. A study of student roles and personal relationships during primary school teaching practice. Loughborough: Loughborough University Department of Education, 1992.

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Being a college counselor on today's campus: Roles, contributions, and special challenges. New York, NY: Routledge, 2011.

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1943-, Engelsman Penny, ed. Theatre arts 2 student handbook: On-stage and off-stage roles : fitting the pieces together. 2nd ed. Colorado Springs, Colo: Meriwether Pub., 1998.

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New realities in the management of student affairs: Emerging specialist roles and structures for changing times. Sterling, Va: Stylus Pub., 2012.

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Farrant, Wendy. Fresh roles: A programme of medical student projects on health promotion policy in Paddington and North Kensington. London: St. Mary's Hospital Medical School, Dept. of Community Medicine, 1987.

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Advice from the dean: A personal perspective on the philosophy, roles, and approaches of a dean at a small, private, liberal arts college. Washington, D.C: National Association of Student Personnel Administrators, 1997.

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Book chapters on the topic "Student roles"

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Nolan, Kathleen. "Policing Student Behavior: Roles and Responsibilities." In The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, 309–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71559-9_16.

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Law, Nancy, Allan Yuen, and Robert Fox. "Student and Teacher Roles in ICT-Supported Innovations." In Educational Innovations Beyond Technology, 61–87. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_4.

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Williamson, Vickie M., James T. Watkins, and Kenneth C. Williamson. "The Effect of Student-Constructed Animations versus Storyboards on Students’ Mental Rotation Ability, Equilibrium Content Knowledge, and Attitudes." In Pedagogic Roles of Animations and Simulations in Chemistry Courses, 293–311. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1142.ch012.

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Mammino, Liliana. "Teacher-Student Interactions: The Roles of In-Class Written Questions." In Chemistry Education and Sustainability in the Global Age, 35–47. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_4.

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Afrin, Tazin, and Diane Litman. "Identifying Editor Roles in Argumentative Writing from Student Revision Histories." In Lecture Notes in Computer Science, 9–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8_2.

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Conner, AnnaMarie. "Participation in Argumentation: Teacher and Student Roles Across the Grades." In Research in Mathematics Education, 277–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80008-6_22.

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Xing, Q. Y. "The Roles of Mechanics Courses in Student-Centered Civil Engineering Education." In Lecture Notes in Civil Engineering, 1011–19. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8079-6_95.

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Pérez-Lemonche, Ángel, Gonzalo Martínez-Muñoz, and Estrella Pulido-Cañabate. "Analysing Event Transitions to Discover Student Roles and Predict Grades in MOOCs." In Artificial Neural Networks and Machine Learning – ICANN 2017, 224–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68612-7_26.

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Tucker, Kay. "Flexible Spaces, Schedules, and Roles Enabling Personalization." In The Take-Action Guide to World Class Learners Book 1: How to Make Personalization and Student Autonomy Happen, 129–54. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2016. http://dx.doi.org/10.4135/9781483394589.n7.

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Bamford, Jan, Elena Moschini, and Cécile Tschirhart. "Leadership roles in higher education and the relationship with the improvement of the student experience." In Understanding and Improving the Student Experience in Higher Education, 20–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003007685-2.

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Conference papers on the topic "Student roles"

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Mazla, Muhamad Izzuwan Shah Bin, Mohd Khata Bin Jabor, Kashif Tufail, Amir Faisal Noor Yakim, and Hanim Zainal. "The Roles of Creativity and Innovation in Entrepreneurship." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.035.

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Surtikanti, Ratih. "Student Records: Functions and Roles for Students and Alums." In ICVEAST. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022083005.

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Sia, Joyce Sin Yin, Matthias Foh Thye Tiong, Mu Wen Chuan, Muhammad Afiq Abdul Aziz, Md Fabilah Mat Esa, Amirjan Nawabjan, Roslan Abd Ghani, Abdullah Sani Ahmad, and Sharul Kamal Abdul Rahim. "The Roles and Impacts of Greenery Club in Kolej Tuanku Canselor Universiti Teknologi Malaysia." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.014.

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Powers, Lance M., and Joshua D. Summers. "Roles and Observations of a Graduate Design Coach." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85136.

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This paper discusses the roles that a graduate student coach experienced while working with an undergraduate design team in the development of a low, cost, low volume plastic injection modeling machine. Identified roles include: design tool teacher, design reviewer, project manager, and customer. A critique of the roles, including times spent in each role, is provided. This experience created generally higher satisfaction among the students and among the customers than had been previously seen in similar projects. Based upon this experience, it is justified to consider incorporating graduate design students as design coaches in senior design project teams.
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Petocz, Peter, and Anna Reid. "Learning and assessment in statistics." In Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.070103.

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The main role of assessment is to support learning, and any view of assessment implies a corresponding view of learning. Research on students’ conceptions of statistics, learning in statistics and assessment, suggests that there is a clear variation from narrow to broad views. Another dimension is students’ perceptions of their future professional roles and how that impacts on their present studies. In order to support the learning process, assessment should be structured in such a way as to make apparent to students the full range of variation in conceptions and to encourage them towards the broadest and most inclusive ideas. Further, it is important that the approach to assessment has coherence with the overall pedagogical approach.
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Wilde, Douglass J. "Design Team Roles." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dtm-8774.

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Abstract Methods used at Stanford to construct prize-winning student design teams are now available publically on a web site coded by graduate assistant Mike McNelly. Information supplied by the user is interpreted as interests in various roles a team member might assume. Then the site helps the user find potential team mates having different interests — the Stanford team construction strategy. The article shows how the team roles were developed from Jung’s Personality Theory.
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Whatley, Janice. "Ground Rules in Team Projects: Findings from a Prototype System to Support Students." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3300.

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Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects.
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Wishart, Craig, and Retta Guy. "Analyzing Responses Moves and Roles in Online Discussions." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3323.

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There is much debate regarding the value and utility of grading discussions to ensure and assess full participation in the online classroom. Proponents of threaded discussions view it as an integral part of the learning process, where students seek knowledge and express understanding. Consequently, they deem it essential to assess participation. On the other hand, opponents of assessing or grading participation assert that an exceedingly active discussion can distract students from other equally or more important coursework, not to mention the impracticality of instructors responding to the vast number of submissions. This article examines a variety of grading rubrics used to promote critical thinking about course content and assess the quality of participation and contributions of online threaded discussions. We present the results of a study conducted at a historically Black institution that used Kneser’s Exchange Structure Analysis (ESA) to analyze dialogue in order to understand student exchanges, moves, and roles as well as the influence of gender in online discussions during 3 consecutive summer sessions.
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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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Craig, Annemieke, Annegret Goold, Jo Coldwell, and Jamie Mustard. "Perceptions of Roles and Responsibilities in Online Learning: A Case Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3205.

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The extensive introduction of online technologies to support teaching and learning is impacting how teachers teach and students learn. It is also affecting both teaching staff s and students’ perceptions of what each others’ roles are. The research reported here is part of a larger study that explored different aspects of teaching and learning in online environments. This study was undertaken within an Australian university and involved an institution-wide survey of students. The paper reports on students’ perceptions of their roles as online learners and the expectations they have of online teachers. The outcomes of the research suggest that different cohorts of students have different expectations. These expectations are informed by their mode of study and also by their perceptions of how staff engage with online teaching. Recommendations include proactive management of student expectations by staff, as well as a commitment by staff to meet those expectations.
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Reports on the topic "Student roles"

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6157.

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Nadal, Kathryne. A cross-cultural study of role behaviors pertaining to the roles of student and professor. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.863.

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Hanushek, Eric, Lavinia Kinne, Philipp Lergetporer, and Ludger Woessmann. Culture and Student Achievement: The Intertwined Roles of Patience and Risk-Taking. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27484.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Von Flue, Steven. The Demographics, Motivations, and Role Conceptions of Student Nurses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7018.

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Zenisek, Joseph. How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1828.

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Valenti, Joe. The Role of Employer Repayment Programs in Tackling Student Loan Debt. AARP Public Policy Institute, May 2020. http://dx.doi.org/10.26419/ppi.00101.001.

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Lockwood, Elise. Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.338.

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