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Journal articles on the topic 'Student support'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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1

Kakada, Praveen, Yogesh Deshpande, and Shilpa Bisen. "Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction." Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.

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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.
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Challis, Neil, Mike Robinson, and Mike Thomlinson. "Student support." MSOR Connections 9, no. 1 (February 2009): 38–40. http://dx.doi.org/10.11120/msor.2009.09010038.

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Girton, Carrie, Krista McDonald, and Jamie E. Viars. "Strengthening student support: Offering TRiO Student Support Services in the library." College & Research Libraries News 79, no. 9 (October 4, 2018): 482. http://dx.doi.org/10.5860/crln.79.9.482.

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Many units on campus play a significant role in student success. Individually, these departments provide services and staff to assist students with various aspects of college life. When these entities collaborate, the impact they have is multiplied and can make services more accessible to students. One such partnership, between the library and TRiO Student Support Services (SSS) at the Miami University-Hamilton Campus, is discussed in this article.
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Papworth, Lee. "Intensive Student Support Coordination." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October) (November 4, 2020): 102–7. http://dx.doi.org/10.30688/janzssa.2020.09.

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This pilot project funded by the Student Services and Amenities Fee tested an approach for coordinated support to students with complex, multiple social, health, academic and behavioural needs. Strategies have been designed for effective student participation and access to appropriate services. It was concluded that when working in partnership with students, wraparound support from academic and professional staff increases positive student experiences and outcomes.
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Akın, Ahmet, Serhat Aslan, Eyüp Çelik, Çınar Kaya, and Nihan Aslan. "STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 38–49. http://dx.doi.org/10.17740/eas.soc.2015-v2-04.

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Dolan, Alyson Lavigne, and Mary Mccaslin. "Student Perceptions of Teacher Support." Teachers College Record: The Voice of Scholarship in Education 110, no. 11 (November 2008): 2423–37. http://dx.doi.org/10.1177/016146810811001109.

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Background/Context Working theories about student goal orientation, understanding of intelligence, and affective mediation of task engagement inform current beliefs about students and learning and motivation. Much research has focused on identifying effective teaching strategies to raise the achievement of disadvantaged students; however, less is known about how students who attend high-poverty schools conceptualize school and teachers, and motivation and learning. Our study draws from literature on student motivation and learning to understand how students who attend Comprehensive School Reform (CSR) schools think about motivation and learning. Research Question We examined students’ responses to pictures of student-teacher interaction to understand how students who attend CSR schools think about motivation and learning. Story analysis was guided by the following questions: How do student stories portray student-teacher interaction? Specifically, what interpersonal supports and opportunities do they describe? What motivational systems are attributed to story characters? What are their challenges, behaviors, and goals? How do the story characters feel and manage their emotions? Population Students (N = 174) in Grades 3–5 who attended three CSR schools. Research Design Data collection consisted of student stories in response to a picture of student-teacher interaction. Project instruments and procedures are an adaptation of the Thematic Apperception Test (TAT). Conclusions Results suggest that students in these CSR schools held positive beliefs about their teachers and classroom learning. Story content analyses indicated that students’ perceptions of student-teacher interaction reflect a concern with achievement rather than affiliation. Achievement goals of story characters primarily concerned correctness; understanding and volitional engagement also were expressed. Story characters primarily were portrayed as compliant, optimistic, and relatively positive about their interaction with their teacher and their learning. In approximately one third of the narratives, story characters struggled with problems of varied magnitude; however, in half of these stories, characters were able to navigate solutions and overcome negative emotions and obstacles.
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Mansouri, Zoulal. "Students’ Perception of the Student Support Service." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 165–83. http://dx.doi.org/10.37870/joqie.v10i16.232.

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In the last two decades, students’ enrollment in Moroccan higher education has increased, and so has the student attrition phenomenon. To retain students until degree completion, the educational reforms carried out since 1999 have encouraged institutions to provide students with support services but have left institutions free to conceive their support policy. As a result, student tutoring and coaching have become popular in some universities. The purpose of this paper is to investigate these two types of support from the students’ perspective and the student support service they need. First, these types of support are described briefly. Second, it is demonstrated through a survey and a pilot project on students’ perception of the student support services in a higher limited admissions institution that students’ needs go beyond academic tutoring. Coaching, as psycho-social support, is gaining students’ interest.
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Eriksson, Andreas, Fia Börjeson, and Carl Johan Carlsson. "Sustainable Writing Support:." Educare - vetenskapliga skrifter, no. 1 (September 28, 2021): 9–26. http://dx.doi.org/10.24834/educare.2021.1.2.

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Higher education is today characterised by increasing student groups and high pressure on teaching staff. In these circumstances, it may be difficult to provide appropriate scaffolding of activities that many students find challenging, for example, academic and discipline-specific writing. It may also be difficult to align such support with principles associated with effective learning. In this paper, we present the design of the bachelor thesis writing support for students at a university of technology. The support is delivered by a communication division and reaches approximately 900 students each year. The paper describes the principles guiding the design and use results from a student survey to illuminate the challenges and affordances of the approach. The survey results show that students appreciate the module and its focus on dialogic feedback, student engagement and student activity. Our results also show that one of the challenges for some students is to negotiate advice from multiple sources, primarily content supervisors and writing staff. Despite such challenges, the design is an example of a sustainable, large-scale writing module based on research on feedback and learning.
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Keeling, Stuart. "Student life - Key to student support." Nursing Standard 23, no. 38 (May 27, 2009): 61. http://dx.doi.org/10.7748/ns.23.38.61.s49.

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A., Krishnamoorthy. "Student Support System in Higher Education Institutions." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 3705–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr202079.

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AOYAMA, Erika. "Active Library Utilization of Students and Student Support." Igaku Toshokan 53, no. 2 (2006): 139–42. http://dx.doi.org/10.7142/igakutoshokan.53.139.

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McCoy, Stephanie. "Student Support Surveys Direct Students to Campus Resources." Women in Higher Education 29, no. 10 (September 24, 2020): 5–14. http://dx.doi.org/10.1002/whe.20899.

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Hargreaves, R. "Student and graduate support." Veterinary Record 169, no. 1 (July 1, 2011): 25–26. http://dx.doi.org/10.1136/vr.d4095.

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Peate, Ian. "Mentorship and student support." British Journal of Nursing 25, no. 8 (April 28, 2016): 425. http://dx.doi.org/10.12968/bjon.2016.25.8.425.

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Bedrossian, Louise. "Support student medication adherence." Disability Compliance for Higher Education 25, no. 7 (January 29, 2020): 7. http://dx.doi.org/10.1002/dhe.30788.

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Sedlacek, William E. "Evaluating student support services." New Directions for Institutional Research 1987, no. 56 (1987): 49–57. http://dx.doi.org/10.1002/ir.37019875607.

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Jacklin, Angela, and Pat Le Riche. "Reconceptualising student support: from ‘support’ to ‘supportive’." Studies in Higher Education 34, no. 7 (November 2009): 735–49. http://dx.doi.org/10.1080/03075070802666807.

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Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.

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Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.
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Lea, Susan J., and Louise Farbus. "Student support: Educational necessity or mawkish indulgence?" Psychology Teaching Review 9, no. 1 (April 2000): 16–25. http://dx.doi.org/10.53841/bpsptr.2000.9.1.16.

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AbstractThe increasingly diverse nature of the student population entering higher education is placing new demands on institutions at the tertiary level. Widening access implies a broader range of student ‘problems‘. Moreover, research suggests that appropriate student support may serve to increase student retention and completion rates (e.g. Rickinson, 1998). In response to the changing needs of students within our department and in recognition of our duty of care with respect to enabling students to perform to the best of their ability, a model of pastoral care was designed and established. The model aimed to provide a comprehensive system of care which dealt with the range of problems with which students present. This paper reports our evaluation of the system one year after its implementation. The findings suggest that staff as well as students evaluated the system very positively. All groups recommended that the system be implemented within other departments.
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Palmer, Catherine, Shane O'Rourke, Clodagh Carroll, Declan Manning, Patricia Cogan, and Violeta Morari. "Digital Resources for Targeted Mathematics Support." MSOR Connections 20, no. 2 (May 12, 2022): 26–36. http://dx.doi.org/10.21100/msor.v20i2.1290.

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SPIRIT Maths (Students’ Perceptions Informing and Redefining Innovative Teaching of Mathematics in Higher Education) is a project that was established in Munster Technological University (MTU) to investigate students’ attitudes towards mathematics and to explore a more student-centred development of mathematics resources. One of the aims of the project was to create a collection of student-preferred digital materials with a view to improving student engagement, building students’ confidence in mathematics and helping students to succeed in their mathematics modules.The findings of a survey disseminated to first year students in MTU indicated that students would be most likely to use the resources if they were geared towards their specific module; to maximise impact, resources were developed for two modules, one in Engineering and one in Business, that are each taken by large numbers of students. The resources were integrated on the learning management system and are available to all MTU students taking a mathematics module. Three interlinked digital resources were developed: (1) a series of interactive self-assessment questions, (2) corresponding videos showing worked solutions and (3) an associated bank of practice questions developed using a digital tutor to provide instant feedback. It is hoped that the complementary resources will facilitate student learning through a combination of active learning, explicit instruction and the ready availability of the resources.This article describes these resources and how they were developed, and outlines how these are being promoted to students. We also report on the feedback received from a small number of students who tested the resources and discuss how to measure student engagement with the resources.
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Stewart, JesAlana. "International Student Academic Support: Academic Support given to Chinese International Students from Teachers." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 99–115. http://dx.doi.org/10.14434/ijlcle.v5i0.26940.

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With the large flux of international students attending American universities in order to achieve a higher level of education, it is imperative that these institutions provide sufficient resources to enable them to succeed. The vast majority of these students have had no experience with the western academic system, and they need an academic cultural ambassador to guide them in this setting. The foremost resource in helping these non-native students to navigate academia is the teacher. This study takes a qualitative approach of four case studies of freshman composition instructors of international students in order to develop the perspective of a first line of defense. This research finds many commonalities among the perspectives of these teachers, particularly in how empathic these instructors are towards their non-native students, and it reveals many forms of accommodations that they make in order to help their students succeed. It discovers that from the perspective of these teachers, this particular group of students will only use the resources that they are encouraged to utilize by each individual instructor (even when there are other known services available to them). Furthermore this study calls for more research into the available resources that international students use, more training for teachers who are going to instruct this very diverse population, and it advocates for the development of further resources for the future.
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Jaeger, Audrey J., Stephany Brett Dunstan, and Karrie Gibson Dixon. "College Student Access: How Articulation Agreements Support Rural Students." Peabody Journal of Education 90, no. 5 (October 20, 2015): 615–35. http://dx.doi.org/10.1080/0161956x.2015.1087771.

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Johnston, Lucy, Kaylene Sampson, Keith Comer, and Erik Brogt. "Using Doctoral Experience Survey Data to Support Developments in Postgraduate Supervision and Support." International Journal of Doctoral Studies 11 (2016): 185–203. http://dx.doi.org/10.28945/3505.

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Provision of both high standards of thesis supervision and high quality research environments are required for doctoral candidates to flourish. An important component of ensuring quality provision of research resources is the soliciting of feedback from research students and the provision from research supervisors and institutions of timely and constructive responses to such feedback. In this manuscript we describe the use of locally developed survey instruments to elicit student feedback. We then demonstrate how actions taken in response to this student feedback can help establish a virtuous circle that enhances doctoral students’ research experiences. We provide examples of changes to supervisory practice and resource allocation based on feedback and show the positive impact on subsequent student evaluations. While the examples included here are local, the issues considered and the methods and interventions developed are applicable to all institutions offering research degrees.
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Ninh Nguyen, Hai, Thi Tra Phuong Nguyen, Thi Dieu Phan, Cam Tu Pham, and Thi Truc Tran. "Addressing the interplay amongst university support, student experience, and university brand image at Vietnamese higher education institutions." Problems and Perspectives in Management 20, no. 2 (May 25, 2022): 311–20. http://dx.doi.org/10.21511/ppm.20(2).2022.26.

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During the last three years, the Covid-19 pandemic has made landmark changes in all aspects of the society and higher education is no exception. The current study examines the interrelationships between university support, student experience, and university brand image. The study used partial least square–structural equation modeling (PLS-SEM) and Smart PLS 3.3.7 to conduct the analysis. Research data were collected by structured questionnaire with 300 students from various studying majors of 12 prominent universities across the nation. The findings firstly suggest that university support has a positive and significant impact on students’ perceived support and overall student experience. Second, the student experience has a noticeable impact on the university image. In addition, the current paper also emphasizes the significant role of student experience in mediating the relationship between university brand image and student perceived support. Practically, universities have been suggested to provide more support for students, including both policies and activities, to improve student perceptions of support and experience. An outstanding student experience is critical to develop and enhance the university brand image. As a result, the findings aid higher education institutions in enhancing their competitiveness in today’s dynamic educational environment.
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O’Reilly, Mark F., Stephanie M. Peck, Jessica Webster, Sally Jo Baird, Kristen Plowman, Giulio E. Lancioni, Roisin Tieman, Marianne Gardiner, and Orla Cummins. "Using Functional Analysis Techniques to Develop Educational Support Plans for Students with High Support Needs." Australasian Journal of Special Education 23, no. 1 (1999): 5–14. http://dx.doi.org/10.1017/s1030011200024477.

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We examined the use of functional analysis methodologies to identify the environmental determinants of challenging behaviour for two students with severe disabilities. With one student the functional analysis was conducted in an outpatient clinic which was removed from the school setting. The functional analysis was conducted in the classroom setting with the other student. These assessments produced clear hypotheses regarding the controlling contingencies for challenging behaviour with both students. Individualised support plans were then developed and were successfully implemented by classroom personnel. The results of this study are discussed in terms of using a flexible approach to functional assessment in schools based on the individual characteristics of the student and the classroom context.
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Fayzieva, Umida Asadovna, and Zarafshon Bakhshilloyevich Zhalilov. "METHODOLOGICAL SUPPOR OGICAL SUPPORT FOR EXTRA-CL T FOR EXTRA-CLASS ACTIVITIES OF TIES OF A STUDENT." Scientific Reports of Bukhara State University 4, no. 1 (February 26, 2020): 318–22. http://dx.doi.org/10.52297/2181-1466/2020/4/1/13.

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This article describes the conditions for improving the organization of independent work of students content and a set of special factors of the educational process, the presence of which in the process of independent activity especially affects the state of students, as well as the results of their productivity. One of these factors, as we have previously noted, may be didactic conditions, as based on all of the above, we can recommend some forms of self-education of students in the study of English at non-linguistic faculties.
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Jumani, Nabi Bux, Abdul Jabbar Bhatti, and Samina Malik. "Student Support in Higher Education." International Journal of Technology and Educational Marketing 3, no. 1 (January 2013): 77–88. http://dx.doi.org/10.4018/ijtem.2013010106.

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Today every country is striving to enhance higher education qualitatively and quantitatively, because the economy of any country is directly influenced by the “intellectual capital” of that country. An important factor affecting the quality and quantity of higher education is the support that an institution provides to its students. The present study is an attempt to find the achievements of as well as challenges to the student support services in higher education institutions [HEIs] of developing countries with particular example of those in Pakistan. Employing the Delphi technique, the study explored the (a) achievements, (b) the problems and issues, and (c) means to address problems and issues in the student support services in HEIs of Pakistan. It was found that the HEIs in Pakistan were facing many challenges as the achievements were less than the requirement. Allocation of proper resources and restructuring the system of support are the most important means to address the challenges.
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Aatmica Bajpai, Anuja Bokhare, Ankur Srivastava, and Sejal Agarwal. "ProviNeeds: A students support system for resource pooling." World Journal of Advanced Research and Reviews 13, no. 2 (February 28, 2022): 438–47. http://dx.doi.org/10.30574/wjarr.2022.13.2.0139.

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A broad range of students faces many issues in their day to day life due to less pocket money, transportation issues, time management, health issues and other many daily life issues. Many times student face the issue of buying resources and many times they are not able to fulfil their urgent needs due to many problems. ProviNeeds will be a student support system for resource pooling specifically for students, where they can pool extra resources, they can rent resources and can help other students in their local area by fulfilling their needs and by helping them. Students can put their requirements on this portal and the other student with that resource can respond and help that student. This system will be for a specific local area and only those local area students can interact and exchange resources and help each other.
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M. Nazri, Engku, Aida Mauziah Benjamin, and Syariza Abdul-Rahman. "Students’ Career Decision Support System." Journal of Social Sciences Research, SPI6 (December 25, 2018): 1062–74. http://dx.doi.org/10.32861/jssr.spi6.1062.1074.

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Many studies reveal that upon graduation, most university undergraduates are still unclear about their future. Questions like whether they would be able to find a suitable job, which job sector should they be in, and what factors to consider in determining their job selection, often arise. In this paper we present a career decision support system to help these students plan for their career. The system will propose the most suitable job sector that a student should be in, based on the weights given for each determining factor selected and the evaluation of job sectors with respect to each factor done by the student himself. The evaluations are then combined and calculated using a simple scoring model approach. The system which was developed using Visual Basic 6 can be used by any student with minimal supervision, or by the academic career counselors as one of the tools to help students.
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M. Nazri, Engku, Aida Mauziah Benjamin, and Syariza Abdul Rahman. "Students’ Career Decision Support System." Journal of Social Sciences Research, SPI6 (December 25, 2018): 683–94. http://dx.doi.org/10.32861/jssr.spi6.683.694.

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Many studies reveal that upon graduation, most university undergraduates are still unclear about their future. Questions like whether they would be able to find a suitable job, which job sector should they be in, and what factors to consider in determining their job selection, often arise. In this paper we present a career decision support system to help these students plan for their career. The system will propose the most suitable job sector that a student should be in, based on the weights given for each determining factor selected and the evaluation of job sectors with respect to each factor done by the student himself. The evaluations are then combined and calculated using a simple scoring model approach. The system which was developed using Visual Basic 6 can be used by any student with minimal supervision, or by the academic career counselors as one of the tools to help students.
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Roy, Roudi N., Nancy Dayne, Ann Kim, and Abby Bradecich. "College Student-Parents: The Significant Role of Support Systems and How Institutions Can Provide Support." Journal of Family & Consumer Sciences 114, no. 2 (June 1, 2022): 33–41. http://dx.doi.org/10.14307/jfcs114.2.31.

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As the number of student-parents on college campuses continues to rise, college personnel are often unaware of their experiences. This study examines the distress of college students who are expecting or currently are parents of young children and the factors that promote student resilience. With a sample of 422 heterosexual college student-parents, 30 years of age or younger, we find no gender differences in the levels of perceived parental stress or psychological distress. We do find, however, that grandfathers play a significant supporting role. Implications for campus support systems and resources are discussed.
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KAWANISHI, Toshimasa. "Student Support using Project Adventure." Journal of JSEE 55, no. 1 (2007): 25–28. http://dx.doi.org/10.4307/jsee.55.1_25.

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Shelton, Elisabeth N. "Faculty Support and Student Retention." Journal of Nursing Education 42, no. 2 (February 1, 2003): 68–76. http://dx.doi.org/10.3928/0148-4834-20030201-07.

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Hope, Joan. "Authenticity, student support grows enrollment." Student Affairs Today 25, no. 5 (July 19, 2022): 12. http://dx.doi.org/10.1002/say.31112.

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Hope, Joan. "Authenticity, student support grows enrollment." Recruiting & Retaining Adult Learners 24, no. 12 (August 18, 2022): 12. http://dx.doi.org/10.1002/nsr.30926.

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Leonard, Bobby. "Student Behavior Management and Support." i-manager's Journal on School Educational Technology 1, no. 1 (August 15, 2005): 29–35. http://dx.doi.org/10.26634/jsch.1.1.934.

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Jinks, Annette. "Student life - Support for research." Nursing Standard 24, no. 40 (June 9, 2010): 61. http://dx.doi.org/10.7748/ns.24.40.61.s52.

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Hope, Joan. "Authenticity, student support grows enrollment." Dean and Provost 24, no. 2 (September 20, 2022): 12. http://dx.doi.org/10.1002/dap.31097.

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Rambiritch, Avasha. "Student perceptions on writing support." Journal for Language Teaching 49, no. 2 (September 22, 2016): 83. http://dx.doi.org/10.4314/jlt.v49i2.4.

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Watts, Tessa. "Student life-Support on schedule." Nursing Standard 25, no. 40 (June 8, 2011): 61. http://dx.doi.org/10.7748/ns.25.40.61.s52.

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Nash, Mark S., and Sherrill H. Hayes. "In Support of Student Research." Physical Therapy 72, no. 8 (August 1, 1992): 605–8. http://dx.doi.org/10.1093/ptj/72.8.605.

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Crane, Linda D., Penny Kroll, Kathleen A. Curtis, Susan K. Lindeblad, Carol M. Davis, Rose Marie Rine, Chukuka S. Enwemeka, et al. "More Support for Student Research." Physical Therapy 72, no. 8 (August 1, 1992): 608–9. http://dx.doi.org/10.1093/ptj/72.8.608.

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43

Powers, Kristin M. "Problem Solving Student Support Teams." California School Psychologist 6, no. 1 (January 2001): 19–30. http://dx.doi.org/10.1007/bf03340880.

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Sulistyani, Sulistyani, and Rika Riwayatiningsih. "Modeling Online Classroom Interaction to Support Student Language Learning." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 2 (December 10, 2020): 446–57. http://dx.doi.org/10.24256/ideas.v8i2.1610.

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For many years, teacher-student interaction has been indicated to considerably affect student learning. In recent years, research concentration has moved from attempting to evaluate the potent ways of classroom interaction for student learning and how it can be developed. Due to the intricacy of the classroom interaction procedure, the answer to this question is profoundly contingent upon some reasons, such as the learning condition. The aim of this project is to study the classroom interaction process in an online learning context in which English is learned as a foreign language. This is review research employing content analysis technique we intend to examine the published research articles to find out the teachers’ strategies/tools and the contribution of the strategies to students’ language learning in online classroom interaction. This can build up an understanding of the most effective techniques to develop the students’ involvement with the learning process. The result of the analysis is that most teachers use synchronous and asynchronous online classroom interaction and blended learning in which teacher-students, student-student, student-teacher, and student-learning sources are met through discussion. This strategy is mostly preferred by teachers to give students a chance to get involved in communication, collaboration, interaction, and participation. This strategy is believed to be able to engage students in developing language learning opportunities; therefore, this can be a good model for better classroom practices.
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Fleming, Donald C., Susan Horger, and Donna Woods. "Student to Student Support Teams for Special Services Delivery." Special Services in the Schools 6, no. 3-4 (December 29, 1992): 67–82. http://dx.doi.org/10.1300/j008v06n03_05.

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46

Wimberley, Laura, Elizabeth Cheney, and Yi Ding. "Equitable student success via library support for textbooks." Reference Services Review 48, no. 3 (July 13, 2020): 373–83. http://dx.doi.org/10.1108/rsr-03-2020-0024.

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Purpose The cost of course materials to the individual student has increased over the past decade, contributing to educational inequity. Open educational resources (OERs) may be a solution and research validates their positive impact on student success outcomes (Colvard et al., 2018; Feldstein et al., 2012). Few studies, however, examine the role that library collections play in addressing course materials cost and student success. This paper aims to investigate whether materials costs are a significant factor in course pass rate and whether the library has a positive impact on pass rates. Design/methodology/approach Using required texts listed in syllabi for select undergraduate courses at California State University, Northridge (CSUN), the authors compare course materials costs for each course to the pass rate. The authors then measure the impact of course materials cost on the achievement gap between Pell Grant eligible and non-eligible students. Findings This study confirms previous research indicating that reduced course materials costs have a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course. However, course reserves slightly increase the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs. Originality/value This study is unique in examining the effect of the cost of course materials on students, regardless of the source of cost reductions. Most literature focuses on the qualitative efficacy of OERs instead of measured impact or the relationship between the cost of course materials and student success. The authors investigate the connection between OERs, library engagement and student success.
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Stanton, Julie Dangremond, Amanda J. Sebesta, and John Dunlosky. "Fostering Metacognition to Support Student Learning and Performance." CBE—Life Sciences Education 20, no. 2 (June 2021): fe3. http://dx.doi.org/10.1187/cbe.20-12-0289.

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This essay highlights the key features of an evidence-based teaching guide on student metacognition that was created by an interdisciplinary team ( https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition ). The guide focuses on ways instructors can support student learning strategies, encourage students to monitor and control their learning, and promote social metacognition during group work.
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Sturgill, Amanda, Ben Hannam, and Brian Walsh. "External Resource Use for Undergraduates Learning Coding in Communications." Journalism & Mass Communication Educator 73, no. 3 (July 14, 2017): 271–81. http://dx.doi.org/10.1177/1077695817719134.

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Researchers collected and analyzed data from 85 undergraduate communication majors enrolled in a one-credit technology and coding course. Instructors offered various out-of-class supports to determine which ones students used and valued. Student behaviors clustered: One group preferred interpersonal support; another, content support. Most support types were not related to student success, at least as measured by course grades. Video support was negatively related to student success, suggesting that procrastinating and expecting last-minute help from extra resources is ineffective. The article includes a discussion of implications for faculty workloads.
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Raven, Peter W., Ann E. Griffin, and Joy P. Hinson. "Supporting students with disabilities using a ‘student support card’ scheme." Medical Education 42, no. 11 (November 2008): 1142–43. http://dx.doi.org/10.1111/j.1365-2923.2008.03210.x.

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Power, Alison, and Laura Jewell. "Students in practice: The role of the student support midwife." British Journal of Midwifery 26, no. 7 (July 2, 2018): 475–77. http://dx.doi.org/10.12968/bjom.2018.26.7.475.

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