Journal articles: 'Studenti difficili'

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Ajello, Anna Maria. "Riprendere a imparare, riprendere a insegnare: quali strategie per interventi educativi con studenti «difficili»." RICERCHE DI PSICOLOGIA, no. 1 (March 2019): 103–17. http://dx.doi.org/10.3280/rip2019-001007.

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Lemmon, Monica E., Charlene Gamaldo, Rachel Marie E. Salas, Ankita Saxena, Tiana E. Cruz, Renee D. Boss, and Roy E. Strowd. "Education Research: Difficult conversations in neurology." Neurology 90, no. 2 (January 8, 2018): 93–97. http://dx.doi.org/10.1212/wnl.0000000000004794.

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ObjectiveTo characterize features of medical student exposure to difficult conversations during a neurology core clerkship.MethodsThis was a cross-sectional concurrent nested mixed methods study, and all students rotating through a required neurology clerkship between 2014 and 2015 were enrolled. Data collection included an electronic communication tracker, baseline and end-of-clerkship surveys, and 4 facilitated focus groups. Students were asked to log exposure to patient–clinician conversations about (1) new disability, (2) poor prognosis, (3) prognostic uncertainty (4), terminal diagnosis, and (5) end-of-life care.ResultsA total of 159 students were enrolled and 276 conversations were tracked. Most (70%) students observed at least 1 difficult conversation, and conversations about poor prognosis, new disability, and prognostic uncertainty were most commonly logged. At clerkship end, most students (87%) desired additional bedside training in communication skills. Exposure to one of the predefined conversation types did not improve student perceived preparedness to lead difficult conversations in the future. In focus groups, students noted that the educational value of observation of a difficult conversation could be optimized with preconversation planning and postconversation debriefing.ConclusionsDifficult conversations are common in neurology, and represent a valuable opportunity to provide communication skills training on the wards. Future curricula should consider ways to leverage these existing opportunities to enhance communication skills training.

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Gómez-Delgado, Yamile, Aldo Bazán-Ramírez, and Fredy Villalobos-Galvis. "Factores del estudiante que dificultan la enseñanza-aprendizaje de competencias de investigación." Interacciones: Revista de Avances en Psicología 3, no. 3 (September 1, 2017): 101–10. http://dx.doi.org/10.24016/2017.v3n3.68.

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Harwanto, Untung Nugroho. "WHAT MAKES INTRODUCTORY PHYSICS DIFFICULT?" Jurnal Saintika Unpam : Jurnal Sains dan Matematika Unpam 2, no. 1 (August 1, 2019): 28. http://dx.doi.org/10.32493/jsmu.v2i1.2916.

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The purpose of this study was to make an investigation what makes physics difficult. Students from different islands in Indonesia who were taking a preparation course in South Tangerang were taken into account of survey. A yes-no answer questionnaire was prepared in order to get the students perception toward physics. The questionnaire was given to approximately 115 students in the middle of the semester. The students were asked to full fill a questionnaire through what makes introductory physics difficult. We found that factor related to the nature of physics is taking part as the maximum percentage on the reason why physics considered as a difficult subject. But factor related to the courses is taking part as the minimum percentage on the reason why physics considered as a difficult subject. The female and male students mostly agreed that the factor related to the nature of physics and took more than fifty percent. Lack of physics background, lack of previous experience and working only assigned problem have the high percentage as the part of student controlled factor. Physics is cumulative subject and physics required good mathematics both are taking high percentage related to the nature of physics.

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Chakarov, Kalin. "Difficult Topics in the Chemistry Curriculum – Bulgarian Teachers’ View." Natural Science and Advanced Technology Education 31, no. 6 (December 30, 2022): 530–52. http://dx.doi.org/10.53656/nat2022-6.03.

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Teachers’ knowledge of students’ difficulties is a major component of pedagogical content knowledge (PCK) and a key element for effective instruction. The current research aims to identify teachers’ PCK for: difficult topics in the chemistry curriculum; reasons for student difficulty; students’ interest towards difficult topics and the skills needed to be successful in chemistry. For this purpose a questionnaire survey was conducted among 20 chemistry teachers from different schools in Bulgaria. Participating teachers consider Chemical equilibrium, Chemical calculations and Organic chemistry as being most difficult. Metals, nonmetals and their compounds, Redox reactions and Atomic structure on the other hand are viewed as easier and more interesting. Understanding scientific concepts, principles and laws, self-studying and logical thinking are the skills students need to be successful in chemistry. Teachers believe student difficulties are due to: the abstract nature of chemistry; the fact that learning chemistry requires effort, regular study and prior mathematical knowledge; insufficient instructional time and lack of interest towards the subject.

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Steinauer, Jody E., Patricia O’Sullivan, Felisa Preskill, Olle ten Cate, and Arianne Teherani. "What Makes “Difficult Patients” Difficult for Medical Students?" Academic Medicine 93, no. 9 (September 2018): 1359–66. http://dx.doi.org/10.1097/acm.0000000000002269.

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Tochevski, Ivo, and Bistra Tarakova. "Is it Difficult to Grow in History." Vocational Education 24, no. 1 (February 25, 2022): 71–87. http://dx.doi.org/10.53656/voc22-19istr.

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The postmodern didactic paradigm relies on contextuality, on the interrelationships in the course of pedagogical interaction, on the diversity of learning styles and teaching methods, on the changing learning environment. An important part of the postmodern didactic paradigm is information and communication technologies, which not only facilitate students in searching and processing information, but also allow working together outside the classroom, building a personal learning environment and self-organization of learning. The article outlines the role of students' digital literacy in achieving learning goals, in the realization of problem-based learning, personality-oriented and interdisciplinary approach in History and Civilization classes. Didactic solutions are presented in which students enrich their knowledge of socio-political processes in Bulgaria and in the Balkans in the mid-20s of the 20th century by performing practical tasks and solving a learning problem according to individual progress and participation of each student in teamwork.

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DAĞ, Nilgün, Deniz KAHRİMAN PAMUK, and Soner Mehmet ÖZDEMİR. "Okul Müdürlerinin Öğretmenleri, Öğrencileri ve Velileri İkna Etmede Zorlandıkları Konular." Gazi Journal of Education Sciences 6, no. 3 (November 30, 2020): 277–99. http://dx.doi.org/10.30855/gjes.2020.06.03.002.

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Tukina, Tukina. "Kepribadian Sulit dan Kegagalan Kuliah Mahasiswa." Humaniora 2, no. 2 (October 31, 2011): 1032. http://dx.doi.org/10.21512/humaniora.v2i2.3152.

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Student life in university has many dynamics. One of the important and basic problems that could threat successful learning in the university is difficult personality of the student. The article discusses many students failed in university because of having difficult personality. Therefore, handling difficult personality among students must be done as soon as possible. Based on analysis of literature study, efforts in handling difficult personality must be done through the exact education purpose. This is to be thought many parts, including academic community in the university to create students having knowledge and technology and also good characteristic.

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Bouchard, Lauren. "Decoding TikTok: Utilizing Social Media for Difficult Conversations About Ageism." Innovation in Aging 5, Supplement_1 (December 1, 2021): 193. http://dx.doi.org/10.1093/geroni/igab046.738.

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Abstract Understanding ageism is a key aspect of gerontological curriculum. Media examples (e.g., television and movies) can be effective tools, and yet gerontological educators should stay updated on new media trends to encourage student interest. This presentation will explore a new social media application (i.e., TikTok) to help students recognize and dismantle their own ageist beliefs. The presenter will describe and explain the classroom activity, instructions for finding and downloading content, as well as the social media application itself. In this activity, students brainstorm their preconceived notion of older adults to catalyze open discussion regarding societal beliefs. Next, a few video examples, with both positive and negative portrayals of older adults are presented for discussion. Students may also bring other examples for participation credit to this class. This symposium presentation will include an interview activity guide, additional breakout group instructions, and other tips for creating impactful class discussion on ageism.

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Coluccia, Chiara. "Studenti e universtŕ: modelli interpretativi di un rapporto difficile." SOCIOLOGIA E RICERCA SOCIALE, no. 89 (December 2009): 137–55. http://dx.doi.org/10.3280/sr2009-089006.

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- The article provides a description and a conceptual analysis of some of the main and most accredited interpretative models in international literature on the phenomenon of university dispersion. The study, without the pretention of being exhaustive, should allow identification of guidelines and points of reference to understand the complexity of the phenomenon and to reflect on how to solve some of the conceptual and methodological problems currently present in Italy. In particular, reference is made to the institutional surveys on the quality of the training processes and on their results, which represent the official source of evaluation of the health state of our university.

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Zipoli, Richard P. "Unraveling Difficult Sentences." Intervention in School and Clinic 52, no. 4 (September 24, 2016): 218–27. http://dx.doi.org/10.1177/1053451216659465.

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The ability to understand sentences contributes to students’ reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students’ knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit from instruction that targets potentially challenging sentence structures. This article is designed to help educators and clinicians more effectively identify and teach several sentence structures that can compromise elementary and middle school students’ understanding of written text. Four types of sentence structures that may be difficult to process are introduced and systematically explored: (a) sentences with passive verb constructions, (b) adverbial clauses with temporal and causal conjunctions, (c) center-embedded relative clauses, and (d) sentences with three or more clauses. Information is presented on syntactic structures, sources of confusion, developmental considerations, assessment caveats, and instructional strategies.

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Gillis, Alanna, and Brionca Taylor. "Social Networks and Labor Market Inequality: A Role-playing Activity to Teach Difficult Concepts." Teaching Sociology 47, no. 2 (December 3, 2018): 148–56. http://dx.doi.org/10.1177/0092055x18817585.

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Role-playing activities, as a form of active learning, enable instructors to teach difficult concepts in ways that better facilitate student learning. This note tests the effectiveness of a role-playing activity that simulates the job market: Most students play job seekers seeking employment, and a few play the employers who make employment decisions. However, students are constrained in that they can only talk to students they already know or meet during the game. We find two major results: (1) Students successfully achieved the learning goals from the activity, including understanding the basics of social networks and how social networks reproduce inequality in the labor market, and (2) students enjoyed the activity and felt like they learned a lot. We were especially pleased that these results were true even of students typically unengaged in the courses. Overall, we recommend role-playing activities to other instructors teaching difficult concepts to successfully engage all students.

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Halpin, Patricia A., Jeremiah Johnson, and Emilio Badoer. "Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions." Advances in Physiology Education 45, no. 1 (March 1, 2021): 10–17. http://dx.doi.org/10.1152/advan.00147.2020.

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Engaging undergraduate students in large classes is a constant challenge for many lecturers, as student participation and engagement can be limited. This is a concern since there is a positive correlation between increased engagement and student success. The lack of student feedback on content delivery prevents lecturers from identifying topics that would benefit students if reviewed. Implementing novel methods to engage the students in course content and create ways by which they can inform the lecturer of the difficult concepts is needed to increase student success. In the present study, we investigated the use of Twitter as a scalable approach to enhance engagement with course content and peer-to-peer interaction in a large course. In this pilot study, students were instructed to tweet the difficult concepts identified from content delivered by videos. A software program automatically collected and parsed the tweets to extract summary statistics on the most common difficult concepts, and the lecturer used the information to prepare face-to-face (F2F) lectorial sessions. The key findings of the study were 1) the uptake of Twitter (i.e., registration on the platform) was similar to the proportion of students who participated in F2F lectorials, 2) students reviewed content soon after delivery to tweet difficult concepts to lecturer, 3) Twitter increased engagement with lecturers, 4) the difficult concepts were similar to previous years, yet the automated gathering of Twitter data was more efficient and time saving for the lecturer, and 5) students found the lectorial review sessions very valuable.

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Hobbs, J., T. C. Rosenthal, and W. P. Newton. "DIFFICULT CHOICES IN MEDICAL STUDENT EDUCATION." Annals of Family Medicine 4, no. 6 (November 1, 2006): 564–65. http://dx.doi.org/10.1370/afm.659.

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Fazal, Nadeem, Nihat Cebiyev, Gulgaz Alakbarova, Ayshan Huseynbayli, Azer Garajayev, Arzu Safarova, Satish Meher, and Laura De Herde. "“The Great College Escape”-the most difficult choice offered to COVID-19 generation of global students." Journal of Immunology 208, no. 1_Supplement (May 1, 2022): 106.11. http://dx.doi.org/10.4049/jimmunol.208.supp.106.11.

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Abstract The much hyped “Great Resignation” in the world of economic forecasting has opened a big door for the students to take an easy and timely exit from education. Is it a revolving door or a one-way exit with no easy return. There are more job openings for unskilled workers, luring students to leave their studies incomplete and take over odd jobs. Remote education experience changed hearts and minds of the global students and created a survival mindset. Pandemic without question has caused significant loss of lives with profound disruption to lives and livelihoods. As the pandemic is lingering on with uncertainty and ambiguity, students are tempted to leave studies in search of more money, more flexibility, and more happiness. With the fallout of COVID-19 yet to be fully realized and fixed, the predictive-enrollment models that traditionally used to plan classes won’t hold up in the post-pandemic world. We surveyed the current student population across different continents, Asia, Europe, Russia, US and tried to figure out the mindset of student enrollment and attrition. The perception and trends data from 300 respondents across the globe showed a significant economic impact on international students failing to register for higher education abroad in western hemisphere. Majority of students surveyed believe that the education system may have oversold the value of remote education and classroom technology. Free and open-source technologies available to both teachers and students have created a monster of virtual global education. For students in Eastern part of the world, the pandemic has offered new perks. Most students reported that they are rethinking their education needs and reimagining how knowledge and learning could best shape their careers.

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Kaukko, Mervi, Jenni Alisaari, Leena Maria Heikkola, and Nick Haswell. "Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools." Education Sciences 12, no. 7 (June 29, 2022): 450. http://dx.doi.org/10.3390/educsci12070450.

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This article considers what students with a migrant background in Finnish comprehensive schools report as difficult, and how they succeed in overcoming these difficulties. We draw on two sets of school wellbeing and learning surveys for migrant students, conducted in 2016 and 2021 in comprehensive schools (grades 1–9) in and around two major cities in Finland. We pay attention to student answers to three questions: What is difficult in school? How do you succeed in difficult tasks in school? and Who helps you in school? The datasets from the two points in time are compared to see whether changes in school demographic situation and the student length of stay in Finland had an impact on student experiences. Our findings show that theory-based school subjects that depend strongly on language, such as science subjects, maths, Finnish, Swedish and English, are considered difficult. Additionally, interaction with peers, which also relies on language, causes challenges. The students report turning to teachers, other professionals and peers for assistance and support, and also mention personal strategies they have developed to overcome school-related difficulties. Understanding what migrant students find difficult, as well as how, and with the help of whom, they overcome such difficulties is crucial for the development of effective and sensitive pedagogical practices.

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Usher, Bethany, and Stephanie Hazel. "Students as scholars courses and student learning outcomes: A realignment." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8gs31.

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During the summer, a group of faculty will be looking at the Students as Scholars student learning outcomes and course definitions. After five years, we have seen that some of the elements are too broad or too narrow, and that the course descriptions are difficult understand. My expectation is that, at the least, there will be a simplification in the elements of the student learning outcomes. This poster will be a visual representation of those changes, presented as a part of a campus-wide discussion of any changes. I will provide a full abstract of the poster at the end of the summer.

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Davies, Angharad P. "Evaluation of a Novel Antibiotic Teaching Resource." Medical Science Educator 30, no. 1 (February 11, 2020): 107–9. http://dx.doi.org/10.1007/s40670-020-00927-y.

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Abstract Antimicrobial resistance presents a major challenge for healthcare and education of future prescribers is critical. Integrated medical courses allow more limited time for teaching the science of clinical microbiology, which underpins antimicrobial prescribing, making this a difficult topic for students. An innovative educational resource based on a game was created and evaluated in medical student teaching. Most students reported that the game assisted learning. However, testing showed that recall did not improve after using the resource. Student perceptions of resource efficacy may not correlate with test scores. The longer-term positive effect of enhanced student engagement is more difficult to measure.

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Klimas, Ilona, Karolina Pelc, and Sylwia Kopytko. "Social support for students in difficult situations." Osvitolohiya, no. 7 (2018): 97–100. http://dx.doi.org/10.28925/2226-3012.2018.7.97100.

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The article refers to ways of supporting students in difficult situations. This paper presents the definition of support and difficult situations, taking into account their types and the characteristics of these issues. Surveys were conducted at primary school in Rzeszów among students of grades VI and VII, which indicated the most frequent forms of help for students and the frequency of difficult situations experienced by young people. The survey was carried out by means of a questionnaire.

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Bender, Eve. "Guide Helps Students, Parents Negotiate Difficult Passage." Psychiatric News 45, no. 16 (August 20, 2010): 7. http://dx.doi.org/10.1176/pn.45.16.psychnews_45_16_013.

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Idol, Lorna, and J. Frederick West. "Effective Instruction of Difficult-to-Teach Students." Intervention in School and Clinic 29, no. 1 (September 1993): 47–53. http://dx.doi.org/10.1177/105345129302900109.

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Cosden, Merith A. "Research Implications for Difficult to Teach Students." Educational Psychologist 23, no. 3 (June 1988): 295–98. http://dx.doi.org/10.1207/s15326985ep2303_5.

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Soodak, Leslie C., and David M. Podell. "Teachers' Thinking About Difficult-to-Teach Students." Journal of Educational Research 88, no. 1 (September 1994): 44–51. http://dx.doi.org/10.1080/00220671.1994.9944833.

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Deering, Catherine Gray, and Sharon Jane Shaw. "Dealing with Difficult Students in the Classroom." Nurse Educator 22, no. 5 (September 1997): 19–23. http://dx.doi.org/10.1097/00006223-199709000-00010.

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GRISHAM, JULIE. "NIH program helps students 'bridge' difficult transitions." Chemical & Engineering News 77, no. 14 (April 5, 1999): 22. http://dx.doi.org/10.1021/cen-v077n014.p022.

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Saifiyah, S., and H. Retnawati. "Why is Mathematical Representation Difficult for Students?" Journal of Physics: Conference Series 1397 (December 2019): 012093. http://dx.doi.org/10.1088/1742-6596/1397/1/012093.

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Hope, Joan. "Recruit, retain students in a difficult market." Recruiting & Retaining Adult Learners 20, no. 3 (November 20, 2017): 1–5. http://dx.doi.org/10.1002/nsr.30298.

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Strong, John Z., Steven J. Amendum, and Kristin Conradi Smith. "Supporting Elementary Students’ Reading of Difficult Texts." Reading Teacher 72, no. 2 (April 22, 2018): 201–12. http://dx.doi.org/10.1002/trtr.1702.

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Aulianingsih, Ita, Hadma Yuliani, and Nur Inayah Syar. "Needs Analysis of Student Workshop Based on Discovery Learning on Static Fluid Materials In Palangka Raya." JOURNAL OF SCIENCE EDUCATION AND PRACTICE 4, no. 2 (November 29, 2020): 85–94. http://dx.doi.org/10.33751/jsep.v4i2.4194.

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Needs analysis is important before developing a product. The purpose of this research is to find out: 1). 11th grade physics material which is considered difficult by students 2). Teaching materials used in learning physics; 3). Knowing the need to develop student worksheets based on discovery learning This research is a quantitative descriptive study. The samples in this study were physics teachers and 11th grade students of Senior High School 10 Palangka Raya as many as 22 people. The results of this study are: 1). Physics material that is considered difficult by students is static fluid material with the percentage of students who choose this material is 77%. 2). The teaching materials used by teachers in physics subjects are modules, student worksheets and textbooks with the largest percentage selected being textbooks, which is 82%. 3). Students want student worksheets that have an attractive appearance, are easy to understand and lead to discovery learning, so as many as 100% feel the need to develop discovery learning-based student worksheets.

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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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Rusu, Bogdan. "Internship and Private Fellowship: Why is it Difficult for Companies to Find Suitable Candidates?" Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 179–87. http://dx.doi.org/10.1515/cplbu-2015-0021.

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AbstractThis exploratory study aims to identify the factors that prevent companies to find suitable candidates for private fellowships and internships: what students believe to be the causes, how would they explain these and which stakeholders should be involved to eliminate them. Data collection based on a sample of 18 engineering students that attended a company presentation inviting applications for private fellowship and student practice. Opinions were expressed in writing prior to structured interviews and group discussions. Limitations to this study are the relatively small sample size (n =18) and reliance on self-report measures. Information related causes were perceived by the students to lead their decisions, followed by lack of self-confidence of successful application for the grant. Respondents were classified in „Doers”, „Wishers “and „Lagers”. Universities must reinvent themselves in order to provide students with better knowledge and confidence on the job market, measured through a larger number of doers, which could become role models for wishers. Such process may generate a “critical mass” or tipping point in the transformation of a significant number of “wishers and lagers”. Whilst some of the students’ opinions are subjective, cooperation between universities and companies must continue to improve in order to enhance learning and better prepare students for their future careers.

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Nufus, Hayatin, and Muji Sri Prastiwi. "Determinant Factors of Genetic Misconception at 12th Grade Senior High School Student in Sampang." Berkala Ilmiah Pendidikan Biologi (BioEdu) 10, no. 3 (February 25, 2021): 579–87. http://dx.doi.org/10.26740/bioedu.v10n3.p579-587.

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Twelfth grade senior high school students potentially have misconceptions in genetic material. The characteristics of genetic material are difficult to sense and complex, difficult to understand, and have the potential to cause misconceptions. Misconceptions can be caused by student factors, textbooks, contexts, teachers, and learning methods. This study aims to describe the categories of genetic misconceptions in students, to determine the determinant factors that cause the students' genetic misconceptions, and to give solutions in reducing or preventing the genetic misconceptions in students. The research used a mixed-method with sequential explanatory with multiple linear regression analysis on 58 samples of 12th-grade high school students in Sampang. The results of this study were categorization of students' genetic misconceptions percentage from low: moderate: high misconception, were 27.59%: 41.38%: 31.03%. Based on the high and medium categorization of students who have genetic misconceptions, 17.9% of the misconceptions were caused by student factors and learning methods. Student factor (X1) has a significant positive effect on students' genetic misconceptions (Y) with the t value of 2.590. The contribution of students and learning methods to student misconceptions can be written with the equation Misconception = 51.285 + 0.268 Student - 0.256M.Learning. The solution to minimize students' genetic misconceptions is through clinical learning by conducting a misconception test and continued with the 5e learning cycle model learning such as engagement, exploration, explanation, elaboration, and evaluation. The implication of this study is teacher can strategize minimizing student factor in genetic misconception, such as through learning activity in the class. Keyword: determinant factor, misconception, student’s factor, learning method factor, 5e learning

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Graff, Nelson. "Classroom talk: co-constructing a ‘difficult student’." Educational Research 51, no. 4 (October 28, 2009): 439–54. http://dx.doi.org/10.1080/00131880903354782.

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Afwan, Zul, Wahyu Joni Kurniawan, and Pandu Pratama Putra. "Pembangunan Aplikasi Manajemen Tugas Mahasiswa Berbasis Mobile Android." J-SAKTI (Jurnal Sains Komputer dan Informatika) 1, no. 2 (September 27, 2017): 203. http://dx.doi.org/10.30645/j-sakti.v1i2.44.

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The task of the student is one of the assessment of student learning outcomes, the students who do not collect the task due to forgetting or not knowing the duty of the lecturer is very detrimental to the students. The tasks collected with the softcopy type sometimes troubled the students in collecting and also making it difficult for the lecturers to make all student assignments. By utilizing technology in supporting the lectures, mobile applications that are built to help students and lecturers in the lecture. Applications are built consisting of two sides, the first web application that will be used lecturers concerned in managing student tasks. Second, mobile-based applications that will be paired to student mobile devices that will interact with lecturers.

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Ruiz-Mesa, Kristina, and Karla Hunter. "Best Practices for Facilitating Difficult Dialogues in the Basic Communication Course." Journal of Communication Pedagogy 2 (2019): 134–41. http://dx.doi.org/10.31446/jcp.2019.23.

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Effective facilitation of classroom dialogue can stimulate open discussion and debate, challenge students to consider diverse perspectives, and promote critical student reflection and growth. Unfortunately, some instructors may be hesitant to approach controversial topics, for fear of losing face or risking chaos in the classroom. By learning and practicing established facilitation techniques, teachers can develop confidence and competence in harnessing the pedagogical power of difficult dialogue while maintaining classroom cohesion and community. This article provides 10 best practices for facilitating difficult classroom dialogues. These practices equip instructors with resources for building community, maintaining classroom immediacy, and grappling with disagreements without destroying relationships and classroom climate.

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Istiqomah, May Nisa, and Sufyani Prabawanto. "THE DIFFICULTIES OF FIFTH GRADE STUDENTS IN SOLVING MATHEMATIC FRACTIONS WORD PROBLEMS." AL-ASASIYYA: Journal Of Basic Education 3, no. 2 (June 19, 2019): 152. http://dx.doi.org/10.24269/ajbe.v3i2.1835.

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Mathematics is often become the frightening subjects for students. Mathematics is considered as something which is difficult to solve. One of the elementary schools mathematics materials which is considered difficult is fractions. Not only students who consider fractions as difficult material but also teachers admit it as well. Teachers feel difficult in teaching fractions to students. Basic concept of fractions which is difficult for the student to grasp, would become even more complex if it is delivered in the form of word problem. In solving word problems students do not only need mathematic skills but also language skills. This research is aimed to analyze students learning difficulties in solving fractions word problem. This research is a qualitative research. The method of analysis used in this research is Newman method. The results of the research show that students faced difficulties in solving fractions word problems because (1) it is difficult for the students to understand the question and to translate it into mathematical sentence, (2) it is difficult for the students to determine the operation used in the word problems, (3) students are not accustomed to, thus they forget to write the conclusion/write the conclusion without the unit in every answers.

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Millican, Si. "Extending the Discussion: Making the Grade: What Makes a Piece Difficult for Less Experienced Ensembles?" Update: Applications of Research in Music Education 37, no. 2 (October 17, 2018): 54–56. http://dx.doi.org/10.1177/8755123318806422.

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Rawlings recommended that music teachers should select pieces for large-ensemble adjudicated events that not only challenge student musicians but also help ensure student success and promote a positive experience preparing for and participating in the event. Ideally, the selections should balance the strengths of the ensemble with the challenges of the selections—a task that can be difficult for directors with less experienced ensembles. Aspects of instrumentation and scoring, such as range, number of parts, exposure, and the use of specialized equipment or instruments, can make a piece more or less challenging for young performers. Technical demands such as executive skills, rhythms, harmonies, tonalities, and structural issues can challenge these students as well.

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Adiani, Ni Putu, and Maria Goreti Rini Kristiantari. "The Positive Impact of Auditory Intellectually Repetition Learning Model Assisted by Domino Card on Mathematics Learning Outcomes." International Journal of Elementary Education 4, no. 3 (September 22, 2020): 270. http://dx.doi.org/10.23887/ijee.v4i3.25488.

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This research-based on problems in students learning outcomes is still low because students are still difficult in understanding mathematics formulas and consider mathematics as difficult learning. This research aimed to know the effect of the Auditory Intellectually Repetition learning model assisted by domino card results on student mathematics learning outcomes grade IV Research design used a nonequivalent control group. The population was 9 groups which amounts to 338 students. Sampling used cluster random sampling technique when chosen experimental group total of 35 students and control group total of 40 students. Objective test type multiple choice used as data collection instruments. Data obtained was data on learning outcomes in mathematics in the cognitive realm and analyzed used uji-t by formula polled variance, analysis result obtained was tcount=3,818 > ttable =1,666, this showed Auditory Intellectually Repetition learning model-assisted domino card give effect to student mathematics learning outcomes. So with the enactment of this model can simplify the way students learn in understanding mathematic formulas.

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Sujatmiko, Rides. "The Derivation Errors Made By Students in Completing Paragraph of The Third Semester Students at FKIP UIR." ELT-Lectura 6, no. 1 (February 20, 2019): 44–54. http://dx.doi.org/10.31849/elt-lectura.v6i1.2262.

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In derivational word have meaning adding affixes, there are three kinds of affixes. Includes of suffix, prefix and infix to word in this research the writer want to know the third semester students at FKIP UIR capability in changing the derivational word. This research is descriptive quantitative there are one variable in this research. The location of this research was in English department of FKIP UIR and the writer took the data on November 20011 there are seven clases in third semester that consist of 317 student as population and the sample of this research was 47 students in 3c class. There is one instrument in this research, it is test and this test was given consist of three test. It was used to know students ability in changing the derivational word. From the data analysis, it can be seen for the first test there are 89,36% students feel difficult in changing infix 87,23% students feel difficult in changing suffix and 0% in changing prefix, after that from the second test there are 100% students feel difficult in changing infix, 80,85% students feel difficult in changing suffix and 21,27% students feel difficult in changing prefix and the last test there are 95,74% students feel difficult in changing infix, 87,23% students feel difficult in changing suffix and 68,08% students feel difficult in changing prefix, so it can be concluded the students more difficult in changing derivational word into infix. It can be seen from the explanation above from three times taken the data.

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Aprilia, Reno Rezita. "Layanan pendidikan pada siswa hiperaktif." Yinyang: Jurnal Studi Islam Gender dan Anak 15, no. 1 (May 13, 2020): 127–46. http://dx.doi.org/10.24090/yinyang.v15i1.3307.

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The success of the education process in a school is influenced by many factors. Factors that come for example from the teacher, students, curriculum, and other social environments. But the most important factor comes from two figures, namely teachers and students, especially in learning activities. In the teaching and learning process, the teacher finds the diversity of individual students whose results can be seen many differences from one student to another student. Seeing the characteristics of each of these students, it is not uncommon for teachers to be exposed to students who have hyperactive behavior. The condition of such children is usually very difficult for teachers to manage and educate them, aside from the fact that they are very difficult to calm down, also because hyperactive children often interfere with other students. Examples of hyperactive student behavior, like to interrupt teachers or friends, difficult to follow the learning, always feel bored, annoying friends and others. Therefore, the learning achievement of hyperactive children is also classified as less than the maximum. The definition of hyperactivity itself is a person's behavior that shows an attitude of not wanting to be quiet, not paying attention and impulsive. But hyperactive children still have the right to gain knowledge. The existence of educational services through formal institutions such as in Madrasah Ibtidaiyah, the efforts obtained include: teacher strategies and methods in the learning process, creativity development, talent development activities, the use of attractive media, rewards and punishment.

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Liu, Ruiteng, and Xin Chen. "Exploring the Value Implications of the Integrated Construction of Financial Aid and Support for Students in Financial Difficulty in Universities under the Perspective of Financial Aid and Education." Learning & Education 10, no. 2 (September 16, 2021): 229. http://dx.doi.org/10.18282/l-e.v10i2.2337.

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Local universities have inherent disadvantages in financial aid work for the home economic difficult students and it is a key link to the “ten educational systems” in universities to solve the passive situation of student financial aid work in local universities under the guidance of the concept of “three-wide education”. It is an important support to improve the “social adaptation” ability of the home economic difficult students and promote the sustainable development of university students. This paper focuses on the improvement of core literacy of counselors, trying to study the financial aid education work in local universities, and proposes to build a new pattern of “integration of financial aid and support” for student financial aid work with the concept of “three-wide education”.

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Hobbs, F. Collin, Daniel J. Johnson, and Katherine D. Kearns. "A Deliberate Practice Approach to Teaching Phylogenetic Analysis." CBE—Life Sciences Education 12, no. 4 (December 2013): 676–86. http://dx.doi.org/10.1187/cbe-13-03-0046.

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One goal of postsecondary education is to assist students in developing expert-level understanding. Previous attempts to encourage expert-level understanding of phylogenetic analysis in college science classrooms have largely focused on isolated, or “one-shot,” in-class activities. Using a deliberate practice instructional approach, we designed a set of five assignments for a 300-level plant systematics course that incrementally introduces the concepts and skills used in phylogenetic analysis. In our assignments, students learned the process of constructing phylogenetic trees through a series of increasingly difficult tasks; thus, skill development served as a framework for building content knowledge. We present results from 5 yr of final exam scores, pre- and postconcept assessments, and student surveys to assess the impact of our new pedagogical materials on student performance related to constructing and interpreting phylogenetic trees. Students improved in their ability to interpret relationships within trees and improved in several aspects related to between-tree comparisons and tree construction skills. Student feedback indicated that most students believed our approach prepared them to engage in tree construction and gave them confidence in their abilities. Overall, our data confirm that instructional approaches implementing deliberate practice address student misconceptions, improve student experiences, and foster deeper understanding of difficult scientific concepts.

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Abdukadirova, Laura Y. "Basic Scientific and Theoretical Approaches on Learning Coping Behavior of Students Who are in Difficult Life Situations." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (February 28, 2020): 543–50. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201189.

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Marttunen, Miika. "Electronic Mail as a Forum for Argumentative Interaction in Higher Education Studies." Journal of Educational Computing Research 18, no. 4 (June 1998): 387–405. http://dx.doi.org/10.2190/aajk-01xk-wdmv-8m0p.

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This article reports a study in which thirty-one undergraduate students practiced academic argumentation by electronic mail (e-mail). In the two “tutorled” e-mail study groups the discussion topics were selected by the tutor, while in the two self-directed “student-led” groups selection was by the students. The quantity and quality of student-student interaction, and the factors associated with this were investigated. The results indicated that 42 percent of the students' messages (n = 441) were interactive in nature, indicating at least one reference to fellow students' messages. When difficult contents were addressed, interaction in the tutor-led groups was more common than in the student-led groups. The student-student interaction was mainly non-argumentative: 62 percent of the students' references (n = 259) expressed something other than the taking a position, 24 percent agreement, 10 percent grounded disagreement, and 4 percent non-grounded disagreement. The students in the student-led groups grounded their disagreement more often, while the students in the tutor-led groups more often expressed agreement. The study supports the superiority of the student-led mode of e-mail studying over the tutor-led mode when promoting argumentative dialogue.

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Gilbert, Michael. "Student performance is linked to connecting effectively with teachers." Journal of Research in Innovative Teaching & Learning 12, no. 3 (December 2, 2019): 311–24. http://dx.doi.org/10.1108/jrit-05-2018-0010.

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Purpose The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations. Design/methodology/approach The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments. Findings The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9. Research limitations/implications The study was conducted at one site. Practical implications Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training. Originality/value If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.

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Takyudin, Ahmad, Husain Faturrahman, Juwono Juwono, Muhammad Rizky Julianto, and Yulianti Yulianti. "Analisa dan Perancangan Sistem Informasi Elearning Berbasis Web untuk Memantau Aktivitas Belajar Peserta Didik di SMP Fioretti Tigaraksa." Jurnal Teknologi Sistem Informasi dan Aplikasi 4, no. 2 (April 30, 2021): 110. http://dx.doi.org/10.32493/jtsi.v4i2.10831.

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An effective learning system is a learning system that combines collaboration between teachers, students and parents. Many schools are still using traditional methods to manage data and school management, especially in terms of learning materials and managing student grades, so that schools and parents find it difficult to monitor the learning activities of students. For example at SMP Fioretti Tigaraksa, value management and curriculum management are still manual in inputting, the data managed by the school is input in stages without an application or system that regulates and stores it, so that parents, students or teachers find it difficult to monitor the learning activities of participants. such as grades data, curriculum data, learning materials and student attendance, all of these things are still done manually causing the risk of losing data is quite large in each school year. Web-based E-learning Information System can be used as a solution to problems in the field of education, especially to provide materials, student attendance and manage student grades. In this system a prototype is made that will be built in the future, this e-learning system is made to manage value management, attendance and curriculum so that teachers, students and parents of students can access and work together in monitoring student learning activities quickly and easily. efficient. This study provides results to improve student learning activities that can be done wherever they are or do not have to be at school and to connect and establish cooperation between schools, teachers, and parents of students as an important component of education to the student learning process at school.

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Annisa, Farah, Linda Cibya Rahmawati, and Yona Wahyuningsih. "Analisis Efektivitas Penerapan Model Make A Match Berbasis Media Puzzle Terhadap Hasil Belajar Siswa SD pada Mata Pelajaran IPS di SD." Journal on Education 5, no. 1 (December 23, 2022): 760–69. http://dx.doi.org/10.31004/joe.v5i1.674.

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This research is motivated by the learning model used by the teacher is still using the old learning model. Thus, to make it easier for students to receive subject matter, especially in social studies subjects, a make a match model is applied in learning. When learning material is difficult for students to accept, it will affect student learning outcomes. Based on the results of the study, the application of the make a match learning model can improve student learning outcomes because the model is easy for students to understand and also fun for students.

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Григорьева, И. В. "Female Students’ Subjective Ideas about Difficult Life Situations." Психолого-педагогический поиск, no. 3(55) (October 29, 2020): 78–84. http://dx.doi.org/10.37724/rsu.2020.55.3.010.

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статье рассмотрена актуальная проблема поведения человека в сложных жизненных ситуациях. Изменение жизненных обстоятельств, условий деятельности, появление новых требований со стороны внешней среды создают новые жизненные сложности. Одним из факторов, влияющих на то, как человек будет с ними справляться, является субъективная картина возникшей ситуации, складывающаяся в его психике. Проанализированы подходы к пониманию ситуаций как сложных и их классификации. Выделены три общих признака сложной ситуации (наличие трудности, состояние психической напряженности, изменение деятельности и поведения личности); показано, что высокий уровень неопределенности формирует у человека ощущение трудности. Сделан вывод о том, что для изучения поведения личности необходимо понимать, какие именно сложности возникают в ее жизни и что интерпретируется как главная трудность. Выявлены посредством анкетирования представления студенток о сложных жизненных ситуациях, перечень таких ситуаций и представлено их ранжирование по степени трудности и частоте появления в жизни. Подтверждены гипотезы о том, что все студентки сталкивались со сложными жизненными ситуациями; одними из наиболее часто возникающих сложных жизненных ситуаций для них являлись конфликтные; при возникновении и развитии сложной жизненной ситуации учитывались внутренние и внешние факторы. Предложены практические рекомендации, направленные на выработку новых качеств, навыков, получение нового опыта, облегчающие приспособление личности к сложным жизненным ситуациям, которые могут быть использованы психологами, педагогами, кураторами в учебно-воспитательной работе, а также самими студентками в целях самосовершенствования. The article treats an urgent issue of people’s behavior in difficult life situations. Changing life situations, changing conditions of work, requirements imposed by the changing environment create new challenges. One of the factors influencing a person’s ability to survive in difficult life situations is that person’s psychological ability to subjectively view the reality. The article analyzes some approaches to classifying situations as difficult. The article singles out three features characteristic of all difficult situations (the presence of a difficulty, psychological strain, changing behavioral patterns). It shows that situations characterized by a high level of uncertainty are classified as difficult. It maintains that in order to investigate a person’s behavioral patterns, it is essential that a researcher should understand what difficulties are experienced by that person and which of them are classified as the most challenging. The article interprets the results of a questionnaire filled out by female students and showing their ideas about difficult life situations. Female students are asked to range difficult life situations in accordance with their perception of the difficulty and the regularity of occurrence. The article proves the hypothesis that all female students have experienced difficult life situations and the most challenging situations are conflict-related situations. The analysis takes into consideration both internal and external factors accompanying difficult life situations. The article suggests practical recommendations aimed at the development of new qualities, acquisition of new skills and new experiences which enable female students to better adjust to difficult life situations. These practical recommendations can be used by psychologists, educators and tutors in their work. These recommendations can also be used by female students as a tool of self-improvement.

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Linares, Sylvia A., Freddy A. Paniagua, and Michael O'Boyle. "Students' Perception of a Difficult Case in Psychotherapy." Psychological Reports 81, no. 1 (August 1997): 67–75. http://dx.doi.org/10.2466/pr0.1997.81.1.67.

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Paniagua, et al. suggested that the definition of a “difficult” case in psychotherapy implies a relational definition involving the characteristics of the patient, the case, and the therapist. This study concerned this hypothesis with 44 graduate students in social work who received the Difficult Case Questionnaire representing examples of variables across each domain, e.g., motivation of the client, nature of the disorder, generic factors, and orientation of the therapist. The results were compared with the 1993 findings reported by Paniagua, et al., for a group of professionals in mental health practice. As in the earlier study, the present sample also agreed that, although all such domains are important in the formulation of that definition, their importance is not equal. Whereas professionals rated patient's, case's, and therapist's characteristics as the most important order of domains in that definition, students in this study agreed on the order of therapist's, patient's, and case's characteristics.

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Journal articles on the topic 'Studenti difficili'

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