Готові списки джерел за темами / Becoming student

Добірка наукової літератури з теми "Becoming student"

Автор: Grafiati
Опубліковано: 7 липня 2024
Оновлено: 7 липня 2024

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Becoming student":

1

Jaarsma, Ada S. "Becoming Student." Listening 46, no. 3 (2011): 218–40. http://dx.doi.org/10.5840/listening201146319.

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2

Narchal, Renu, Leanne S. Cowin, Ian Wilson, and David Harding. "Becoming a Medical Student." International Journal of Pedagogy and Curriculum 19, no. 2 (2013): 139–50. http://dx.doi.org/10.18848/2327-7963/cgp/v19i02/48912.

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3

Glanville, Ranulph. "On becoming gordon's student." Systems Research 10, no. 3 (January 16, 2007): 49–58. http://dx.doi.org/10.1002/sres.3850100308.

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4

Brent, Ginger. "Becoming a ”Teacher-Student”." English Education 37, no. 4 (July 1, 2005): 296–300. http://dx.doi.org/10.58680/ee20054131.

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5

Bui, Tram Anh. "Becoming an Intercultural Doctoral Student." Journal of International Students 11, no. 1 (January 15, 2021): 257–65. http://dx.doi.org/10.32674/jis.v11i1.1272.

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International students experience both challenges and possibilities when they situate themselves in new sociocultural environments. The process of intercultural learning affects their self-formation and construction of their multiple identities. This self-reflective paper examines my experience as an international doctoral student transitioning from a Vietnamese cultural background to Canadian culture. By using concentric storying to deconstruct my journal entries, I found recurrent themes of conflicts and tensions emerging through different dialectical processes in my journey of becoming an intercultural doctoral student. My intercultural learning exposed my vulnerable self while I searched for my core values and beliefs. This journey has brought profound changes in making meaning of my adventure in transnational space. My story may shed light on the understanding of life in transition and provide direction for other international doctoral students seeking to enhance their intercultural competence in a similar educational landscape.
6

Reddy, Peter, and Rachel Shaw. "Becoming a professional." Education + Training 61, no. 2 (February 11, 2019): 272–88. http://dx.doi.org/10.1108/et-10-2018-0210.

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Purpose Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues. Design/methodology/approach In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received interpretative phenomenological analysis. Findings Placement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth. Practical implications Ontology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated. Originality/value The UK Bachelor’s degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for higher education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development.
7

Miller, Robert S. "On Becoming a Composition Student." WAC Journal 5, no. 1 (1994): 5–10. http://dx.doi.org/10.37514/wac-j.1994.5.1.01.

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8

Goldman, Fiona. "Transition: Becoming a student midwife." British Journal of Midwifery 7, no. 3 (March 1999): 140. http://dx.doi.org/10.12968/bjom.1999.7.3.8361.

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9

Fernie, David E., Rebecca Kantor, and Elisa L. Klein. "This issue: Becoming a student." Theory Into Practice 27, no. 1 (January 1988): 2. http://dx.doi.org/10.1080/00405848809543323.

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10

Perander, Katarina, Monica Londen, Gunilla Holm, and Susanne Tiihonen. "Becoming a university student: An emotional rollercoaster." Högre utbildning 10, no. 1 (2020): 1. http://dx.doi.org/10.23865/hu.v10.1462.

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Students’ experiences during their first year of higher education affect study pace, retention and graduation. The aim of this study was to examine how students describe and perceive their studying and academic emotions during the first semester of higher education in order to analyse the interplay of different factors affecting student learning. The students participated in a compulsory study skills course, and wrote about their study experiences in reflective journals (N = 190) that were analysed qualitatively. Reflective journals have been rarely used in previous research on first year studies. The journals allow students to write about their experiences as a whole, and provide a broad and in-depth picture of students’ perceptions of their study habits and learning in higher education. Our results revealed that students’ academic emotions were profoundly affected by their self-regulated learning skills. Moreover, the study showed how self-regulated learning and academic emotions were tightly intertwined. In order to enhance student learning both self-regulated learning and academic emotions need to be considered in university teaching, and when universities plan the first year for new students.
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Статті в журналах Дисертації Книги

Дисертації з теми "Becoming student":

1

Ramdeny, Gianeeshwaree S. "Life transition of becoming a university student." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/365.

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The transition to university is a common, but varied experience shared by all students. Although, it is a largely positive life transition, many students experience major difficulties in making this transition. New university students often have to move away from home, establish new friendships and cope with academic work. In addition, they tend to drop out of university during their first year of study due to the manifest difficulties they cannot overcome. However, some students are able to cope better than others and make this transition without difficulty. Students who experience those stressors but manage to overcome them are considered to be resilient. It is thus important to examine the factors which help those students to overcome those challenges and persist through their first year.
2

Abdulkadir, Idil. "Somali Stories in Ivory Towers: Narratives of Becoming a University Student." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41507.

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This study employed narrative methods to explore how two Somali-Canadian women formed and understood their identities as first-generation university students. In conceptualizing identity, the study draws on sociological literature that frames identities as a collection of social roles that are performed. Within this framework, university student is a cultural object related to specific kinds of capital. The data are presented in narrative form, based in life history and life story approaches. Within their narratives, participants recounted the ways in which their attempts at developing a university student identity were complicated by their identities as Black, Muslim, economically marginalized individuals from refugee backgrounds. The tension at the heart of each participants’ narrative was not how to perform the university student role, but the cost of that performance on other parts of their identity. These findings reveal the narrow definition university student within the Canadian imagination and its consequence for the lives of marginalized communities.
3

Graham, Margaret. "Being available, becoming student kind : a nurse educator's reflexive narrative." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576352.

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This thesis is a story of how I came to construct and illuminate a reflexive narrative as a journey of self-inquiry and transformation towards personal realisation. It shares a view of reflection as lived in being and becoming a reflective nurse educator in higher education. My narrative draws upon, autoethnography, critical social theory and hermeneutic perspectives. Johns (2010) six dialogical movements have been used to give structure to my narrative. Nineteen reflections generate the reflexive narrative in a hermeneutic spiral, as each text informs the other along the journey. Insights become clearer through guidance, dialogue, and engagement with the literature. Early reflections show anxiety, emotional distress and entanglement as I tried to solve student problems. Maternalism influenced my approach to being with distressed and struggling students. Gradually these feelings give way to being available, becoming student kind as an enabling relationship with students. Becoming student kind is framed through my adaptation of the Being Available Template (Johns 2013). It is realised through; listening, presence, caring, empathy, compassion and emotional intelligence. Poise, a self-management practice ensures that personal concerns and tensions do not hinder my relationships with students. Mindfulness expressed as spirituality sustains this process. This path to becoming student kind creates a learning space for student growth and development. In so doing, students are enabled to enter into a nurse patient relationship through being available. I express my empowerment through a dialogical voice, transforming my practice with individual students, in the classroom and beyond. Understanding the tensions within the complexity of university culture influencing nurse education, informs collaboration with colleagues towards a shared vision of nurse education. I turn to reflect on a journey of constructing a reflexive narrative. Five stepping stones for dialogue in advancing guided reflection as a foundation for nurse education are offered. My inquiry weaves a story of reflection as testimony to a fusion of practice and theory. I reveal practice wisdom, informing my day to day work in being available becoming student kind in relationships with students. I explore the contribution to knowledge, my practice and future research, considering the strengths and challenges therein.
4

Seton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /." Connect to full text, 2007. http://hdl.handle.net/2123/1864.

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Thesis (Ph. D.)--Faculty of Education and Social Work, University of Sydney, 2007.
Title from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.
5

McDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students’ perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students’ perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach. The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers’ emerging perceptions of their first year of learning how to teach. The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new. Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career. The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students’ voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.
6

Hoffman, Sophie. "Becoming a Composer: How postgraduate conservatorium students develop their musical identities." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15991.

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Musical identities research demonstrates the many roles that music plays in our everyday lives. For musicians, music is more than just a tool for self-discovery; it is a way of life, built over years of support, participation and love. The musical identities of performers have been explored in detail while composers’ identities have been explored predominantly through their compositions. The aim of this study is to investigate how composers establish and develop compositional identity. Five postgraduate composition students at The Sydney Conservatorium of Music participated in semi-structured interviews about their musical backgrounds, experiences and interests. Five main themes emerged as central to composer identity formation: ‘The Power of Music’, ‘Motivation to Compose’, ‘Influential Relationships’, ‘Environmental Factors’ and ‘Compositional Community’. Music was essential to the composers’ self-concepts. They were compelled to compose. They were determined to prove their worth through their music. And, they recognised the influence of their communities on their musical choices. These composers shared an understanding of the creation and continual development of their compositional identities through an alignment of these elements.
7

Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.

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Doctor of Philosophy
The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
8

Xu, Jinqi. "Becoming a Chinese student: a practice-based study of Chinese students' learning in an Australian university." Thesis, School of Management, Operations and Marketing, 2016. https://ro.uow.edu.au/theses/4808.

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A growing concern in studies of internationalisation relates to Chinese students studying in the West. In business studies, Chinese students are the largest cohort of international undergraduates. Areas of concern include differences in learning styles, language and socio-cultural barriers. Institutionally, learning is considered to occur when students can demonstrate the learning outcomes achieved and learning is assured against learning criteria. However, research has shown the limitation of this view or what Hagar et al (Hager, Lee & Reich, 2012) term the dominant paradigm of learning and that learning occurs in many forms (Boud, 2006; Stone, Boud & Hager, 2011). There is an absence of discussion about how learning actually occurs, or the practices that Chinese students use in order to learn. Drawing on Hager and Hodkinson's (2011) use of becoming as a metaphor for learning, this thesis aims to examine the experience and practices of Chinese business students studying in an Australian university. The principle research question focuses on the contribution that a practice-based study makes to investigations of undergraduate Chinese business student learning in an Australian university. Drawing on a practice theoretical framework influenced by the Chinese philosophical concept of Yinyang, and a practice methodology, the research is an in-depth investigation of the everyday practices used by five Chinese business undergraduate students to support their learning. The study uses interpretative methods including interviews, observations, reflexive groups, document analyses, collections of artefacts and field notes. The findings demonstrate how students put things together in different ways that are inseparable from their becoming. Study practices, such as memorising and translating are used by students together with socio-cultural practices. Study and socio-cultural practices are entangled in multiple relationships usefully described using Yinyang concepts (Wang, 2012). The findings highlight how student learning occurs, or becomes, as they adapt and adopt what they see as appropriate study and sociocultural practices in different contexts. A practice-based approach, with the inclusion of the notion of Yinyang, can help explain the tensions and contradictions of students’ performance as learners and the process of becoming that makes up their learning journey. Many institutional and historical tensions and contradictions shape students’ learning practices. I conclude that Chinese students’ learning is characterised by complexity and that the possibility and impossibility of Chinese students’ learning is inseparable from particular practices, settings and arrangements. The implications for students and teachers are that learning cannot be pinpointed in a static snapshot but is better understood as a constant process of becoming and that institutions and teachers need to be able to deal with complexity when supporting students by developing appropriate curricula and structures.
9

Smallwood, Zenobia Whichard. "One Rural Elementary School's Experience in Becoming A School of Distinction." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11058.

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The purpose of this qualitative study was to describe overarching themes that were significant in helping a selected elementary school reach the standards for School of Distinction status. A descriptive case study design was used to identify answers to the overall guiding research question and subordinate questions formulated from the review of literature. A carefully planned sequence of questions was developed for each set of participants aimed at getting a detailed description of the school. Data collection procedures consisted of interviews, classroom observations, and review of school documents. Participants consisted of the principal, nine teachers and nine students from grades, 3, 4, 5 and a total of three parents who have children in these grades. Data from this study were used to compare and analyze key words, phrases, and/or direct quotes in order to identify and describe emerging, overarching, and supporting themes from the following domains: principal's leadership, teacher involvement, class size, student achievement, and parental involvement. Based on literature reviews, these domains were considered to be characteristics that contributed to promoting high student achievement and successful schools. Findings provided supporting themes that were organized around the study's domains. The supporting themes emerged from data triangulation on each of the domains. Based on the data collected and analyzed, the following nine conclusions were identified as contributing to the school's success: (1) a successful school staff maintains an instructional focus; (2) in a successful school, communication occurs among all stakeholders; (3) collaboration among teachers, parents, and the principal occur often in schools; (4) a successful school has a class size below twenty students; (5) a variety of complimentary programs led to school success; (6) a successful school has strong parental involvement; (7) a successful school has a nurturing staff; (8) a successful school has a stable staff; and (9) students perceive a successful school differently than the adults. Implications and recommendations for practice are provided for consideration for school districts with similar demographics to this study. Finally, recommendations for further studies are provided.
Ed. D.
10

Tankersley, Christopher James. "Becoming an Orientation Leader: A Catalyst for Self-Authorship Development." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.

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Книги з теми "Becoming student":

1

Ellis, David B. Becoming a master student. Boston, Mass: Houghton Mifflin, 2003.

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2

Ellis, David B. Becoming a master student. Edited by Toft Doug editor and Dawson Debra author. Toronto: Nelson Education, 2016.

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3

Ellis, Dave. Becoming a master student. Boston, MA: Wadsworth Cengage, 2010.

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Ellis, David B. Becoming a master student. Boston: Houghton Mifflin, 2006.

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5

David, Ellis, ed. Becoming a master student. Rapid City, SD: College Survival, 1995.

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Ellis, David B. Becoming a master student. Edited by Toft Doug, Mancina Dean, and McMurray Eldon L. Princeton, N.J: Recording for the Blind & Dyslexic, 2008.

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7

Ellis, David B. Becoming a master student. Edited by Toft Doug, Mancina Dean, and McMurray Eldon L. Boston: Houghton Mifflin, 2009.

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8

Flemming, Laraine E. Becoming a successful student. 2nd ed. New York, NY: HarperCollins College Publishers, 1994.

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9

Ellis, David B. Becoming a master student. 2nd ed. Boston: Houghton Mifflin, 1997.

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10

Flemming, Laraine E. Becoming a successful student. Glenview, Ill: Scott, Foresman, 1989.

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Частини книг з теми "Becoming student":

1

Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

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Gardner, Susan K. "Doctoral Student Development." In On Becoming a Scholar, 203–21. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-17.

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3

Bates, Catherine, and Abi Matthewman. "Becoming a University Student." In Studying Arts and Humanities, 18–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_2.

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4

Penny, Jude. "Becoming Philosophical Student Teachers." In Philosophy with Children and Teacher Education, 217–25. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003212737-28.

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5

Lee, Anne. "Becoming a research student." In Successful Research Projects, 1–13. Names: Lee, Anne, Dr., author.Title: Successful research projects : a guide for postgraduates / Anne Lee.Description: Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351236188-1.

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Owton, Helen. "Becoming a Student Parent." In Studying as a Parent, 34–48. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-33058-1_3.

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Seligman, Ross A., and Adriane S. Mozzini. "Student Diversity." In Becoming a Successful Community College Professor, 68–101. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003407461-4.

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Cairns, David. "Becoming Mobile." In Youth Transitions, International Student Mobility and Spatial Reflexivity, 41–93. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137388513_3.

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Ellison, Aaron M., and Manisha V. Patel. "Becoming a Mentor." In Success in Navigating Your Student Research Experience, 79–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06641-2_9.

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Weidman, John C. "Doctoral Student Socialization for Research." In On Becoming a Scholar, 45–55. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446187-6.

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Тези доповідей конференцій з теми "Becoming student":

1

Knowles, Sandra. "Understanding early cognitive development: Using PAT Early Years to support student learning." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-21.

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The correlation between early cognitive and psychosocial development is well established. For this reason, some measurement tools, such as UNICEF’s Early Childhood Development Index (ECDI2030), provide a single score as an overall indicator of a child’s development because performing poorly in one area is likely to mean inadequate development across all areas. While these broad indicators can be useful at a system level, understanding children’s development in discrete domain areas is essential for meaningful intervention. This presentation will explore how measurement tools, such as ACER’s Progressive Achievement Tests (PAT) for the Early Years, can be used to support targeted intervention across a range of learning areas. PAT Early Years will be situated within the broader context of ACER’s early learning descriptions of progress, which establish oral language as a foundational skill and highlight the importance of recognising each child’s progress over time regardless of their starting place.
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Hall, Alison. "Mathematical mindsets: Fostering student engagement and positive mindsets through the use of challenging tasks." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-12.

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This paper explores the planned use of challenging mathematical tasks. These tasks provide the opportunity for students to improve mathematical thinking by working on problems that they do not yet know how to answer. This research involved a heterogeneous class of year 3 students from a Catholic parish primary school in the northern suburbs of Melbourne. A rubric was also developed to use in conjunction with these tasks, to support discussions with students, broaden their strategies in finding solutions and thereby improve their conceptual understanding. These pedagogical approaches were found to support the improvement of both students’ conceptual understanding in mathematics and teachers’ reflective practice.
3

Bo Stjerne, Jo, and Rachel Parker. "Does play belong in the primary school classroom?" In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-3.

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Learning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. If we want to build an education system preparing children for lifelong learning, we can use these strategies and achieve a balance of academic growth, holistic skills and a joy of learning. This presentation addresses the disconnect between policy, research, and practice, by summarising 5 key findings from international studies and 4 challenges to connect policy and practice. The evidence that play supports learning is considerable, and a new framework can create continuity between the early years learning contexts and implementation in schools.
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Cleckley, Elgin. "Becoming Credible: Developing Pedagogies for Inclusive Design Futures." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.

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2020’s racial reckoning produced student, faculty, staff, and alumni calls for action to many North American schools of architecture and design. For example, Notes on Credibility, by the Harvard Graduate School of Design’s African American Student Union and AfricaGSD, demands that the GSD must “institutionalize anti-racism and acknowledge that pedagogy has a cultural obligation.[1] Many calls echo Notes, prompting a rethinking of architectural pedagogy from longheld Beaux-Arts models and late image-making practices. As we collectively advance, studio instruction requires new pedagogical and inclusive modes incorporating identity, culture, history, memory, and place. Empathic instruction, through a strategically designed collegial environment, allows for personal and instructional creativity resulting in personal discovery. To rise to the Calls, and this time, pedagogies must include a full human experiential perspective, whereby students develop a skill toolkit based on ethics and aesthetics to support design activism.
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Zarb, Mark, Angela Siegel, Ric Glassey, and Janet Hughes. "Becoming a CS1 Student in the Time of COVID." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439518.

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Loshbaugh, Heidi. "Becoming Student Ready: Institutional Evolution in Supporting Vulnerable Students to Achieve Degree Success." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577933.

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Griggs, Simone, and Greta Rollo. "Partnerships in early childhood education: Engaging families in professional conversations." In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-14.

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Effective monitoring of learning and development involves integrating multiple perspectives from a child’s parents, carers, family, and their educators. A collaborative approach between educators and families not only recognises the family’s critical importance in their child’s life but it has also been shown to benefit children with learning difficulties, delays and behavioural concerns (Parenting Research Centre, 2012; Prior et al., 2011). Efforts made towards the integration of multiple perspectives can also support stronger inclusion of diverse families into communities of early childhood education and care. However, discussions with parents and carers about issues regarding their children’s development can be a challenging part of an educator’s role (O’Connor et al., 2018). This paper will reveal both obstacles and enablers when it comes to engaging in conversations with parents and caregivers. Bronfenbrenner’s ecological systems theory positions ’mutuality, reciprocity and shared decision-making’ (1979, p. 46) at the forefront of planning for conversations about the learning and development of young people. This paper will justify how this lens has informed the development of a tool to support educators and families to move beyond traditional power imbalances to enhanced and balanced relationships that result in improved holistic student support.
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Bui, Anh. "Becoming an Intercultural Doctoral Student: Negotiating Identities Through Different Dialectical Processes." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435521.

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"Impact and Experiences of an Engineering Professor becoming a Student while Teaching." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343506.

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Jones, Donna. "Becoming Artists and Researchers: Collaborative Self-Study Between a Doctoral Student and Advisor." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2015103.

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Звіти організацій з теми "Becoming student":

1

Cuevas, Stephany Cuevas. Becoming an Ally: Partnering with Immigrant Families to Promote Student Success. New York, NY United States: Carnegie Corporation of New York, April 2023. http://dx.doi.org/10.15868/socialsector.41891.

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Parker, Rachel, Jennie Chainey, Payal Goundar, Sarah Richardson, Anna Dabrowski, Amy Berry, and Claire Scoular. Being and becoming global citizens: Measuring progress toward SDG 4.7. Phase I: Monitoring teacher and school readiness to enact global citizenship in the Asia-Pacific region. Australian Council for Educational Research, August 2023. http://dx.doi.org/10.37517/978-1-74286-718-2.

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Substantive work has been undertaken to define and frame global citizenship education (GCED). Global citizenship and related terms are included in the curricula and policy statements of many diverse nations around the world, however, the education sector often struggles to enact and monitor GCED in ways that reflect the changing conditions of students and schools. This study responds to an identified need for enhanced tools and resources for schools and systems to monitor and evaluate GCED, in accordance with United Nations (UN) Sustainable Development Goal (SDG) 4.7. This need is particularly pressing in the primary school sector, where little research has examined staff or student interpretations of GCED, and the Asia-Pacific (APAC) region, where despite significant interest, gaps in understanding and implementing GCED remain. This report presents a draft framework for monitoring effective GCED, which is relevant to systems, schools, and staff supporting upper primary school students. The framework has been developed from a review of existing instruments and research, including work undertaken to frame and assess global citizenship for the Southeast Asia Primary Learning Metrics (SEA-PLM). To develop this framework, we have also sought the input of GCED experts and teachers from the Republic of Korea, the Philippines and Australia to ensure relevance to these contexts. Accompanying the framework is a series of preliminary questions for systems, schools, and teachers designed to assist in exploring enabling conditions for the enactment of global citizenship, which is also underpinned by key findings and gaps from the literature.
3

Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
4

Marsden, Nick, and Niranjan Singh. Preparing Vocational Students for Future Workplaces: Towards a course evaluation of the Unitec Bachelor of Applied Engineering. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.42017.

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This exploratory study set out to evaluate how well a particular course in automotive engineering is set up to enable students to develop skills necessary to enter the workplace. The research set out to identify trends in student expectations and in the needs of employers at a time when this field of work is characterised by disruptive technological developments such as computerisation and automation. The intended outcome of the research is that the findings will assist the critical thinking of course designers as they reflect on modifications that might be necessary for Unitec Bachelor of Applied Technology (BAT) graduate attributes to fully meet future workplace demands. It is also an aim that this exploratory evaluation of a small cohort of students can, despite its limitations, identify trends for future pedagogical research in the ITP (Institutes of Technology and Polytechnics) sector. Although not a full course evaluation, this study invited feedback from students and recent graduates in relevant employment regarding the alignment of the Unitec Bachelor of Applied Technology (BAT) course design with their perceptions of skills necessary in the workplace. Another intention was to highlight any misalignments between the realities of the automotive engineering sector and student expectations of the course: To what degree are work capability expectations in agreement between the student stakeholders and the institution? Are the course goals realistic and in line with actual industry needs? How is the definition of work readiness changing? The paper also samples current speculative thinking about skills that are becoming progressively more important in the workplace, namely the so-called ‘soft skills’ in communication, problem solving, management and collaboration, and in dialogic and creative attributes relevant to increasingly automated and globalised workplaces.
5

Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
6

Silverman, David. Becoming a Qualitative Researcher: Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.

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The 'Becoming a Qualitative Researcher: Guidelines and Opportunities' seminar, led by David Silverman, is a comprehensive 3 half-day workshop aimed at equipping researchers new to qualitative research with the skills to design and conduct a qualitative project. Relevant for both PhD students and established researchers moving into qualitative research,and faculty and professional researchers unfamiliar with qualitative approaches, this course will help to clear up misunderstandings about qualitative research and provide guidelines for a sound research project
7

Yang, Jung ha, and Jeong-Ju Yoo. Understanding Perceptions behind Becoming a Fashion Entrepreneur among Fashion Design and Merchandising Undergraduate Students. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1565.

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Washington, Maryann. BEING (Becoming Empowered in Nursing Growth): Training guide for nursing students on sexuality and gender. Population Council, 2009. http://dx.doi.org/10.31899/rh2.1031.

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Mills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano, and Merijke Coenraad. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate. Digital Promise, March 2024. http://dx.doi.org/10.51388/20.500.12265/205.

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There is a necessity for an educational shift to equip today’s learners for success in a dynamically evolving world shaped by emerging technologies and globalization. Emphasizing the importance of academic and technical skills, this report stresses the need for learners to possess adaptability and interpretive abilities to apply these skills in diverse contexts. The “Portrait of the Graduate” initiative is introduced as a visionary framework where readers will learn more about the skillsets districts across the country have identified for students. Furthermore, this report will introduce readers to the design and implementation of “Integrated Learning Pathways'' as a strategy to breathe life into the Portrait of the Graduate and will provide examples of districts putting their Portraits into action. The report concludes with recommending district leaders to create Integrated Learning Pathways to align learning and initiatives to their Portrait of a Graduate and ultimately better prepare students for a successful future.
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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6856.

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