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Статті в журналах з теми "Student empowerment"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 31 січня 2023

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1

Jafar, Afshan. "Student Engagement, Accountability, and Empowerment." Teaching Sociology 44, no. 3 (April 12, 2016): 221–32. http://dx.doi.org/10.1177/0092055x16644489.

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This article describes an experiment in collaborative course design in a midlevel sociology course. Unlike most of the literature on collaborative teaching and learning, which often deals with collaboration among students, this article discusses collaboration between the instructor and students. The students in this course collaborated with the instructor in designing the course—choosing the readings and developing the assignments—from the first day of class. Student feedback on the experiment was overwhelmingly positive. Three major themes that emerged from the student feedback were (1) higher levels of student engagement, (2) a sense of personal accountability, and (3) student empowerment. While the results of the student feedback mostly point to positive experiences, collaboration between students and instructors does bring a high level of uncertainty and extra work for the instructor involved. The article ends with some further guidance for those considering collaborative learning in their classrooms.

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2

Hackmann, Donald, James Kenworthy, and Sharon Nibbelink. "Student Empowerment through Student-Led Conferences." Middle School Journal 30, no. 1 (September 1998): 35–39. http://dx.doi.org/10.1080/00940771.1998.11494561.

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3

Ongroongruang, Savanit, and Srimuang Paluangrit. "Student community empowerment approach." South-East Asian Journal of Medical Education 4, no. 2 (December 30, 2010): 38. http://dx.doi.org/10.4038/seajme.v4i2.425.

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4

Horn, Brian R. "Eight Voices of Empowerment." Urban Education 52, no. 4 (August 3, 2016): 525–52. http://dx.doi.org/10.1177/0042085915574522.

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This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, “How are you empowered and disempowered by school?” Findings reveal that although No Child Left Behind (NCLB) policies are said to empower students, student empowerment is rather a negotiated process that requires teachers to help students develop an eye for fairness, create opportunities for them to express themselves in new ways, and encourage them to learn from one another.

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5

Sari, Dian C., Sri Kartini, Suwignyo Suwignyo, and Lailatul Isnainin. "ISLAMIC STUDENT EMPOWERMENT HEALTHY PROGRAM." Jurnal Pengabdian Masyarakat Multidisiplin 2, no. 1 (October 1, 2018): 63–68. http://dx.doi.org/10.36341/jpm.v2i1.670.

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The 2016 Population Census results show that Indonesia's population is 237.6 million, 63.4 million of which are teenagers consisting of 32,164,436 men (50.70 percent) and 31,279,012 women (49 , 30 percent). The size of the population of the youth group will greatly affect population growth in the future. With the rapid development of technology, the development of teenagers in Indonesia is also developing. Some lead to positive and negative things. One of the negative impacts is the lack of awareness about the STBM pillars. Community-Based Total Sanitation (STBM) is an integrated action to reduce the incidence of environmental-based infectious diseases, as well as improve hygiene behavior and the quality of life of Indonesian people. Uniqueness / Excellence Islamic healthy student empowerment program lies in the variation and composition of the dedication material. The specifications that will be produced are that the program that will be implemented is one of the main keys to improving the program of healthy students. This service aims to show that schools have a positive impact on supporting health programs for students so that schools have an important role in promoting and intervening in the development of student health. The development of student health that is supported by the school is an important factor in the phase of forming a superior generation of the nation's future. This service program is carried out on students of SMA 1 Perhentian Raja and SMKN 2 pekanbaru.

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6

Cakır, S. Gulfem. "Authoritative Approach and Student Empowerment Among University Students." Procedia - Social and Behavioral Sciences 186 (May 2015): 151–54. http://dx.doi.org/10.1016/j.sbspro.2015.04.078.

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7

Van Hoven, Bettina, and Esther De Boer. "Student Empowerment through 'Area Analysis'." Journal of Geography in Higher Education 25, no. 1 (March 2001): 83–93. http://dx.doi.org/10.1080/03098260124997.

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8

Danns, Dionne. "Black Student Empowerment and Chicago." Urban Education 37, no. 5 (November 2002): 631–55. http://dx.doi.org/10.1177/0042085902238677.

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9

Weber, Keith, and Brian R. Patterson. "Student interest, empowerment and motivation." Communication Research Reports 17, no. 1 (January 2000): 22–29. http://dx.doi.org/10.1080/08824090009388747.

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10

Gadbow, Nancy F. "Facilitating empowerment through student guidance." Assessment Update 5, no. 3 (May 1993): 8. http://dx.doi.org/10.1002/au.3650050306.

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11

Garner, Janice. "Empowerment in Social Work Field Education: Examining Triadic Aspects of Empowerment in the Education Process of the Social Work Field Student." Journal of Baccalaureate Social Work 12, no. 1 (September 1, 2006): 237–60. http://dx.doi.org/10.18084/1084-7219.12.1.237.

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The purpose of this exploratory research study was to investigate factors affecting the perception of student social worker empowerment in the process of the field education experience. Structural equation modeling was used to examine the relationships of the student, the field instructor, and the organization to student empowerment with a sample of 204 BSW and MSW students from two midwestern universities. The findings of this study suggest that the most influential predictor of student social worker empowerment in the field practicum process was the empowering conditions of the work environment.

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12

Herr, Kathryn, and Gary L. Anderson. "Oral history for student empowerment: capturing students’ inner voices." International Journal of Qualitative Studies in Education 6, no. 3 (July 1993): 185–96. http://dx.doi.org/10.1080/0951839930060301.

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13

Kirk, Chris Michael, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Angela Scott, and Elle Park. "The Empowering Schools Project." Youth & Society 49, no. 6 (January 13, 2015): 827–47. http://dx.doi.org/10.1177/0044118x14566118.

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In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school setting. Building on the body of research on school climate, critical pedagogy, and empowering settings, the present study developed a model of student empowerment using a case study of an ethnically diverse urban high school in the midwestern United States. Participant observation, focus groups, and interviews were utilized to identify classroom and school characteristics related to student empowerment. Students reported equitable teacher–student relationships, integrated student leadership, and shared decision making. Similarly, school staff reported high staff empowerment and sense of community. The Student Empowerment Model is a useful framework for school improvement, adding “power” to the broader literature on school climate and extending the work on empowering settings to schools.

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14

McPhee, Iain, and Maria Eugenia Witzler D’Esposito. "Student assessment in higher education: embargo or empowerment?" Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 155–69. http://dx.doi.org/10.1108/jarhe-04-2017-0049.

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Purpose This study recruited students who struggled to meet institutional deadlines for summative assessments. Increasing the number of diverse and non-traditional students in higher education (HE) institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. The purpose of this paper is to expand our understanding of student perceptions of the factors involved in academic achievement. Design/methodology/approach Using qualitative methods and in-depth semi-structured interviews, 14 participants were interviewed. Using Freire’s concept of empowerment, and Bordieu’s concept of habitus, the authors explore student perceptions of assessment. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Research limitations/implications Shifting organisational patterns and modes of production within HE institutions have influenced the student experience of academic writing and assessment. Findings highlight the factors that impact on academic success in HE institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. Practical implications The paper includes implications for curriculum designers, and self-reflective practitioners on issues related to academic success for non-traditional students. Social implications The study uses two case studies from two countries, Scotland and Brazil, both countries have invested heavily to address the twenty-first century learning agenda. Issues of widening access have increased student diversity, however, embargoes on academic achievement remain powerful factors that require further discussion and study. Originality/value This paper fulfils an identified need to study how issues of widening access can be mitigated, in particular for non-traditional students.

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15

Mottey, Rejoice. "JUSTICE AND EMPOWERMENT IN THE CLASSROOM:THE SOCIAL EXCHANGE PERSPECTIVE." JOURNAL OF SOCIAL SCIENCE RESEARCH 9, no. 2 (October 17, 2015): 1808–16. http://dx.doi.org/10.24297/jssr.v9i2.4927.

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The study investigated the relationship between students perceptions of justice and empowerment in the Ghanaian classroom. Three hundred and sixty five senior secondary and technical school students purposively and conveniently sampled, completed questionnaires on classroom justice scales comprising; distributive, interactional and procedural justice scales. Correlation analyses indicated a significant positive relationship between classroom justice and student empowerment. Regression analyses revealed procedural justice perceptions as the only predictor of student empowerment . Results are discussed within the framework of the social exchange theory.

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16

Kim, Jungnam, Julia Bryan, Younyoung Choi, and Ji Hyun Kim. "Understanding Asian American Student Achievement." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878853. http://dx.doi.org/10.1177/2156759x18788534.

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This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent contact with the school counselor) were significantly related to academic performance. Findings suggest the importance of school counselors utilizing empowerment strategies to help those Asian immigrant parents who need support with their children’s education.

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17

Rahmatullah, Mamat, and Atika Atika. "DOES TRANSFORMATIONAL LEADERSHIP AFFECTING THE INNOVATIVE SKILLS OF STUDENTS?" MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (December 31, 2021): 169–82. http://dx.doi.org/10.14421/manageria.2021.62-11.

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This research aims to determine the influence of transformational leadership on innovative behavior through psychological empowerment as a mediation variable. This study used quantitative methods. The data collected by interviews and questionnaires. The samples were taken using a saturated model from 42 responden of student association of Islamic Education Management Study Program, UIN Sulthan Thaha Saifuddin Jambi. The data were analyzed using descriptive, regression, and path analysis. The results showed that transformational leadership significantly influenced students' innovative behavior directly or mediated by psychological empowerment variables. The resulting impact of pathway coefficients on psychological empowerment has a considerable effect on the innovative behavior of students with a p-values value of 0.003 < from 0.05; transformational leadership has a substantial impact on innovative behavior through psychological empowerment with a p-values value of 0,000 > 0.05. It shows that improving students' innovative behavior can be achieved with transformational leadership roles through psychological empowerment variable in student association of Islamic Education Management Study Program, UIN Sulthan Thaha Saifuddin Jambi. The association of students are expected to pay attention to students needs and activities, create a comfortable organizational environment to optimizing student activities.

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18

Nicolaidis, Christos S., and Evangelia Koutroumpezi. "Empowerment in Tertiary Education: A Strategic Source of Learning Advantage." Industry and Higher Education 22, no. 3 (June 2008): 183–88. http://dx.doi.org/10.5367/000000008784867255.

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This paper examines empowerment as a strategy, from the resource-based perspective, for the development of Greek tertiary education. As the literature suggests, empowerment enables individuals to make decisions and simultaneously take responsibility for their actions. Moreover, it increases the quality of research and teaching procedures as well as amplifying educators' and students' satisfaction and performance. In this respect, the paper uses the well-known Whetten and Cameron questionnaire for empowerment in a survey conducted among students studying in the B, D, F and H semesters at a Greek university operating in Thessaloniki. The principal component factor analysis of a sample 395 students revealed the existence of four dimensions of student empowerment: meaning/self-efficacy, self-determination, trust and personal control. After discussion of the findings, a number of recommended tactics and policies concerning the enhancement of student empowerment conclude the paper.

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19

Brown, Mary, and Peter Kiriakidis. "Student Empowerment In An Online Program." College Teaching Methods & Styles Journal (CTMS) 3, no. 4 (August 4, 2011): 47. http://dx.doi.org/10.19030/ctms.v3i4.5586.

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Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

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20

Warschauer, Mark, Lonnie Turbee, and Bruce Roberts. "Computer learning networks and student empowerment." System 24, no. 1 (March 1996): 1–14. http://dx.doi.org/10.1016/0346-251x(95)00049-p.

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21

Goelman, Don. "Student empowerment in a survey course." ACM SIGCSE Bulletin 35, no. 3 (September 2003): 270. http://dx.doi.org/10.1145/961290.961635.

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22

Moore, Shelley C., and Karen S. Ward. "Nursing Student Perceptions of Structural Empowerment." Nursing Education Perspectives 38, no. 1 (2017): 32–33. http://dx.doi.org/10.1097/01.nep.0000000000000096.

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23

Garcia, Hugo, Jon McNaughtan, Xinyang Li, Mi Chelle Leong, and Andrew Scott Herridge. "Empowered to Serve?" Journal of International Students 11, no. 3 (June 15, 2021): 666–86. http://dx.doi.org/10.32674/jis.v11i3.2039.

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Some institutions have sought to centralize the supports they give students by developing a center or office dedicated to international students, led by a director or manager overseeing international student support. However, these directors are also not given the resources needed to fully support international students. Our study focuses on the role and empowerment of these international center leaders. A multi-institution case study approach, guided by the empowerment framework, was utilized. The first research question asked what perceptions international center directors have of the resources and support structures provided by their institutions for the growing international student population. The second research question examined how international center directors perceive their empowerment, and which dimensions of empowerment they experience, or lack. Findings include international center directors reporting their sense of empowerment is founded in their desire to serve, sense of autonomy, and the sense of meaning they find engaging in the work.

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24

Worsley, Marcelo, Khalil Anderson, Natalie Melo, and JooYoung Jang. "Designing Analytics for Collaboration Literacy and Student Empowerment." Journal of Learning Analytics 8, no. 1 (April 9, 2021): 30–48. http://dx.doi.org/10.18608/jla.2021.7242.

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Collaboration has garnered global attention as an important skill for the 21st century. While researchers have been doing work on collaboration for nearly a century, many of the questions that the field is investigating overlook the need for students to learn how to read and respond to different collaborative settings. Existing research focuses on chronicling the various factors that predict the effectiveness of a collaborative experience, or on changing user behaviour in the moment. These are worthwhile research endeavours for developing our theoretical understanding of collaboration. However, there is also a need to centre student perceptions and experiences with collaboration as an important area of inquiry. Based on a survey of 131 university students, we find that student collaboration-related concerns can be represented across seven different categories or dimensions: Climate, Compatibility, Communication, Conflict, Context, Contribution, and Constructive. These categories extend prior research on collaboration and can help the field ensure that future collaboration analytics tools are designed to support the ways that students think about and utilize collaboration. Finally, we describe our instantiation of many of these dimensions in our collaborative analytics tool, BLINC, and suggest that these seven dimensions can be instructive for re-orienting the Multimodal Learning Analytics (MMLA) and collaboration analytics communities.

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25

James, Angela A. "ICT IN NATURAL SCIENCE FOR EMPOWERMENT: STUDENT WORK OF A DIFFERENCE." Problems of Education in the 21st Century 37, no. 1 (December 15, 2011): 59–69. http://dx.doi.org/10.33225/pec/11.37.59.

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In 1994 the South African democratic government was sworn into power. A new education curriculum was implemented to replace the redundant, racialised apartheid education curriculum. The Department of Education was concerned with developing a skilled and computer literate workforce for the progressive development of the country to meet the challenges of the 21st century. The research question asked in this research is – How can student teachers engage with ICT for the empowerment of disadvantaged (socially and economically deprived) communities? The theoretical framework that underpins this research is empowerment and authentic learning. The participants in this research were two groups of Biological Sciences student teachers who were registered for a research and service-learning module. The data collection methods included a document analysis of the Biological Science programme, the student work (PowerPoint and research report), semi-structured interviews with students and observation of their interaction with the community. The students used ICT in developing and using their knowledge and skills of research and service-learning at the particular placement sites to engage in empowering themselves with the communities. They also used ICT to communicate their findings for the development of themselves and the community. The personal and community empowerment aspects were expressed and discussed. Key words: student teachers, ICT, empowerment, research, service-learning.

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26

Hipolito-Delgado, Carlos P., and Shelley Zion. "Igniting the Fire Within Marginalized Youth: The Role of Critical Civic Inquiry in Fostering Ethnic Identity and Civic Self-Efficacy." Urban Education 52, no. 6 (March 15, 2015): 699–717. http://dx.doi.org/10.1177/0042085915574524.

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Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.

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27

Fitri, Silvia, Neng Lilis, Lutfiani Azhar, Zulfa Nafisa, and Dita Fitria. "PESANTREN POLICY MANAGEMENT IN STUDENT EMPOWERMENT FUNCTIONS." MANAGERE : Indonesian Journal of Educational Management 3, no. 3 (December 31, 2021): 152–59. http://dx.doi.org/10.52627/ijeam.v3i3.160.

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The study will discuss boarding policies for implementing its function as an empowering institution. The research was intended to find out how pestuous boarding policies are particularly interesting and to see how high the policy is. The research method used is the library research method that is a data gathering technique by conducting the study of books, literature, notes, and various reports relating to boarding policies in apostate encouraged function. The next discussion is to analyze the policy's no. 18 year 2019 law on boarding schools, particularly the chapter chapter on empowerment functions with swot analysis techniques that will examine the strengths, weaknesses, opportunities, and threats of the policy. The policy on government support listed in act number 18 in 2019 of boarding schools chapter 46 has the strengths and weaknesses of each in the application of the santri empowerment function.

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28

Panadero, Ernesto, and Filip Dochy. "Student self-assessment: assessment, learning and empowerment." Assessment & Evaluation in Higher Education 39, no. 7 (December 20, 2013): 895–97. http://dx.doi.org/10.1080/02602938.2013.871412.

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29

Kretz, Lisa. "Emotional responsibility and teaching ethics: student empowerment." Ethics and Education 9, no. 3 (September 2, 2014): 340–55. http://dx.doi.org/10.1080/17449642.2014.951555.

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30

Purcell, Margaret A. "Student Empowerment in the Nonprofit Management Classroom." Journal of Continuing Higher Education 63, no. 3 (September 2, 2015): 193–98. http://dx.doi.org/10.1080/07377363.2015.1085950.

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31

Cuellar, Marcela G., Vanessa Segundo, and Yvonne Muñoz. "Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model." Association of Mexican American Educators Journal 11, no. 3 (February 10, 2018): 84. http://dx.doi.org/10.24974/amae.11.3.362.

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Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Astin & antonio, 2012) and integrates critical theoretical frameworks, namely critical race theory and community cultural wealth. In proposing an adapted IEO model assessing Latinx empowerment, we encourage scholars and practitioners to expand notions of what constitutes success and excellence at HSIs in terms of how they educate and empower Latinx students.

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32

Zulfikar, Zulfikar, Amilia Zakiyatuz Zahro, and Izzatul Abidah. "An index of student learning enthusiasm based on digital learning empowerment during the Covid-19 in Gondangmanis Village." Community Empowerment 7, no. 2 (February 28, 2022): 261–71. http://dx.doi.org/10.31603/ce.4517.

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During the Covid-19 period, digital learning is the last option, and it is causing concern among parents about the possibility of student learning returning to normal. According to the findings of the community survey, parents faced numerous challenges, as evidenced by students' decreased enthusiasm for learning. Based on the existing issues, community service activities in the Gondangmanis village are required, as well as intensive assistance in developing student interest through online learning empowerment. According to the results of the student ability assessment, 90% of the students are in the "very good" category. The average index value of 182.9 for Kandangan hamlet and 153.3 for Manisrenggo hamlet indicates that students in Gondangmanis village are more interested in online learning. This means that during the pandemic, community empowerment activities based on the use of digital learning can increase student learning enthusiasm.

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33

Albedaiwi, Sultan Abdulaziz. "Teach Smarter, not Harder: A Call for Empowering EFL Teachers with Strategies to Activate Learner-Centeredness." World Journal of English Language 12, no. 7 (October 21, 2022): 76. http://dx.doi.org/10.5430/wjel.v12n7p76.

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Learner empowerment entails making them autonomous in both learning and living and this is also the fulcrum on which the post-pandemic educational paradigm rests. Teachers in the contemporary times are required to train their students on the strategies of lifelong learning and become self-learners. Therefore, this study aims to gauge the perceptions of 110 EFL teachers at Qassim University on their level of motivation and empowerment for their B.A students. The study also establishes correlation between motivation and student empowerment. A quantitative research design is applied here to achieve the goals of the study. A reliable and validated 20-close ended questionnaire items is administrated to the participants using Google Forms and precise data sought. The study results show that EFL teachers at Qassim University have a high positive perception in motivating their students to English learning with a total average of (M=4.11). Furthermore, the study also reported a high level of student empowerment with strategies of self-learning reaching (M=3.90, STD=.708). Finally, a strong and direct correlation was found between motivation and empowerment of Saudi EFL students, in which Pearson coefficient was computed at (.841) and the probability value (Sig.=.000). Accordingly, it is recommended that EFL teachers use active strategies which motive and empower their students to be centered in the learning process.

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34

Noel, Lesley-Ann, Tsai Lu Liu, and Traci Rose Rider. "Design Thinking and Empowerment of Students in Trinidad and Tobago." Cultural and Pedagogical Inquiry 11, no. 3 (December 18, 2019): 52–66. http://dx.doi.org/10.18733/cpi29503.

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This article highlights a study in which critical pedagogy was introduced through design thinking strategies to primary school students in rural Trinidad and Tobago. By encouraging interactive discussions between students and instructors, the overarching objective was achieved. In order to build students’ critical awareness, agency and empowerment, during three weeks in a summer camp, the students and instructors engaged actively, in repeated dialogues concerning student rights, media bias, change, and utopian ideas for a better future. As the process unfolded, the students took more control of their learning. They identified and suggested solutions for community problems. The case study demonstrated that student-centred strategies which foster critical awareness and development of social consciousness, can be successfully implemented in schools with limited resources.

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Shah, Amee P., and Mary Lou Galantino. "Building Emotional Intelligence for Student Success: A Pilot Study." Perspectives of the ASHA Special Interest Groups 4, no. 6 (December 26, 2019): 1445–61. http://dx.doi.org/10.1044/2019_persp-19-00101.

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Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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Marks, Helen M., and Karen Seashore Louis. "Does Teacher Empowerment Affect the Classroom? The Implications of Teacher Empowerment for Instructional Practice and Student Academic Performance." Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 245–75. http://dx.doi.org/10.3102/01623737019003245.

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Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom practices or student academic performance, are mixed. This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. Based on the assumption that participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately, student achievement, we hypothesize a positive relationship between empowerment and student performance through the linkages of school organization for instruction and pedagogical quality. The data we use to examine empowerment are drawn from a sample of 24 restructuring elementary, middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing 16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical quality, assessments of student academic performance, and case studies based on interviews and observations; the primary method of analysis is hierarchical linear modeling (HLM). The results suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects of empowerment on classroom practice vary depending on the domain in which teacher influence is focused; (3) Teacher empowerment affects pedagogical quality and student academic performance indirectly through school organization for instruction.

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Michaud, Susan M., Mary-Ann Sontag, and Nicholas Smiar. "Who's in Charge Here Anyway? Student Management Teams as an Empowerment Tool." Journal of Baccalaureate Social Work 1, no. 2 (April 1, 1996): 85–91. http://dx.doi.org/10.18084/1084-7219.1.2.85.

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This article identifies Student Management Teams (SMT) as an effective tool to increase student responsibility for classroom learning and to provide instructors with ongoing feedback about the quality and effectiveness of instruction. The SMT is a group of two to six students from one course who have volunteered to work with the instructor for the improvement of the course through the semester by observing and evaluating the pedagogical methods, by receiving and processing observations and recommendations from the class at large, and by meeting with the instructor on a regular basis throughout the semester. Results from 202 students in five social work classes indicate that SMTs are perceived as having positive effects on students' educational experiences. This article describes the rationale for the implementation of Student Management Teams, discusses the results of a study which examined perceptions of SMTs, and describes how to implement a Student Management Team.

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Li, Ming, Lingyun Yu, Yu Qin, Peng Lu, and Xiaohui Zhang. "College Student Academic Motivation and Engagement in the College English Course." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1767. http://dx.doi.org/10.17507/tpls.0609.07.

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This research examined the relationship between student academic motivation and engagement in the college English course. Based on the current study on communicative language teaching, student academic motivation, and engagement, we hypothesized that student motivation in the English course could predict their engagement. We used the MUSIC model of academic motivation inventory (Jones, 2016b) to explore students’ course perceptions, and we added engagement items to the survey. The participants were 101 first-year college students who were enrolled in this English course. The descriptive statistics data presented the main problems the course in terms of empowerment, success, and interest. The stepwise regression results indicated that the components of empowerment and success in the MUSIC model predicted student engagement. The findings revealed that it is possible for Chinese college EFL teachers to use the strategies in the MUSIC model to redesign their instruction to motivate and engage their students in the English coursework.

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Malnati, Alicia H., Leslee A. Fisher, Rebecca A. Zakrajsek, Leslie K. Larsen, Matthew P. Bejar, Johannes J. Raabe, and Jamie M. Fynes. "U.S. NCAA Division I Female Student-Athletes’ Perceptions of an Empowerment and Social Responsibility Program." Sport Psychologist 30, no. 1 (March 2016): 40–54. http://dx.doi.org/10.1123/tsp.2014-0165.

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Because alcohol abuse and sexual violence are particularly prevalent on college campuses (Coker et al., 2011), empowering female student-athletes is a vital pursuit for intercollegiate athletics (Gill, 2008; Cattaneo & Chapman, 2010). Using consensual qualitative research (Hill et al., 1997, 2005), we interviewed eight Division I female student-athletes who participated in an empowerment program about their experiences. Five domains were revealed: (a) perception of psychological empowerment, (b) perception of social empowerment, (c) perception of physical empowerment, (d) perception of biggest “takeaways,” and (e) experience of program. Findings illustrated the importance of empowering female student-athletes to believe in themselves, to act upon those beliefs, and to build community around those beliefs.

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Houser, Marian L., and Ann Bainbridge Frymier. "The Role of Student Characteristics and Teacher Behaviors in Students’ Learner Empowerment." Communication Education 58, no. 1 (January 2009): 35–53. http://dx.doi.org/10.1080/03634520802237383.

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Wagoner, Zandra, Issac Carter, Veronica Escoffery-Runnels, Beatriz Gonzalez, Adonay Montes, Nancy Reyes, and Porsche Ruengvirayudh. "Interfaith Engagement and Student Empowerment Among Latino/a and African American Students." Journal of College and Character 20, no. 3 (July 3, 2019): 259–67. http://dx.doi.org/10.1080/2194587x.2019.1631191.

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Dimmera, Bella Ghia. "IMPACT OF STUDENT LOAN IN EMPOWERMENT THE COMMUNITIES." Management and Sustainable Development Journal 1, no. 1 (April 15, 2019): 9–16. http://dx.doi.org/10.46229/msdj.v1i1.94.

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This study aims to collect and analyze articles related to the impacts of student loan in realizing community empowerment. The background of this study is higher education costs cannot be afforded by the majority community. Although many government have launched student loan programs, the debate over failure of student loan programs in developing countries has not been resolved. The method used in this study is a literature review by collecting various sources of articles related to the issues discussed. Based on the articles collected, there are many problems such as irrelevant student loan policies, challenges in their application system, loans that could not be repaid that eventually burdened the community. The role of the government, the trust of banks, and the commitment of the community are factors that determine the success rate of achieving this student loan.

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Kelly, C., and D. Petri. "Student empowerment through the use of interactive television." Health Informatics Journal 4, no. 2 (June 1998): 98–100. http://dx.doi.org/10.1177/146045829800400206.

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Acevedo, Juan Carlos, and Monika Stodolska. "Empowerment, Resistance, and Leisure among Latino Student Organizations." Leisure Sciences 41, no. 6 (November 21, 2017): 460–76. http://dx.doi.org/10.1080/01490400.2017.1378141.

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Burkill, Sue. "Student empowerment through group work: A case study." Journal of Geography in Higher Education 21, no. 1 (March 1997): 89–94. http://dx.doi.org/10.1080/03098269708725412.

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Sanders, Susan E., and Heather Morris. "Exposing Student Teachers' Content Knowledge: Empowerment or debilitation?" Educational Studies 26, no. 4 (December 2000): 397–408. http://dx.doi.org/10.1080/03055690020003601.

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Holtz, Carol, and Carol Wilson. "The Culturally Diverse Student A Model for Empowerment." Nurse Educator 17, no. 6 (November 1992): 28–31. http://dx.doi.org/10.1097/00006223-199211000-00014.

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Taylor, M. Clare. "Independence and Empowerment: Evidence from the Student Perspective." British Journal of Occupational Therapy 64, no. 5 (May 2001): 245–52. http://dx.doi.org/10.1177/030802260106400506.

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Reising, Robert, and Rhoda Powers Collins. "Middle School Mathematics: Student Empowerment through Quality Innovations." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 4 (April 1994): 180–81. http://dx.doi.org/10.1080/00098655.1994.9956056.

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Wade, Rahima C. "Empowerment in student teaching through community service learning." Theory Into Practice 36, no. 3 (June 1997): 184–91. http://dx.doi.org/10.1080/00405849709543766.

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