What are the main reasons for students to do more or less for their studies? There are differences between studies, but also between academic years.
Presentation by Brian Godor on the Avans Onderwijsdag 2012 on the theme 'Boundless'.
How to create better wellbeing outcomes for students through designAtkins
Dr Caroline Paradise, Atkins’ UK head of design research, gave a presentation on applying lessons learned from post occupancy evaluation to create better wellbeing outcomes for students at Education Estates Conference 2016.
Find out how Atkins put wellbeing at the heart of design at www.wellbriefing.com
Green Sky Thinking: bringing forest schools to the inner cityAtkins
The document discusses how access to nature and outdoor spaces can benefit children's well-being and development. It notes that less than 30% of UK children report being satisfied with life, compared to 60% in Mexico and 45% in Finland. Exposure to nature may help address rising rates of mental health issues in young people. Studies show that outdoor provision and access to natural environments can significantly improve children's social, emotional, cognitive, and physical development. The document also examines how school design factors like acoustics, identity/ownership, and opportunities for interaction impact student and staff well-being.
At the Center of the Storm: Greater Demands, Less FundingCASDANY
At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
Kev Head is a Pastoral Support Advisor who provides a confidential listening service and support for students within the School. He listens, supports, explains options, and encourages students. He offers both reactive one-on-one support for students as well as proactive outreach. The top issues students face are academic challenges, lack of confidence, illness, stress/anxiety, and relationship or financial problems. An evaluation found most students were aware of Kev's role and that he was more accessible than formal supports. Students found his support the most useful, and he was able to fully meet the needs of most contacts or refer them to suitable alternatives. Staff initially had apprehensions but found Kev's role freed up their
The forced transition towards remote learningWenyaoZhou
The document discusses the forced transition to remote learning for university students due to COVID-19. It finds that most students lack self-regulating skills needed to succeed in remote environments. The sudden transition was especially difficult for students with low working memory capacity, who struggled to resume tasks. While some introverted students found remote learning less stressful, overall the transition had negative impacts on learning efficiency and mental health due to increased frustration from communication difficulties and an unbalanced commitment to teamwork. Educators and policymakers are called to action to help students adapt through new pedagogies, psychological support, and ultimately ending the pandemic to allow students to choose their preferred format.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This document outlines 9 best practices for schools: 1) having a clear and common focus, 2) high standards and expectations, 3) strong leadership, 4) aligned curriculum and instruction, 5) monitoring student progress through assessment, 6) supportive and personalized learning, 7) relevant professional development, 8) student and community involvement, and 9) maximizing time and structure. Each practice is described as integrating empirical evidence and professional wisdom to improve instruction and student outcomes.
How to create better wellbeing outcomes for students through designAtkins
Dr Caroline Paradise, Atkins’ UK head of design research, gave a presentation on applying lessons learned from post occupancy evaluation to create better wellbeing outcomes for students at Education Estates Conference 2016.
Find out how Atkins put wellbeing at the heart of design at www.wellbriefing.com
Green Sky Thinking: bringing forest schools to the inner cityAtkins
The document discusses how access to nature and outdoor spaces can benefit children's well-being and development. It notes that less than 30% of UK children report being satisfied with life, compared to 60% in Mexico and 45% in Finland. Exposure to nature may help address rising rates of mental health issues in young people. Studies show that outdoor provision and access to natural environments can significantly improve children's social, emotional, cognitive, and physical development. The document also examines how school design factors like acoustics, identity/ownership, and opportunities for interaction impact student and staff well-being.
At the Center of the Storm: Greater Demands, Less FundingCASDANY
At the Center of the Storm is a presentation by Dr. Jim Butterworth on the current financial situation facing many school districts. The presentation goes on to discuss these problems, the goals set, and feasible solutions to these problems.
Kev Head is a Pastoral Support Advisor who provides a confidential listening service and support for students within the School. He listens, supports, explains options, and encourages students. He offers both reactive one-on-one support for students as well as proactive outreach. The top issues students face are academic challenges, lack of confidence, illness, stress/anxiety, and relationship or financial problems. An evaluation found most students were aware of Kev's role and that he was more accessible than formal supports. Students found his support the most useful, and he was able to fully meet the needs of most contacts or refer them to suitable alternatives. Staff initially had apprehensions but found Kev's role freed up their
The forced transition towards remote learningWenyaoZhou
The document discusses the forced transition to remote learning for university students due to COVID-19. It finds that most students lack self-regulating skills needed to succeed in remote environments. The sudden transition was especially difficult for students with low working memory capacity, who struggled to resume tasks. While some introverted students found remote learning less stressful, overall the transition had negative impacts on learning efficiency and mental health due to increased frustration from communication difficulties and an unbalanced commitment to teamwork. Educators and policymakers are called to action to help students adapt through new pedagogies, psychological support, and ultimately ending the pandemic to allow students to choose their preferred format.
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
This document outlines 9 best practices for schools: 1) having a clear and common focus, 2) high standards and expectations, 3) strong leadership, 4) aligned curriculum and instruction, 5) monitoring student progress through assessment, 6) supportive and personalized learning, 7) relevant professional development, 8) student and community involvement, and 9) maximizing time and structure. Each practice is described as integrating empirical evidence and professional wisdom to improve instruction and student outcomes.
The document discusses how transitions between schools cause anxiety for students and discusses challenges associated with the transition to 9th grade. It notes that poor and minority students are twice as likely to be retained in 9th grade. Effective transition programs can help lower failure and dropout rates by addressing the academic, social, and procedural concerns students face when switching schools. Such programs build community, respond to student needs, and facilitate the transition process in a comprehensive way.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
This document outlines key aspects of effective peer education programs. It discusses the rationale for peer education, including that peers are influential sources of information for teenagers. Several behavioral change theories that support peer education are described. Standards for effective programs include careful planning, recruitment, training, supervision, and management. Challenges that may be encountered and strategies for overcoming common objections are also addressed.
The document summarizes the key points from a parent forum meeting at Ryedale School in November 2019. It discusses the purpose of the forum, appropriate and inappropriate topics of discussion. It provides updates on the school's behavior policy, internal exclusion initiative, and new MCAS Parent App. The behavior policy focuses on building relationships and using sanctions like warnings, detentions to change rather than just punish behavior. The internal exclusion process aims to support students through meetings and self-reflection before readmission. An inclusion manager uses targeted strategies to help students with behavior needs. Exclusion rates had increased but fallen since introducing internal exclusion and the inclusion role. The MCAS app allows parents to access attendance, timetables, reports and notifications about their child
The document discusses strategies to help support incoming 9th grade students through the transition to high school. It suggests creating a Freshmen Academy that isolates 9th graders into their own classes and program to ease the adjustment. Research shows transition programs can lower dropout rates from 24% to 8%. Ninth graders report less structure and support from teachers compared to middle school. The Freshmen Academy proposed would provide consistency across core classes, teach students organizational skills, clearly communicate agendas and objectives, assign and check homework regularly, and provide a clear syllabus and formative assessments. This is aimed to better support 9th graders through the pivotal first year of high school.
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
This document contains a summary of Neil Mcintyre's qualifications and experience as a registered nurse and nurse practitioner. Some key strengths include being a motivated and collaborative team player who leads by example, communicates effectively, embraces cultural diversity and inclusion, and adapts a biopsychosocial model of care. He is also skilled in conflict resolution, managing stress, written communication, information technology, and workplace health and safety. The document promotes Neil as an ethical healthcare professional with integrity, accountability, and a commitment to knowledge and collaboration.
The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
This document summarizes a presentation on positive psychology and its applications in education. It discusses how positive psychology focuses on optimal human functioning and well-being. It notes rising rates of childhood depression and links it to academic and social difficulties. The presentation outlines various frameworks for measuring well-being and strengths. It reviews evidence-based positive psychology programs that have shown success in schools at reducing depression and improving outcomes. The presentation discusses best practices for implementation and areas needing further research.
PDHPE is an important part of the primary school curriculum as it helps students develop the skills, knowledge, attitudes and values needed to lead healthy, active lives and contribute to society. It offers physical, social, cognitive and emotional growth, positive relationships, health choices, safety, and an active lifestyle. Students gain essential skills in communicating, decision making, interacting, moving and problem solving through activities like dance and gymnastics.
This document describes the USHAPE program for scaling up family planning training in rural Uganda. The program uses a whole institution and cascade training approach. It trains family planning advocates, providers, and village health teams. Training is delivered through several levels - nurses and doctors from Uganda and the UK provide in-service training to Ugandan tutors, who then provide pre-service training to nurses, village health teams, teachers, and others. The goal is to increase the number of family planning providers, deliver positive messages to create demand, and ensure supply through skills exchange. The 5-day family planning trainer course teaches topics like FP evidence and sustainable change. Methods include lectures, role plays, and group work. Outcomes include new
Robert Heck EDLD 5326 Week 4 Presentationrobertlheck
The document summarizes test score data and goals of a homework club program at the MLK Center. Current test data shows that while black students, students with disabilities, and economically disadvantaged students are improving in math and language arts, their scores remain below the rest of the school. The program aims to improve academic performance, attendance, and graduation rates through homework help, tutoring, academic support, and recreational activities. Support is sought from parents, teachers, recreation staff, and community members.
This document summarizes Victoria Tanaka's participatory action research study exploring the implementation of a self-determination curriculum for students with disabilities at Happy High School. The study used an appreciative inquiry process involving four phases: initiating conversations to identify challenges, engaged inquiry, collaborative actions such as a field trip, and next steps. Fifteen students participated in 8-10 intervention sessions focusing on self-determination skills. Results will be shared with administrators and recommendations made to improve transition planning and post-graduation outcomes for students with disabilities.
Tara Pryor Sawadogo is a skilled educator with over 15 years of experience teaching and counseling youth. She has a Master's degree in Elementary Education and state certifications in early childhood education. She is dedicated to the social and academic growth of her students and utilizes a variety of teaching methods to engage learners. Her professional experience includes teaching positions in Houston, Temple, Georgia, and Tennessee, where she designed lesson plans, provided modifications for diverse learners, and maintained communication with students and families.
This document summarizes the key points of integrating school mental health (SMH) programs and positive behavior intervention and support (PBIS) systems. It discusses how combining these approaches through an Interconnected Systems Framework (ISF) can create synergies and improve implementation. The ISF emphasizes strong leadership, data-driven decision making, and evidence-based practices across multiple tiers of intervention at the state, district, and school levels. Sixteen states have begun collaborating through a national Community of Practice to support integrated SMH-PBIS implementation through mutual support and sharing of resources.
Creating a Signature Pedagogy: The Identification and Framing of a Problem of...CPEDInitiative
The document discusses creating a new signature pedagogy for the University of Arkansas Ed.D. program. Previously, the program modeled a traditional PhD approach with isolated research courses taught outside the program.
The new signature pedagogy is called "Living a Case," which involves students solving a real problem of practice from their professional setting. Throughout the three-year cohort program, each course requires students to apply theories and research to different aspects of their problem of practice.
This new approach aims to better prepare students for leadership roles by focusing on practical problem-solving rather than a traditional dissertation. It also reduces time to completion from 4-5 years to 3 years by integrating research throughout the program instead of teaching it separately.
Sarah Maughn | What might a 'whole education' town or village look like?Wholeeducation
The document discusses research on young people who are not in education, employment, or training (NEET). It segments NEET youth into three groups: sustained NEETs who are likely to remain disengaged; open to learning NEETs who may reengage in short term; and undecided NEETs who are dissatisfied with opportunities. It also reviews approaches to supporting NEET youth, effective interventions like work experience, and the benefits of employer involvement, career education, and teaching strategies that engage at-risk youth.
This document summarizes a capstone project on time management. 12 participants were taught time management strategies like checklists and procrastination control and asked to track effects over 5 days. Quantitatively, 75% reported spending more time with family. Qualitatively, participants noted completing more tasks, less stress, and greater control. Challenges included potential bias as friends/family participated. Strengths were the universal applicability of strategies and simple data collection tools. The author argues time management should be taught earlier in life and to broader groups to improve success in work, school and life.
This document discusses individual and group differences and their implications for education. It covers the following key points:
1) Individual differences arise from hereditary, environmental, training, and volitional factors. Group differences also exist between sexes and races.
2) Schools must adapt instructional methods like ability grouping, the laboratory method, and team teaching to accommodate individual differences.
3) Exceptional children include the gifted, disabled, emotionally disturbed, and physically handicapped who require specialized support.
4) The challenge for education is to devise methods that provide each student with the direction, guidance, and work needed to reach their full potential.
The document discusses how transitions between schools cause anxiety for students and discusses challenges associated with the transition to 9th grade. It notes that poor and minority students are twice as likely to be retained in 9th grade. Effective transition programs can help lower failure and dropout rates by addressing the academic, social, and procedural concerns students face when switching schools. Such programs build community, respond to student needs, and facilitate the transition process in a comprehensive way.
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
This document outlines key aspects of effective peer education programs. It discusses the rationale for peer education, including that peers are influential sources of information for teenagers. Several behavioral change theories that support peer education are described. Standards for effective programs include careful planning, recruitment, training, supervision, and management. Challenges that may be encountered and strategies for overcoming common objections are also addressed.
The document summarizes the key points from a parent forum meeting at Ryedale School in November 2019. It discusses the purpose of the forum, appropriate and inappropriate topics of discussion. It provides updates on the school's behavior policy, internal exclusion initiative, and new MCAS Parent App. The behavior policy focuses on building relationships and using sanctions like warnings, detentions to change rather than just punish behavior. The internal exclusion process aims to support students through meetings and self-reflection before readmission. An inclusion manager uses targeted strategies to help students with behavior needs. Exclusion rates had increased but fallen since introducing internal exclusion and the inclusion role. The MCAS app allows parents to access attendance, timetables, reports and notifications about their child
The document discusses strategies to help support incoming 9th grade students through the transition to high school. It suggests creating a Freshmen Academy that isolates 9th graders into their own classes and program to ease the adjustment. Research shows transition programs can lower dropout rates from 24% to 8%. Ninth graders report less structure and support from teachers compared to middle school. The Freshmen Academy proposed would provide consistency across core classes, teach students organizational skills, clearly communicate agendas and objectives, assign and check homework regularly, and provide a clear syllabus and formative assessments. This is aimed to better support 9th graders through the pivotal first year of high school.
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
This document contains a summary of Neil Mcintyre's qualifications and experience as a registered nurse and nurse practitioner. Some key strengths include being a motivated and collaborative team player who leads by example, communicates effectively, embraces cultural diversity and inclusion, and adapts a biopsychosocial model of care. He is also skilled in conflict resolution, managing stress, written communication, information technology, and workplace health and safety. The document promotes Neil as an ethical healthcare professional with integrity, accountability, and a commitment to knowledge and collaboration.
The document discusses starting a mentoring program to help students who are struggling academically. It notes that 8% of students failed one class and 5% failed two or more in the first semester. Research shows mentoring programs can improve academic performance, work quality, attendance, and discipline. The proposed program would match weekly student mentors to help with homework, study skills, and be a positive influence. Next steps outlined are obtaining funding, recruiting mentors and students, training, matching, and evaluating the program.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
This document summarizes a presentation on positive psychology and its applications in education. It discusses how positive psychology focuses on optimal human functioning and well-being. It notes rising rates of childhood depression and links it to academic and social difficulties. The presentation outlines various frameworks for measuring well-being and strengths. It reviews evidence-based positive psychology programs that have shown success in schools at reducing depression and improving outcomes. The presentation discusses best practices for implementation and areas needing further research.
PDHPE is an important part of the primary school curriculum as it helps students develop the skills, knowledge, attitudes and values needed to lead healthy, active lives and contribute to society. It offers physical, social, cognitive and emotional growth, positive relationships, health choices, safety, and an active lifestyle. Students gain essential skills in communicating, decision making, interacting, moving and problem solving through activities like dance and gymnastics.
This document describes the USHAPE program for scaling up family planning training in rural Uganda. The program uses a whole institution and cascade training approach. It trains family planning advocates, providers, and village health teams. Training is delivered through several levels - nurses and doctors from Uganda and the UK provide in-service training to Ugandan tutors, who then provide pre-service training to nurses, village health teams, teachers, and others. The goal is to increase the number of family planning providers, deliver positive messages to create demand, and ensure supply through skills exchange. The 5-day family planning trainer course teaches topics like FP evidence and sustainable change. Methods include lectures, role plays, and group work. Outcomes include new
Robert Heck EDLD 5326 Week 4 Presentationrobertlheck
The document summarizes test score data and goals of a homework club program at the MLK Center. Current test data shows that while black students, students with disabilities, and economically disadvantaged students are improving in math and language arts, their scores remain below the rest of the school. The program aims to improve academic performance, attendance, and graduation rates through homework help, tutoring, academic support, and recreational activities. Support is sought from parents, teachers, recreation staff, and community members.
This document summarizes Victoria Tanaka's participatory action research study exploring the implementation of a self-determination curriculum for students with disabilities at Happy High School. The study used an appreciative inquiry process involving four phases: initiating conversations to identify challenges, engaged inquiry, collaborative actions such as a field trip, and next steps. Fifteen students participated in 8-10 intervention sessions focusing on self-determination skills. Results will be shared with administrators and recommendations made to improve transition planning and post-graduation outcomes for students with disabilities.
Tara Pryor Sawadogo is a skilled educator with over 15 years of experience teaching and counseling youth. She has a Master's degree in Elementary Education and state certifications in early childhood education. She is dedicated to the social and academic growth of her students and utilizes a variety of teaching methods to engage learners. Her professional experience includes teaching positions in Houston, Temple, Georgia, and Tennessee, where she designed lesson plans, provided modifications for diverse learners, and maintained communication with students and families.
This document summarizes the key points of integrating school mental health (SMH) programs and positive behavior intervention and support (PBIS) systems. It discusses how combining these approaches through an Interconnected Systems Framework (ISF) can create synergies and improve implementation. The ISF emphasizes strong leadership, data-driven decision making, and evidence-based practices across multiple tiers of intervention at the state, district, and school levels. Sixteen states have begun collaborating through a national Community of Practice to support integrated SMH-PBIS implementation through mutual support and sharing of resources.
Creating a Signature Pedagogy: The Identification and Framing of a Problem of...CPEDInitiative
The document discusses creating a new signature pedagogy for the University of Arkansas Ed.D. program. Previously, the program modeled a traditional PhD approach with isolated research courses taught outside the program.
The new signature pedagogy is called "Living a Case," which involves students solving a real problem of practice from their professional setting. Throughout the three-year cohort program, each course requires students to apply theories and research to different aspects of their problem of practice.
This new approach aims to better prepare students for leadership roles by focusing on practical problem-solving rather than a traditional dissertation. It also reduces time to completion from 4-5 years to 3 years by integrating research throughout the program instead of teaching it separately.
Sarah Maughn | What might a 'whole education' town or village look like?Wholeeducation
The document discusses research on young people who are not in education, employment, or training (NEET). It segments NEET youth into three groups: sustained NEETs who are likely to remain disengaged; open to learning NEETs who may reengage in short term; and undecided NEETs who are dissatisfied with opportunities. It also reviews approaches to supporting NEET youth, effective interventions like work experience, and the benefits of employer involvement, career education, and teaching strategies that engage at-risk youth.
This document summarizes a capstone project on time management. 12 participants were taught time management strategies like checklists and procrastination control and asked to track effects over 5 days. Quantitatively, 75% reported spending more time with family. Qualitatively, participants noted completing more tasks, less stress, and greater control. Challenges included potential bias as friends/family participated. Strengths were the universal applicability of strategies and simple data collection tools. The author argues time management should be taught earlier in life and to broader groups to improve success in work, school and life.
This document discusses individual and group differences and their implications for education. It covers the following key points:
1) Individual differences arise from hereditary, environmental, training, and volitional factors. Group differences also exist between sexes and races.
2) Schools must adapt instructional methods like ability grouping, the laboratory method, and team teaching to accommodate individual differences.
3) Exceptional children include the gifted, disabled, emotionally disturbed, and physically handicapped who require specialized support.
4) The challenge for education is to devise methods that provide each student with the direction, guidance, and work needed to reach their full potential.
Frans van Kalmthout maakte tot juni 2013 deel uit van het College van Bestuur. De komende jaren richt hij zich op de doorontwikkeling van praktijkgericht onderzoek en Open Education. Online onderwijs is volgens van Kalmthout radicaal anders, bijvoorbeeld wat betreft interactie tussen student en docent.
Presentatie op 17 juni als onderdeel van een Masterclass over Open Education en Avans Hogeschool.
Vanessa Proudman werkt als Library Consultant voor Proud2Know. Deze organisatie ondersteunt research voor bibliotheken wereldwijd. Door kennisdeling en samenwerking wordt een grotere efficiëntie bereikt. Er zijn acht ondersteuningsgebieden.
Presentatie op de Masterclass van Avans Hogeschool over onderzoeksondersteuning, op 20 juni 2013
FACTORS THAT AFFECT LEARNING LANGUAGE STRATEGIES.NurulSahira
This document discusses several factors that affect language learning strategies:
1) Gender differences - females tend to use social and metacognitive strategies more while males prefer metacognitive and compensation strategies.
2) Motivation - highly motivated learners are more likely to use a variety of language learning strategies.
3) Experiences studying languages - experiences such as studying abroad can influence learning styles and actual language ability.
It provides several examples and studies to support how these factors impact an individual's use of language learning strategies.
Lex Sijtsma van Studiekeuze123 en Theo Nelissen en Wil Kwinten van Avans Hogeschool geven een kijkje in de keuken van het grootste tevredenheidsonderzoek onder studenten in Nederland: de Nationale Studenten Enquête (NSE):
Hoe is de uitvoering georganiseerd?
Wie doen er mee?
Hoe wordt de kwaliteit geborgd?
Welke resultaten worden opgeleverd?Welke elementen vergroten de bruikbaarheid van het onderzoek?
Hoe wordt de NSE concreet gebruikt wordt binnen Avans Hogeschool?
Presentatie van EAIR Rotterdam Forum, augustus 2013
The document summarizes key topics in cognitive psychology from a course textbook, including cognitive processes like attention, memory, problem solving, and reasoning. It discusses how cognitive scientists study topics like language use, concepts, decision making, and visual representations. It also outlines stages of language development and concepts of linguistic relativity.
Gender Differences PowerPoint PPT Content Modern SampleAndrew Schwartz
The document discusses gender differences and communication between genders. It aims to help people communicate more effectively with the opposite sex, understand biological brain differences and gender issues in the workplace. The document covers topics such as problem solving approaches, needs and desires, gossip vs privacy, competition vs cooperation, negotiation differences, brain differences, stereotypes, strengths of each gender and communication between spouses.
Transition Pedagogy and the PostGraduate Student ExperienceSally Kift
Presentation at National Postgraduate Student Experience Symposium https://postgraduatestudentexperience.com/
Kift, S. (2016). The First Year Postgraduate Experience. In National Postgraduate Student Experience Symposium, Bond University, Gold Coast. 7-8 April 2016.
This document discusses holistically restructuring a university's approach to programming for students by considering student involvement and collaboration between academic and student affairs. It recommends assessing how students spend their time to design social and educational programs that increase involvement. The goal is improved student development and undergraduate experiences by encouraging involvement with faculty and jointly linking classroom and community experiences. Examples from other universities that successfully collaborated between departments and assessed student feedback to enhance retention and general education outcomes are provided.
CHALLENGES AND STRATEGIES IN ENGAGING STUDENTS (July 2)Mann Rentoy
This document discusses strategies for enhancing student engagement in the new normal of online learning. It begins by defining student engagement as having behavioral, cognitive, and affective dimensions that operate interdependently. Research finds that online learning can negatively impact student performance. The document emphasizes that student engagement requires more than just enjoyment and should involve intellectually challenging learning, making connections, and self-regulation. It stresses the importance of the teacher-student relationship and allowing student choice, while providing timely feedback. A variety of pedagogical approaches, including expository, interactive, and independent practice are recommended when teaching online.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
This document summarizes a presentation on critical thinking given to the University of Louisville's Division of Student Affairs. The presentation introduced the university's Ideas to Action initiative, defined critical thinking, explored how it relates to student affairs work, and suggested ways to promote critical thinking among students.
A Study on Attitude towards Educational Research among B.Ed Students Teachersijtsrd
This paper describes the development of a new measure of attitude towards Educational Research for use among B.Ed. Student Teachers which operationalizes the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 250 B.Ed. Student Teachers in the Educational Colleges in Coimbatore. A study of level of Attitude towards Educational Research among B.Ed. Student Teachers between the groups that there is a significant with respect to medium of instruction and educational qualification and no significant with respect to gender, locality and marital status. Ms. J. Morin | Mrs. D. Geetha ""A Study on Attitude towards Educational Research among B.Ed Students Teachers"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25111.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25111/a-study-on-attitude-towards-educational-research-among-bed-students-teachers/ms-j-morin
Ten Ways you can Support Undergraduate Research in STEM and BeyondCIEE
This session will focus on steps study abroad professionals can implement before, during, and after a student's study abroad experience to support undergraduate research abroad. Panelists will provide an overview of the state of support for undergraduate research, and, based on the strengths and weaknesses of current practice, make 10 suggestions to improve the research experience for students studying abroad. Attendees will be able to understand current successes and challenges in supporting students as they conduct research during study abroad and identify ways study abroad professionals can help.
How to engage all students in project-based, higher-level learning programs. This is a framework for developing student-centered, project-based schools through engagement and research.
Dr. Donald James, Executive Director of CITE, and former superintendent of Commack Schools, discusses how to engage all students in project-based, higher-level learning programs.
This document discusses co-teaching as a strategy for educating special education students alongside general education students. It provides evidence that co-teaching leads to increased achievement in English and math as well as fewer absences and discipline referrals for special education students. Successful co-teaching requires establishing rapport, sharing teaching styles and strengths/weaknesses, and acting as a unified team. Co-teaching promotes growth through lower student-teacher ratios and more small group instruction and engagement. It provides access to the general curriculum for students with disabilities and positive social outcomes for all students.
March 2019 Directors Meeting featuring:
- Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
- Althea Counts, Ashley Bailey-Taylor, Gamecock Guarantee
- Elizabeth White-Hurst, Blueprints
- Dennis Pruitt, vice president for student affairs
Copy of copy of bowman, etima seven ways to increase at risk student particip...William Kritsonis
Seven ways are suggested to increase at-risk student participation in extracurricular activities: 1) Ensure activities interest students by surveying them; 2) Develop goals for the program collaboratively; 3) Have competent, skilled, and passionate leaders; 4) Provide academic assistance for struggling students; 5) Encourage parental support and involvement; 6) Use time efficiently and effectively; 7) Continuously evaluate and improve the program based on feedback. Research shows extracurricular activities can positively impact academic achievement and psychosocial outcomes, especially for at-risk youth, when implemented well.
Bowman, etima seven ways to increase at risk student participation in extra-c...William Kritsonis
This article provides seven suggestions for increasing at-risk student participation in extracurricular activities: 1) Ensure activities interest students by surveying them; 2) Develop goals for programs collaboratively; 3) Select competent, skilled, and passionate adult leaders and facilitators; 4) Provide academic assistance for struggling students; 5) Encourage parental support and involvement; 6) Manage time wisely and effectively; 7) Continuously evaluate programs for effectiveness. Research shows extracurricular activities can positively impact at-risk students' academic achievement, psychosocial development, and health behaviors.
This document discusses the differences between student participation and engagement in learning. It defines engagement as students' involvement, interest, and connection to their courses, instructors, and institution. Engagement is important for improved learning outcomes and reducing dropout rates. The document provides strategies for instructors to foster student preparation, participation, and engagement through clear expectations, interactive activities, feedback and support. Maximizing engagement requires monitoring progress, guiding students to resources, and stimulating knowledge with challenging questions.
This document discusses the roles of family, school, and work in teaching and learning. It addresses several key points:
1) Family is the most significant educator and family-school communication and partnerships are important for student motivation and learning. Schools need to value communication with families.
2) Schools play an important role in child development and education. School facilities affect teacher retention and student health, behavior, and achievement.
3) Work experiences during adolescence can help or hinder young people's development, so it is important to consider how employment impacts students' schooling and future attainments. The demands of work may increase dropout rates.
This document discusses student voice in course evaluation and the importance of authentic student partnership. It argues that surveys alone do not fully engage students and can promote a consumerist approach. True partnership involves students co-designing, co-producing, and co-evaluating their learning environment. This would provide mutual accountability and enhancements informed by both student and staff perspectives. The document provides examples of how partnership can be implemented, such as involving students in survey design, focus groups, and action research. It also outlines tests to determine the authenticity of partnership practices.
The document discusses ways to improve and modernize K-12 education curriculum. It describes how curriculum is typically "siloed" into separate subjects and how problem-based learning can integrate subjects around solving real-world problems. Research shows that student achievement increases more with problem-based and cooperative learning than any other factor. The document also discusses implementing global learning, using film to teach visual literacy, addressing social-emotional learning, and shifting to performance-based assessment.
This research project examined the effects of hands-on activities on primary students' cognitive engagement. The independent variable was hands-on activities and the dependent variable was students' cognitive engagement. The researchers used an experimental design with a pre-test and post-test to compare an experimental group that participated in hands-on science activities to a control group that did not. They hypothesized that there would be no significant difference in cognitive engagement between the two groups.
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The difference in student's reasons for putting effort into their study
1. THE DIFFERENCES IN STUDENT’S
REASONS FOR PUTTING EFFORT INTO
THEIR STUDY
Brian P. Godor, Ed.D
Learning and Innovation Centre
2. Student Engagement
• Alexander Astin and Student Involvement
“the amount of physical and psychological
energy that the student devotes to the
academic experience”
• The benefits for students’ engaging in their
studies is well known
• But WHY… that is less known
3. Across disciplines
Vocational Engagement
– “Future Career Orientation”
– “Practice Based”
12.1% Fine arts students
Financial Management 33.8%
Education students 38.4%
5. Across Gender
• “Practice based”
Men = 19.1%; women = 16.7%
• “Teacher and support”
Men = 10.4%; women = 12.9%
(χ²= 10.57, df = 3, p =.014)
6. Student Engagement
• Often it is thought that students are generally
the same and that motivation for studying
differs, but that those differences are solely due
to individual reasons.
• This research shows that there are certain
patterns in student engagement that are
significantly different among disciplines, year of
study and gender.