What works Dispositions to Stay
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This document discusses research on dispositions that lead students to stay in and succeed in higher education. It focuses on the seven dimensions of learning power, particularly critical curiosity and meaning making. While some dimensions showed small relationships with first year marks, results on retention were ambiguous. The document emphasizes that learning relationships between students and between students and staff are important for academic success and satisfaction. It calls for higher education to better support and deliver strong learning relationships.
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Many people think that we have a student learning problem in schools. I believe we have an adult learning problem. To truly increase student achievement it must start with the adults in the building. We must develop a culture of learning that begins with teachers and trickles down to students. In this session I will provide practical ideas that will help your district create a focus on learning.
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This document summarizes a presentation given by Nicole Miller Rigelman from Portland State University at the Teachers of Teachers of Mathematics Conference in Ashland, Oregon on September 7, 2012. The presentation discusses the differences between assessments of learning versus assessments for learning, and provides five key strategies for effective formative assessment based on the work of Black and Wiliam from 1998. These strategies include clarifying learning goals, using classroom activities to elicit evidence of learning, providing feedback to move learning forward, empowering students as owners of their learning, and having students serve as instructional resources for each other.
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For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
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Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of Flow Theory. School Psychology Quarterly, 18, (2), 158-176.
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The universal, constant concepts to deliver effective student learning
How education resides in the culture of change
The Four Essential Skills for an Effective Learning Leader
The importance of communicating clear learning targets to students
How formative assessments drive effective instruction
How to enhance engagement and promote deeper understanding of content through student-centered learning environments
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Lakeshore School Division embarked on a process to radically change learning and teaching through deliberate system and teacher transformation. The process involved 5 phases from 2012-2014 to understand challenges, identify problems, imagine solutions, experiment with changes, and model new pedagogy. A research study found high participation in the change process and most felt it was successful. Key changes included updated physical learning spaces, increased technology integration and engagement, and altered instructional strategies. The process gave permission to try new approaches and provided opportunities to learn from failures.
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What Works HERE Project
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This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
EFYE Belonging
The document summarizes research into what helps students develop a sense of belonging at university. It finds that belonging is important for retention, engagement and success. The research involved surveys of first-year students about their experiences of belonging. It found that students who felt they did not fit in on their course were more likely to have doubts about staying at university. Developing belonging involved supportive relationships with peers and staff, feeling confident in their academic abilities, and seeing how their course related to their interests and goals. The recommendations focus on improving social and academic integration, motivation, and engagement to enhance students' sense of belonging.
What works session introduction
The document summarizes the key findings from 7 UK university projects on improving student retention and success. It finds that developing a strong sense of student belonging, particularly in the academic sphere through supportive peer and staff relations, is central to effective interventions. Practical implications include pre-entry integration activities, extended induction, group learning, personal tutoring, peer support, accessible professional services, engagement monitoring, and staff development. Strategic priorities are institutional commitment, making retention a staff responsibility, developing student and staff capacity, and using data to monitor performance and take action.
What Works Personal Tutoring
This document outlines a Personal and Academic Support System (PASS) for supporting students through integrated personal tutoring. The PASS program pairs students with a personal tutor who leads weekly tutorials that deliver academic skills training while building relationships between students and staff. Through these tutorials, personal tutors monitor student progress, provide guidance, and act as a referral point for students needing additional support. An evaluation found that students most valued developing relationships with tutors where they felt known and comfortable seeking help. The PASS program helps engage both students and staff to better support students' academic and personal development.
What Works Academic Themes
The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
World Alzheimer Dementia Report 2013
Although symptoms can vary widely, the first problem many people notice is forgetfulness severe enough to affect their ability to function at home or at work or to enjoy lifelong hobbies.
The Alzheimer's Disease Research Network and the Uniform Data Set
Alzheimer's disease (AD) is recognized as a public health crisis worldwide (IADRP, 2013). AD is a complex neurodegenerative disease and the leading cause of dementia among the elderly people (Evans et al., 1989). Currently, there are approximately five million AD cases in the United States and about 35 million cases worldwide (Alzheimer's Disease International, 2009.
The focus of this case study is on the Uniform Data Set (UDS), a longitudinal database on Alzheimer’s patients, and the 29 Alzheimer’s Disease Centers (ADC) that submit their data to the UDS and actively collaborate in the ongoing maintenance, development and research utilization of the database. The ADCs are based in major medical institutions across the United States. They have a multi-decade track record of collaborative research and a networked and virtual approach to the scientific study of AD. The central coordinating mechanism for the ADCs and the UDS is the National Alzheimer’s Coordinating Center (NACC), which is located at the University of Washington. The NACC coordinates data collection and supports collaborative research among the ADCs.
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The Alzheimer's Disease Research Network and the Uniform Data Set
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Visible learning collingwood_23.11.09
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top influences are feedback, teacher-student relationships, mastery learning, setting challenging goals, peer tutoring, and expectations. However, ability grouping and homework have smaller effects. Expert teachers are distinguished by how they challenge students, use representations, and monitor and provide feedback. Transition between teachers is a key issue if expectations and tasks are not continuous. Overall, learning depends on the teacher's response after instruction to support each student's interpretation and application.
John Tomsett Keynote Leading Edge 2017
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The document discusses the importance of principals using digital communications and social media to increase parental and community engagement. It notes that research shows student achievement is higher when parents and community members are more involved with the local school. To effectively communicate, principals must understand different generations' preferences, like using websites, emails and social media to share information in real-time with parents. Principals are accountable for school performance and student growth, so strong communication skills are important to represent the school's achievements and goals to various stakeholders.
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This document discusses a session on the political economy of higher education in the UK. The session aims to consider perspectives on the role of higher education, explore contemporary developments in higher education management, and examine implications of different views of students. It includes group activities on defining the purpose of higher education and describing students. The document also discusses challenges around competition and privatization in higher education.
Leading Edge 2016 presentations
This document provides an overview and summary of Graeme Logan's presentation at the Leading Edge 2016 Conference on transforming lives through learning. The key points are:
1) Logan discusses progress made so far in Scotland's Attainment Challenge to close attainment gaps, and emerging practices that are proving effective.
2) He emphasizes the priorities of excellence and equity, raising attainment for all students while providing selective intervention to close gaps. Generic improvement plans alone will not close gaps.
3) Looking ahead, Logan advises schools to be ambitious and believe in their ability to make a difference through working together to close attainment gaps.
Zhang meng ecer2021-teacher-led teacher learning in cross-school professional...
This document summarizes a research study on teacher-led professional learning communities (PLCs) called Master Teacher Studios (MTSs) in China. It provides background on MTSs and outlines the study's rationale, research questions, theoretical framework, methods, findings, and conclusions. The key points are:
- MTSs are cross-school PLCs in China led by master teachers to support teacher learning and development. Little research has examined their practices.
- The study aims to understand teacher leadership and collective learning in MTSs. It examines how MTSs developed and function, and the roles of teacher leaders.
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Visiblelearningcollingwood23 11-09-120818042750-phpapp02
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is powerful.
3. Mastery learning, with an effect size of 0.58. When students focus on mastering tasks in a collaborative environment with feedback, their achievement improves.
Visiblelearningcollingwood23 11-09-120818042750-phpapp02
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top three influences are:
1. Feedback from teachers, with an effect size of 0.73. Quality feedback is most effective when it is frequent, specific, and helps students improve.
2. Teacher-student relationships, with an effect size of 0.72. Developing warm, supportive relationships where teachers believe all students can achieve is very impactful.
3. Mastery learning, with an effect size of 0.58. Creating an environment where students learn at their own pace with support and collaboration leads to mastery.
Change Leadership In Education
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
243966.ppt
This document discusses designing success in education rather than leaving it to chance. It argues that the primary aim of education should be helping students succeed in life outside of school, not just doing well in school. Motivation and relationships are also important for learning. The document proposes new "Learning Criteria" to evaluate students' foundation learning, stretch learning beyond minimum requirements, learner engagement, and personal skill development. It emphasizes that success requires a design approach, not just implementing isolated programs or policies, and that there are no silver bullets - success requires ongoing refinement.
Mood before matter: Building student-teacher relationships
How do you foster meaningful student-teacher relationships at the start of the term? The Building Students Relationships (BSR) PD workshop focuses on getting to know your students and them understanding you to establish the foundation for a trusting relationship. In my experience, this connection and commitment to each other enables learning to just happen.
Sam Cutri has over 15 years of L&T experience in higher education and a proven track record in this practice, with improvements in engagement and retention rates. In this recording, he looks at innovative strategies and techniques to building student-teacher relationships. When applied early with a new cohort, this can change the way students relate with their lecturers, peers and college, build confidence and a sense of belonging.
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Leading from the middle
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
Focusing The Lens
The document discusses initiatives and frameworks for improving education outcomes, including reducing disparity and raising achievement. It describes the Core Business of Education and threads of effective teaching and learning. Key focus areas are outlined for frameworks like CPaBL, Te Kotahitanga, and a whole school approach for exploring student identities and developing plans. Reflection on integrating initiatives and reviewing goals is discussed as well as the importance of professional development for improving Māori student achievement.
Focusing The Lens
The document discusses initiatives and frameworks for improving education outcomes, including reducing disparity and raising achievement. It describes the Core Business of Teaching and Learning which involves personalised learning, literacy, numeracy and key competencies. It also outlines the CPaBL and Te Kotahitanga approaches which focus on developing self-awareness, exploring identities, and setting goals through collaborative learning and reflecting school practices. The final section discusses using reflection to integrate initiatives and identify challenges in order to design professional development models.
Improving the Quality of Teaching RA
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
Thinkpiece Effective Teaching
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
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Here project ntu staff 2012
The document summarizes key findings from the HERE Project conducted from 2008-2011 on student retention and engagement at universities. The project examined factors influencing student doubting and likelihood of withdrawing, as well as the impact of university programs on retention. It found that approximately one-third of first year students experience doubts about continuing their course, and doubters are more likely to withdraw. Doubters generally report a poorer quality experience than non-doubters. The primary reasons for doubting relate to students' perceptions of their course, and doubting peaks before and after Christmas. The toolkit developed from the findings provides universities with recommendations to improve retention and student experience.
Here Project Toolkit Cards
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Here Project Toolkit
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
HERE! Project Case Study 3
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
HERE Project Interim Findings Brochure 2009
This document summarizes interim findings from a research project on student retention and engagement in higher education. Key findings include:
1) Friendships, long term goals, personal motivation, and adapting to the course/university help students who initially consider withdrawing to ultimately stay.
2) Early information about courses and support available is important for retaining first year students. Opportunities for early social engagement also help during the transition.
3) The role of personal tutors is important in providing both academic and pastoral support for students, particularly helping them understand independent study expectations.
Here Project Poster September 2010
The HERE Project study found that first-year students who expressed doubts about their program or university experience were less likely to continue into their second year compared to non-doubting students. Of the first-year students surveyed, 98.2% of non-doubters continued their studies, while only 91.17% of doubting students did so. Doubting students generally rated all aspects of their university experience more negatively and cited feeling less supported by teaching staff as a main reason for their doubts. The report recommends universities implement a two-part strategy to help prevent doubters from withdrawing, including reducing instances of doubting through early feedback and a supportive environment, and creating initiatives to support students experiencing doubts.
Here Project Poster January 2010
The HERE Project studied student retention in higher education. It found that non-doubters about continuing their studies were more likely to persist than doubters. For doubters who did remain, reasons included support from friends made at university and future goals, rather than just the absence of doubts. The project also found programs with better retention rates than peers and that leavers generally reported poorer university experiences than those who continued.
Here Project Student Writing in Transition Symposium 2011
The document discusses findings from the HERE Project conducted from 2008-2011 examining student retention and engagement in higher education. Key findings include:
1) Approximately one third of first year students experience doubts strong enough to consider withdrawing. Doubters are more likely to leave than non-doubters.
2) Doubters report a poorer quality experience than non-doubters, especially regarding their academic experience and sense of belonging.
3) The primary reasons for doubting are associated with student perceptions of their course. Managing factors that lead to doubting can help increase retention.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities which found that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Retention Convention 2010
The document discusses two research strands of the HERE Project investigating student retention. Strand 1 analyzed survey data from three universities, finding that 37% of students had doubts about continuing their studies. Doubters were more likely to withdraw than non-doubters. Strand 2 will use these findings to develop a review tool to help universities reduce student withdrawal and increase retention by exploring factors influencing student transition and experiences. Focus groups provided additional insights into doubters' experiences.
Ldhen 2010
The document discusses reasons why students have doubts about continuing their university studies and reasons they decide to stay. It summarizes research from three UK universities that found course-related issues were a major reason for doubting continuation. Students who stayed reported feeling a sense of belonging through relationships with staff and other students. The research aims to help universities better support student retention and identify practices to reduce doubting and increase student persistence.
Here project final report appendices
This appendix contains the questionnaires used in the HERE Project student transition surveys from 2009 and 2011. It includes questions about students' experiences adjusting to university, their academic and social experiences, and whether they have considered withdrawing. It also collects demographic information. The purpose is to understand student experience and identify ways to improve support for students, with the goal of increasing retention rates. Anonymized data was analyzed and may be shared with other universities and in academic papers.
Here project final report 2011
This document presents the findings of the HERE Project conducted from 2008-2011 between Nottingham Trent University, Bournemouth University, and University of Bradford. The project examined student retention, with two main strands: 1) the impact of student doubts about continuing their studies, and 2) differences between first-year university programs. Some key findings include that approximately one-third of first-year students experienced strong doubts about withdrawing, and these doubting students were more likely to leave than non-doubters. The report provides recommendations to help manage factors associated with doubting, support student integration and belonging, and foster motivation to improve retention.
Here Project Student Writing in Transition Symposium 2011
The document summarizes key findings from a study on student retention and engagement in higher education. It finds that approximately one-third of first year students experience doubts strong enough to consider withdrawing. Doubters reported a poorer quality experience and were more likely to leave than non-doubters. The primary reasons for doubting were associated with academic factors like coping with coursework. The study recommends improving the transition to university study, formative feedback, staff-student relationships, identifying at-risk students, informed course choice, and social integration to help manage doubting and increase retention.
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- 1. Dispositions to Stay and to Succeed in Higher Education Exploring Relationships for Success. Jamie Thompson. Northumbria University
- 2. Dispositions to Stay and to Succeed (HEFCE / Paul Hamlyn) • Partnership with Bedfordshire and Manchester • Retention / Success : the seven ELLI dimensions of learning power • Ambiguous results re. retention • Small significant relationship between first year marks and two dimensions: Critical Curiosity and Meaning Making
- 3. Seven Dimensions of Learning Power (ELLI) • Changing and learning Being stuck & static • Meaning making Data accumulation • Critical curiosity Passivity • Creativity Being rule bound • Learning relationships Isolation & dependence • Strategic awareness Being robotic • Resilience Fragility and dependence
- 4. Learning Relationships • Qualitative theme pursued • Relationships between students • Relationships between students and staff • Perceived importance re. academic success and student satisfaction • Not new – but LOUD!
- 5. Self Authorship (Baxter Magolda) • Authority free – taking responsibility and control for your life. • Sometimes not achieved – routinely not achieved until late twenties. • Can this process be made more successful, can it be accelerated in HE?
- 6. Model of Confidence and Competence
- 9. Action contingent Collaboration contingent Relationships
- 10. What is success in HE? • As professionals what do we want for our students? • As a sector what would we want to claim for the HE experience? • What are successful outcomes in students’ terms?
- 11. Learning Relationships in HE • How good are we at supporting and delivering learning relationships in HE? • How do we currently do it well? • How could we do it better? (Learning Relationships checklist)
- 12. References • Baxter Magolda, M. B. (1999). Creating contexts for learning and self-authorship: constructive-developmental pedagogy (1st ed.). Nashville, Tenn.: Vanderbilt University Press. • Deakin Crick, R., Broadfoot, P., Claxton, G. (2004), Developing an Effective Lifelong Learning Inventory: the ELLI Project, Assessment in Education, 11 (3), pp. 247-270. • Thompson J. et al (2011) ‘ ... they will look after their cognitive needs for themselves’: Understanding the importance of relationships in Higher Education. ELSIN Conference Proceedings, Antwerp, Belgium. • Williamson K., Coughlin A., Small T. and Thompson J. (2012) My Learning Power: Using ELLI in Higher Education. Northumbria University. • Thompson J. (2012) A Manifesto for Change in Higher Education in the UK. Northumbria University. • Harding J. and Thompson J. (2012) Dispositions to Stay and to Succeed: Final report of the ‘What Works’ research project. Northumbria University • Gower L. and Thompson J. (2102) A Good Practice Guide to Learning Relationships in Higher Education. Northumbria University