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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 73
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Book Description
As school progresses, the importance of self-advocacy becomes more evident. Before a student is able to become an effective self-advocate for their needs and services, it is essential for them to have an appropriate understanding of their academic strengths and weaknesses. Students with learning disabilities are often faced with the difficult task of understanding what it means to have a learning disability, and school psychologists do not have a clear set of guidelines as to how to inform these students in the most developmentally appropriate way. To provide school psychologists with more information regarding the formation students' academic self-perceptions, to gain insight into the developmental language that students use to communicate their strengths and weaknesses, and to investigate students' ideas about why they have certain strengths and weaknesses and what they can do to improve their learning, the researcher interviewed 26 fourth and fifth grade, general education students and three students with an identified Specific Learning Disability. Results from the study revealed that students develop a normative measurement of their ability based on observations of their classroom environment through peer comparison and teacher feedback. While the majority of fourth and fifth graders appeared to list strengths and weaknesses that were reflective of their SOL performance, those who failed their most recent SOL appeared to demonstrate a more inflated self-perception of their reading and math ability. Additionally, students attributed academic weaknesses to a variety of different factors, and many listed effort, attention, or lack of interest across subjects. Finally, students showed that they picked up on specific concepts taught in class and were able to list a variety of practice strategies to improve their academic weaknesses.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 73
Get Book Here
Book Description
As school progresses, the importance of self-advocacy becomes more evident. Before a student is able to become an effective self-advocate for their needs and services, it is essential for them to have an appropriate understanding of their academic strengths and weaknesses. Students with learning disabilities are often faced with the difficult task of understanding what it means to have a learning disability, and school psychologists do not have a clear set of guidelines as to how to inform these students in the most developmentally appropriate way. To provide school psychologists with more information regarding the formation students' academic self-perceptions, to gain insight into the developmental language that students use to communicate their strengths and weaknesses, and to investigate students' ideas about why they have certain strengths and weaknesses and what they can do to improve their learning, the researcher interviewed 26 fourth and fifth grade, general education students and three students with an identified Specific Learning Disability. Results from the study revealed that students develop a normative measurement of their ability based on observations of their classroom environment through peer comparison and teacher feedback. While the majority of fourth and fifth graders appeared to list strengths and weaknesses that were reflective of their SOL performance, those who failed their most recent SOL appeared to demonstrate a more inflated self-perception of their reading and math ability. Additionally, students attributed academic weaknesses to a variety of different factors, and many listed effort, attention, or lack of interest across subjects. Finally, students showed that they picked up on specific concepts taught in class and were able to list a variety of practice strategies to improve their academic weaknesses.
Author: Aloka, Peter Jo
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 616
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Book Description
Higher education institutions grapple with a pressing challenge: the well-being of their students. Amidst the transition to university life, students face a myriad of stressors, from academic pressures to managing finances and social connections. Yet, there continues to be a lack of robust evidence and focused literature addressing this critical issue. Factors Impacting Student Well-Being and Coping Tactics presents a comprehensive analysis of the factors influencing mental, emotional, and social health in higher education settings. This book explores the intrinsic and extrinsic elements shaping student well-being through meticulously curated chapters, from risk factors to protective mechanisms. By offering evidence-based strategies and practical recommendations, the book empowers academics, administrators, and counselors to proactively address students' challenges and foster a supportive environment conducive to personal and scholarly growth.
Author: Krishna Mohan Shrestha
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 586
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Book Description
Author: Susan M. Bridges
Publisher: Purdue University Press
ISBN: 1612495877
Category : Education
Languages : en
Pages : 441
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Book Description
Problem-based learning (PBL) has been deployed as a student-centered instructional approach and curriculum design in a wide range of academic fields across the world. The majority of educational research to date has focused on knowledge-based outcomes addressing why PBL is useful. Researchers of PBL are developing a growing interest in qualitative research with a process-driven orientation to examining learning interactions. It is essential to broaden this research base so as to support PBL designs and approaches to leading students into higher-order thinking and a deeper approach to learning. Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led approach such as PBL. Included are studies that focus on learning in situ and go beyond measuring the outcomes of PBL. The goal is to further expand the PBL research base of qualitative investigations examining the social dimension and lived experience of teaching and learning within the PBL process. A second aim of this volume is to shed light on the methodological aspects of researching PBL, adding new perspectives to the current trends in qualitative studies on PBL. Chapters cover ethnographic approaches to video analysis, introspective protocols such as stimulated recall, and longitudinal qualitative studies using discourse-based analytic approaches. Specifically, this book will further contribute to the current educational research both theoretically and empirically in the following key areas: students’ learning processes in PBL over time and across contexts; the nature of quality interactions in PBL tutorials; the (inter)cultural aspects of learning in PBL; facilitation processes and group dynamics in synchronous and asynchronous face-to-face and blended PBL; and the developing nature of PBL learner identity.
Author: National Science Foundation (U.S.). Directorate for Education and Human Resources
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 18
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Book Description
Author: Elsie Jones-Smith
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
This book explains how a teaching system focused on identifying and stoking each student's strengths--rather than concentrating on deficits--can bring remarkable academic improvement and achievement. It's a familiar and seemingly logical model: to improve performance, identify weaknesses and target these problem areas. Could doing the opposite be a better way? Licensed clinical psychologist Elsie Jones-Smith argues that strengths-based systems are indeed more effective--not just in social work, where the philosophy became popular; or in the business world, where the concept is increasingly being embraced--but in the academic setting as well. Spotlighting the Strengths of Every Single Student: Why U.S. Schools Need a New, Strengths-Based Approach explains how and why a system that focuses on students' strengths enables kids to be self-confident, goal-directed, and to possess a stronger sense of self-efficacy, self-control, and academic achievement. Jones-Smith also explains how such a system spurs appreciation and advancement of multiple intelligences, which in turn gives students the ability to address weaknesses--on their own. Another plus: this approach has also been shown to generally reduce school disciplinary actions and increase class attendance time.
Author: Yvette Jackson
Publisher: ASCD
ISBN: 1416621172
Category : Education
Languages : en
Pages : 65
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Book Description
This book offers concrete ways to identify student strengths and then build on them in your classroom or school throughout the year.
Author: Sonya Murray-Darden
Publisher: Corwin Press
ISBN: 1071909495
Category : Education
Languages : en
Pages : 202
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Book Description
Connect theory to practice with this timely, comprehensive whole-child approach to accelerated learning. Planning for equitable accelerated learning is analogous to preparing a meal. Similar to a chef selecting the menu, gathering ingredients, and planning the occasion, educators choose aligned curricula to prioritize learning, organize and internalize instruction, and plan for opportunities to advance student learning. Grounded in research and employing the Science of Learning Development (SoLD) principles, this book offers bold new thinking about unfinished learning, equity, and student success. The five-course framework guides educators through the process of Assessing the current school conditions and mindset for acceleration versus remediation Reflecting on empowerment Surveying and reimagining curriculum Understanding and embracing diversity and equity Establishing and implementing effective foundational instruction Promoting, expanding, and reflecting on student engagement Including frequent opportunities for reader reflection, real-world vignettes, and tools that can be brought directly into the classroom, this book delivers everything educators need to adopt a whole-child approach to advancing student learning and engagement.
Author: Bullock, Kate
Publisher: McGraw-Hill Education (UK)
ISBN: 033521407X
Category : Education
Languages : en
Pages : 162
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Book Description
'Whose Learning?' explores the increasingly popular practice of academic and personal tutoring and addresses three fundamental strands of the learning process and their complex inter-relationships: knowing what to learn, knowing how to learn, and knowing yourself as a learner.
Author: Kate Bullock
Publisher: McGraw-Hill Education (UK)
ISBN: 0335224431
Category : Education
Languages : en
Pages : 162
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Book Description
The traditional role of the form or class tutor has developed into that of an academic or personal tutor; that is, an adult who works with students to guide, support and help them manage their learning. Academic or personal tutoring as a practice of learning benefits many students in secondary schools and colleges. It is increasingly adopted and specifically customised by a range of institutions who believe it will establish good habits of learning now and in the future. Whose Learning? explores the concept of academic and personal tutoring and brings together established theoretical arguments; current activities in schools and classrooms; and observations gleaned from the authors’ own research. It recognises the important role of the personal tutor in working individually with his or her students, and illuminates the processes, educational relationships and learning interactions underpinning this role. The book addresses three fundamental strands of the learning process and their complex inter-relationships: Knowing what to learn Knowing how to learn Knowing yourself as a learner Offering examples of good practice in supporting student learning Whose Learning? is essential reading for student, beginning and more experienced teachers in schools and colleges who want to reflect on and improve their own practices.
