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Journal articles on the topic 'Morgenster Teachers' College – Students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Simpson, Madeline L., Freda McCombs, Ellery Sedgwick, and Rosemary Sprague. "Teachers' Self-Disclosure Sought by College Students." Perceptual and Motor Skills 60, no. 3 (June 1985): 783–87. http://dx.doi.org/10.2466/pms.1985.60.3.783.

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Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.

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2

Renwick, Margery. "Teachers College Students Who Are Also Parents." Early Childhood Folio 2 (June 1, 1986): 1–6. http://dx.doi.org/10.18296/ecf.0283.

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3

Feldman, Kenneth A. "College students' views of male and female college teachers: Part II?Evidence from students' evaluations of their classroom teachers." Research in Higher Education 34, no. 2 (April 1993): 151–211. http://dx.doi.org/10.1007/bf00992161.

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4

MesfinAnteneh, Atalay. "Helping Aesthetics Students in Debremarkos College of Teachers Education." International Journal of Computer Applications 82, no. 14 (November 22, 2013): 37–46. http://dx.doi.org/10.5120/14231-1747.

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5

Viktorovna, Akhmetzyanova Natalia. "Research into the Creative Abilities of Teachers College Students." Procedia - Social and Behavioral Sciences 191 (June 2015): 1970–75. http://dx.doi.org/10.1016/j.sbspro.2015.04.277.

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6

Liu, Shujie, Jared Keeley, and William Buskist. "Chinese College Students’ Perceptions of Characteristics of Excellent Teachers." Teaching of Psychology 42, no. 1 (December 17, 2014): 83–86. http://dx.doi.org/10.1177/0098628314562684.

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7

Chang, Jin-Yi. "Teachers college students' conceptions about evaporation, condensation, and boiling." Science Education 83, no. 5 (September 1999): 511–26. http://dx.doi.org/10.1002/(sici)1098-237x(199909)83:5<511::aid-sce1>3.0.co;2-e.

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8

Mazer, Joseph P. "Teachers, students, and ideological bias in the college classroom." Communication Education 67, no. 2 (February 15, 2018): 254–58. http://dx.doi.org/10.1080/03634523.2018.1428761.

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9

Pokay, Patricia, and Carla Tayeh. "Preservice Elementary Teachers: Building Portfolios Around Students' Writings." Teaching Children Mathematics 2, no. 5 (January 1996): 308–13. http://dx.doi.org/10.5951/tcm.2.5.0308.

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Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.

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Lamude, Kevin G., and Mary Fong. "Students' Tactics of Resistance and Teachers' Stress." Perceptual and Motor Skills 85, no. 3 (December 1997): 826. http://dx.doi.org/10.2466/pms.1997.85.3.826.

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In a study of 134 college teachers, teachers' self-reported stress scores were significantly and positively related with their perceptions of students' use of reluctant compliance and deception tactics in resistance to on-task learning.

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Lamude, Kevin G., and Lena Chow. "Relationship of Students' Affective Learning to Teachers' Type a Scores." Psychological Reports 72, no. 1 (February 1993): 178. http://dx.doi.org/10.2466/pr0.1993.72.1.178.

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12

Yang, Ning. "Teacher’s Code-switching to L1 in Chinese College EFL Class." Review of Educational Theory 2, no. 2 (May 9, 2019): 34. http://dx.doi.org/10.30564/ret.v2i2.742.

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The paper tries to explore teachers’ code-switching to Chinese in EFL classroom. Quantitative and qualitative research methods are adopted in the study. The case study centers on showing the attitude of teachers and that of students towards the CS to L1. It indicated that both teachers and students had positive attitude toward CS to Chinese in EFL classroom. The results in the classroom recording showed that students’ English proficiency level influenced the frequency of teachers’ CS; teachers alternate to Chinese mainly to facilitate students’ understanding or to emphasize some key points.

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13

Zhou, Yan, and Jinfeng Zhao. "Three Primary Tasks of the First College English Class in China." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2186. http://dx.doi.org/10.17507/tpls.0611.16.

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College English is a compulsory course for college students in China, which has a far-reaching influence on students’ further study and job development. How to conduct the first class of college English well is a tough task for college English teachers. For the success of the first class of college English, teachers should stimulate students’ learning motivation, introduce the characteristics and requirements of college English and raise students’ awareness of learning strategy and learner autonomy.

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Lamude, Kevin G., and Joseph Scudder. "Resistance in the College Classroom: Variations in Students' Perceived Strategies for Resistance and Teachers' Stressors as a Function of Students' Ethnicity." Perceptual and Motor Skills 75, no. 2 (October 1992): 615–26. http://dx.doi.org/10.2466/pms.1992.75.2.615.

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Current research on college students' resistance to teachers' compliance-gaining efforts in the college classroom has focused on the relation of teachers' antecedent behaviors and students' noncompliance or students' strategies for resistance. The present study explored the relationship between students' ethnicity (42 African-American, 72 Hispanic, 33 Native American, 101 white), strategies for resistance, and teachers' stressors (Type-A behavior, burnout, role ambiguity, role conflict). The results of multiple discriminant analyses indicated differences in the strategies of resistance and in perceived stressors of teachers among the four ethnic groups of students.

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15

Wangru, Cao. "The Research on Strategies of College English Teachers Classroom Questioning." International Education Studies 9, no. 8 (July 26, 2016): 144. http://dx.doi.org/10.5539/ies.v9n8p144.

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<p class="apa">Questioning is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to output information, to convey information and to obtain feedback from students. Teachers can also use it to communicate with their students. Effective questioning in class can encourage students to give relative and complete answers. It can activate students’ thought, develop their recognition and organize the class as well. However, there is little research in teachers’ questioning, especially in which teachers’ questioning and students’ expectations are combined. This study aims to explore the teachers’ questioning characteristics from the following aspects: the types of questions, the ways of answering questions, questioning strategies, the distribution of questions, wait time and feedback in college EFL class. The results may contribute to the teachers’ questioning and the second language acquisition in EFL classrooms; meanwhile it may train students’ language competence and improve the efficiency of teaching quality.</p>

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16

Chao, Li, and Jianyi Huang. "Thinking Styles of School Teachers and University Students in Mathematics." Psychological Reports 91, no. 3 (December 2002): 931–34. http://dx.doi.org/10.2466/pr0.2002.91.3.931.

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This research studied the thinking styles of 18 school teachers and 15 college students in the field of mathematics, using the Inquiry Mode Questionnaire by Harrison and Bramson. The multivariate analysis of variance showed that the 21 female teachers and college students scored as more Idealistic than their 12 male peers. There also was a significant group-by-sex interaction, which indicated that the female college students preferred the Analyst thinking style more frequently than their male peers, whereas the male teachers preferred the Analyst style more frequently than the female teachers. On the whole, the most preferred thinking style was the Analyst style, and the least preferred one was the Synthesist style. The implications of findings are discussed.

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정주영. "The Exploratory Study on Learning Outcomes of Teachers' College Students." CNU Journal of Educational Studies 39, no. 4 (November 2018): 31–55. http://dx.doi.org/10.18612/cnujes.2018.39.4.31.

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18

Jeong Eun I. "Perceptions by teachers and students of good teaching at college." Korean Journal of Educational Methodology Studies 22, no. 3 (August 2010): 25–44. http://dx.doi.org/10.17927/tkjems.2010.22.3.25.

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Liu, Shujie, Jared Keeley, and William Buskist. "Chinese College Students’ Perceptions of Excellent Teachers Across Three Disciplines." Teaching of Psychology 43, no. 1 (December 14, 2015): 70–74. http://dx.doi.org/10.1177/0098628315620888.

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20

Kramer, Michael W., and P. M. Pier. "Students’ perceptions of effective and ineffective communication by college teachers." Southern Communication Journal 65, no. 1 (December 1999): 16–33. http://dx.doi.org/10.1080/10417949909373153.

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21

Williams, T. R., and D. L. Powell. "College visitation program: For high school chemistry students and teachers." Journal of Chemical Education 63, no. 4 (April 1986): 338. http://dx.doi.org/10.1021/ed063p338.

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22

Liu, Xuelian and 이정원. "EFL College Students’ Reactions to Their Writing Teachers’ Corrective Feedback." English Teaching 69, no. 3 (September 2014): 81–103. http://dx.doi.org/10.15858/engtea.69.3.201409.81.

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23

Barnes, Nancy. "Switching Places: Why College Teachers Should Teach High School Students." Curriculum Inquiry 29, no. 3 (January 1999): 293–313. http://dx.doi.org/10.1111/0362-6784.00129.

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24

Marciano, Joanne. "“I think we’re all teachers even though we’re students”." Journal of Urban Learning, Teaching, and Research 16, no. 1 (March 9, 2021): 23–42. http://dx.doi.org/10.51830/jultr.13.

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Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.

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25

Zhou, Yan, and Yi Ding. "The Project of “Chinese Culture Going Global” and Its Implications for College English Teaching in China." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1273. http://dx.doi.org/10.17507/tpls.1010.13.

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With the rapid development of China, the project of “Chinese culture going global” came into being in order to make people from other countries have a better understanding of China. However, both college English teachers and students in China suffer from “Chinese cultural aphasia”, and the majority of them are incapable of introducing Chinese culture to foreign friends due to the insufficient attention to Chinese culture teaching, the lack of Chinese cultural knowledge in most college English textbooks, college teachers’ shortage of Chinese cultural knowledge and the strong influence of the western culture on college students, etc. The project of “Chinese culture going global” has three implications for college English teaching: enhancing Chinese cultural consciousness and confidence of college teachers and students in China, enlarging English vocabulary concerning Chinese culture and enriching college students’ Chinese cultural knowledge; and improving Chinese college students' intercultural communication competence.

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김복미 and 이종연. "The Relationships Among Narcissism and the Adjustment to College Life of Teachers college students." Journal of Korean Teacher Education 26, no. 3 (September 2009): 509–25. http://dx.doi.org/10.24211/tjkte.2009.26.3.509.

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27

Rojas, Leticia. "College for All: Chicana/o and Latina/o Empowerment Agents Working to Increase Latina/o Students’ College-Going Opportunities." Association of Mexican American Educators Journal 12, no. 1 (May 11, 2018): 27. http://dx.doi.org/10.24974/amae.12.1.376.

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This one-year qualitative study examined the ways in which five Chicana/o and Latina/o teachers committed to social justice perceived their roles in their college-going work with Latina/o students, as well as the challenges threatening their efforts with students. Building on Stanton-Salazar’s (2011) concept of empowerment social capital, the findings showed that these teachers perceived college access as an equity issue, challenging dominant narratives of tracking and deficit-thinking in their college-going practices. Despite their ongoing and persistent commitments, the findings also revealed various challenges to these teachers’ work with students, such as the lack of schooling funding and college-going resources and a struggle to maintain a work-life balance. The results of this study have implications for school leadership and the reconceptualization of the teacher role in Latina/o students’ college-going processes.

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Shi, Guang. "Attitudes towards Error Correction, Corrective Moves and Their Effects in College English Classrooms in China." International Journal for Innovation Education and Research 5, no. 2 (February 28, 2017): 32–39. http://dx.doi.org/10.31686/ijier.vol5.iss2.498.

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This study explored the relationships among teachers’ and students’ attitudes toward error correction, teachers’ actual corrective moves and their effects in college English classrooms in China. The major findings are as follows. Firstly, comparatively speaking, teachers are more negative toward errors and error correction than students. Secondly, Teachers and students have different views of how errors should be corrected. Finally, negotiation of form, favored by both teachers and students, has the best effects among all error correction types; explicit correction, welcomed by students but disliked by teachers, is less effective than negotiation of form but more effective than recast, which is favored by teachers but distasted by students.

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Hoyer, Dennis, and Christopher J. Correia. "Teaching About Nonmedical Use of Prescription Drugs Among College Students." Teaching of Psychology 46, no. 4 (August 30, 2019): 340–49. http://dx.doi.org/10.1177/0098628319872613.

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The misuse of prescription medications has emerged as a national public health concern. Epidemiological studies suggest that college students are at an elevated risk to engage in nonmedical use of several medications, including stimulants and central nervous system depressants. Teachers can easily integrate material related to the nonmedical use of prescription drugs (NMUPD) into undergraduate psychology and statistics courses. Presenting this information provides an opportunity for teachers to address fundamental topics in ways that students tend to find interesting and personally relevant. We use this article to introduce a definition of NMUPD, present statistics on prevalence and a wide range of physical and psychological correlates among college students, and discuss risk and protective factors and motives for use. We also present a number of concrete examples of how teachers can use the material to illustrate basic concepts often included in statistics, research methods, and other psychology courses.

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Omer, Wafa, Omer Jamshed Khan, and Ejaz Hassan Khan Khattak. "Knowledge and attitude of medical students and Young Medical College Teachers towards genetic risk testing for premature coronary artery disease." Professional Medical Journal 28, no. 03 (March 10, 2021): 318–22. http://dx.doi.org/10.29309/tpmj/2021.28.03.4129.

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Objective: The study was to assess the knowledge and attitude of medical students and young medical college teachers regarding Genetic Risk Testing for Premature Coronary Artery Disease. Study Design: Cross Sectional Descriptive study. Setting: Azad Jammu and Kashmir Medical College, Muzaffarabad and Combined Military Hospital Muzaffarabad. Period: September, 2019 to December, 2019. Material & Methods: A self-completion online questionnaire was sent to collect the data from 298 medical students and 70 young medical college teachers (<45 years) at Azad Jammu & Kashmir Medical College, Muzaffarabad, Pakistan and Combined Military Hospital Muzaffarabad. The questionnaire contained questions related to the knowledge and attitudes of the participants towards genetic risk testing along with their views regarding direct to consumer genetic tests for PCAD versus genetic tests involving consultation with a cardiologist before opting for such tests. Results: A total of 250 medical students and 62 young medical teachers (<45 years) participated in the study. Only 38% of the students were aware of genetic risk testing while 66% of the medical college teachers had prior knowledge of genetic testing. After being informed about the genetic risk testing for PCAD and its purpose 89% of the students while only 56% of the medical teachers were interested in undergoing genetic risk test for PCAD. The main reason for undergoing the test remained the curiosity to know the predisposition to PCAD amongst the students and the teachers alike while the main reasons for not willing to undergo a genetic test was the cost of the test and the genetic test becoming a worrying factor in the lives of the students while the main reason amongst the medical college teachers was doubt regarding the efficacy and reliability of the test results. Conclusions: Although the level of awareness about genetic risk testing is relatively good in young medical college teachers but they are reluctant to advise it or undergo it. Therefore, interventions are necessary to improve its knowledge and utility amongst the teachers and clear their misconceptions.

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AI-Shargi, Mohammed Rashed. "Student teachers’ Achievement in Science in the Light of some Variables." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 75. http://dx.doi.org/10.24200/jeps.vol3iss1pp75-96.

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This study aimed at determining the science achievement level of Teachers Colleges' students & its relation to the GPA, the General Secondary School grade, the College & the academic level. To achieve this purpose, an achievement test of 60 items was developed & administered to a sample of 529 college students. The study results were as follows:1. Students’ achievement in science subjects was low.2. There were statistically significant differences between colleges in the overall test mean scores & the Biology Test mean scores in favor of AI-Baha Teachers College.3. There were statistically significant differences between colleges in the Chemistry Test mean scores in favor of Tabuk Teachers College.4. There was a positive correlation between students' secondary school grade, the overall test score & sub-test scores in Chemistry, Physics &Biology.5. There was a positive correlation between students' College GPA, overall test score 8: the Biology test score.6. There were statistically significant differences at level (0.05) between grades in the Biology test mean scores in favor of grade eight students. The researcher made some recommendations aimed at upgrading the achievement level of science students at Teachers Colleges.

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Fromuth, Mary Ellen, Aimee Holt, and April L. Parker. "Factors Affecting College Students' Perceptions of Sexual Relationships Between High School Students and Teachers." Journal of Child Sexual Abuse 10, no. 3 (April 23, 2002): 59–73. http://dx.doi.org/10.1300/j070v10n03_04.

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33

Asio, John Mark R. "Students bullying teachers: Understanding and behavior of college students from a higher education institution." Journal of Pedagogical Research 3, no. 2 (August 8, 2019): 11–20. http://dx.doi.org/10.33902/jpr.2019254157.

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34

Shatanawi, Abed El karim. "Female Student Teachers’ Competencies as perceived by Cooperating Teachers of Al-Zhahirah." Journal of Educational and Psychological Studies [JEPS] 1, no. 1 (January 1, 2007): 119. http://dx.doi.org/10.24200/jeps.vol1iss1pp119-158.

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This study investigated the teaching competencies of female student teachers in lbri College. The researcher administered a questionnaire to 60 female student teachers. By using Cronbach Alpha, reliability of this questionnaire was 0,86. Results indicated that female student teachers suffer from several professional deficiencies related to classroom management, self-learning and teaching methods. Thus, based on the findings of this study, the training programs of female student teachers at lbri College should be restructured to focus on fulfilling the professional needs of these students.

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35

Hudley, Cynthia, Roxanne Moschetti, Amber Gonzalez, Su-Je Cho, Leasha Barry, and Melissa Kelly. "College Freshmen's Perceptions of Their High School Experiences." Journal of Advanced Academics 20, no. 3 (May 2009): 438–71. http://dx.doi.org/10.1177/1932202x0902000304.

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Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

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36

Haraldsson, Halldór, and Lram. "The Training of Piano Teachers at Reykjavík College of Music." British Journal of Music Education 4, no. 3 (November 1987): 279–82. http://dx.doi.org/10.1017/s0265051700006148.

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Reykjavík College of Music offers a unique course of instruction for piano teachers. An important feature of this three-year course is the opportunities it gives for students to work with pupils of all abilities: from beginners to the higher grades. Students teach their pupils under supervision of professors of the College, and assessment includes practical teaching and the presentation of concerts by the students' pupils. The author describes the course, its contents and examination procedures, and stresses the need to develop individuality and open-mindedness in those wishing to make their careers as piano teachers.

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37

Rosemarin, Shoshana. "The Significance of Teacher's Characteristics As Perceived by Teachers and College Students." Gifted Education International 25, no. 2 (May 2009): 194–99. http://dx.doi.org/10.1177/026142940902500209.

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In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability. The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes. The sample as a whole attributed great importance to expertise in the field and to didactic ability. The sample attributed slightly less significance to the ability to create a pleasant atmosphere in class, creativity, the ability to transform the student into an independent learner, the ability to individualize and differentiate the teaching, and flexibility. In general, the students attributed less importance to all the categories. The teachers of gifted students attributed more significance to the personal characteristics of the teacher, while the teachers in the regular classes attrributed more to discipline.

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Ke, Xixiang. "On Cultivating Autonomous Learning Ability for University Students Based on Web." Theory and Practice in Language Studies 6, no. 9 (September 1, 2016): 1797. http://dx.doi.org/10.17507/tpls.0609.11.

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Autonomous learning has become a widely adopted pedagogical approach to language learning and teaching. This paper analyzed the factors that constraints the cultivation of college English Autonomous Learning from cognitive level, psychological level, technical level, and social level. Undergraduate students and college teachers were investigated via questionnaire and interview. The survey found that there are typical bottleneck constraints, teachers’ lack of curriculum autonomy, lack of evaluation mechanism on autonomous learning and limitation of communication between teachers and teaching administrators. Solutions are offered afterwards.

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39

Elliot, Lisa, Susan Foster, and Michael Stinson. "Student Study Habits Using Notes from a Speech-to-Text Support Service." Exceptional Children 69, no. 1 (October 2002): 25–40. http://dx.doi.org/10.1177/001440290206900102.

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Thirty-six mainstreamed high school and college students who are deaf and hard of hearing received notes from a speech-to-text support service called C-Print™. The students, 26 classroom teachers, and 10 teachers of the deaf were interviewed about their perceptions of how students use their notes to study. Consistent with research on hearing students, high school students in this study typically would read the notes only, while college students used multiple study strategies with the notes. Teachers tended not to know how their students used their notes for studying, and they were sometimes reluctant to teach students about effective note usage. This study supports the idea that both students and teachers could benefit from further instruction on note usage and study skills.

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40

Kostka, Marilyn J. "Practice Expectations and Attitudes: A Survey of College-Level Music Teachers and Students." Journal of Research in Music Education 50, no. 2 (July 2002): 145–54. http://dx.doi.org/10.2307/3345818.

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Two independent groups, one consisting of college-level studio music teachers (n = 127) and the other of music majors (n = 134), completed a written survey containing 10 questions about attitudes and expectations for practicing music. The questionnaire was designed to address four major areas of interest: (1) attitudes about specific music skills, (2) expectations concerning use of practice time, (3) expectations for routines and strategies for practicing, and (4) attitudes toward practice in general. Results indicated that teachers expected more weekly practice time to be taking place than was actually reported by students. Additionally, most teachers expected that students should follow a specific practice routine, but 55% of students indicated that they do not do so; and although nearly all teachers in the survey stated that they discussed practice strategies with students, 67% of students reported that practice strategies were not discussed in their studio lessons. Finally, teachers and students had widely differing views regarding their feelings about practice in general.

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41

Chen, Guangyan. "Examining rating criteria used to assess U.S. college students’ Chinese oral performance." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 3 (December 31, 2016): 286–311. http://dx.doi.org/10.1075/csl.51.3.04che.

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This study empirically examines the rating criteria used to assess U.S. college students’ CSL (Chinese as a Second Language) oral performance by analyzing teachers’ assessment of these performances at different proficiency levels. The researcher videotaped ten speeches, and three ACTFL-trained raters assessed oral performance in these samples. The researcher then selected three samples (Samples 1, 2, and 3) to represent Novice High, Intermediate High, and Advanced Low levels. The researcher developed 20 rating items through interviewing ten experienced CSL teachers and running an Exploratory Factor Analysis (EFA) on teachers’ assessments of speech samples. After that, 104 CSL teachers used these rating items to assess the aforementioned samples. The EFAs of teachers’ assessments led to three corresponding rating criteria models (Models 1, 2, and 3). Both Models 2 and 3 for Samples 2 and 3, respectively, were five-criterion models, consisting of fluency, conceptual understanding, content richness, communication appropriateness, and communication clarity. Model 1 for Sample 1 was a four-criterion model, in which the items in communication appropriateness and content richness showed high correlations, and therefore were merged into one category; the other three criteria remained the same. Comparisons of the three models demonstrated that the criteria were constant. The ANOVAs showed that the proficiency levels of these oral performances differed significantly across all five rating criteria. This study empirically supports CSL teachers’ use of constant rating criteria to assess different levels of oral performance. It also provides Chinese teachers with rating criteria they can use to assess U.S. college students’ CSL oral performance.

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42

Hong, Mi-Young, Nam-Hwa Kang, and Joo-Ah Kim. "Perspectives of College Students and High School Science Teachers on Factors Affecting College Science Learning." Journal of the Korean Chemical Society 55, no. 5 (October 20, 2011): 875–81. http://dx.doi.org/10.5012/jkcs.2011.55.5.875.

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Erskine-Meusa, Denise. "African American Students in the Community College Classroom with White Teachers." Journal of Underrepresented & Minority Progress 1, no. 1 (December 1, 2017): 66–79. http://dx.doi.org/10.32674/jump.v1i1.37.

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The purpose of this qualitative study was to examine African American student pedagogical experiences in classrooms with White teachers at a community college in the Mid-Atlantic region of the United States. The intent of the study was two-fold: (a) to search for evidence of how culture shapes African American students’ view of themselves, and (b) to explore how African American student pedagogical experiences with White teachers shape their attitude about school. The results of this study revealed that many of the White teachers experienced by the research participants demonstrated some aspect of colorblindness in their pedagogical practices. The results also found that the African American community college students in this study valued the use of culturally responsive pedagogy in the classroom.

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Acevedo, Nancy. "Nepantleras Building Bridges toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School." Education Sciences 10, no. 4 (March 26, 2020): 88. http://dx.doi.org/10.3390/educsci10040088.

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This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and nepantleras, this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Findings clarify that through self-reflection and collaboration, teachers engaged in college information workshops, college exploration assignments, and supported students with applying to extracurricular internships. The study proposes the concept of community-oriented nepantlera educators who aim to develop a bridge between high school and college for Latina/o/x first-generation college students.

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Munthe, Melda, and Hilman Pardede. "Designing an English for Specific Course for Teachers Training College Students." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 92–97. http://dx.doi.org/10.9790/0837-191109297.

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Park, Eun-Soo. "A Study of Career Decision and Preparation of Teachers College Students." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 24 (November 29, 2017): 1101–23. http://dx.doi.org/10.22251/jlcci.2017.17.24.1101.

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Crisp, Gloria, Vincent Carales, Carey Walls, and Aaron Cassill. "A phenomenological study of community college students’ experiences with mentor teachers." Mentoring & Tutoring: Partnership in Learning 26, no. 2 (March 15, 2018): 183–206. http://dx.doi.org/10.1080/13611267.2018.1471369.

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de la Iglesia, Guadalupe, Juliana Beatriz Stover, and Mercedes Fernández Liporace. "Perceived Social Support and Academic Achievement in Argentinean College Students." Europe’s Journal of Psychology 10, no. 4 (November 28, 2014): 637–49. http://dx.doi.org/10.5964/ejop.v10i4.777.

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This research aimed at describing perceived social support and its relation to academic achievement in a sample of 760 Argentinean college students. Perception of social support was assessed in terms of four possible sources: parents, teachers, classmates, and boyfriend/girlfriend or best friend. Academic achievement was measured using three different indicators: the rate of passed, failed and dropped classes in the time since the academic career was initiated. The main hypothesis posed was that a higher perception of social support would be related to a better academic achievement (a bigger rate of passed classes, and a smaller rate of failed and dropped classes). Findings showed that women perceived significantly more support than men from all sources, except from teachers. Both males and females perceived more support from best friends or boyfriends/girlfriends, and identified teachers as the less supportive source. A higher perception of social support was associated with better academic achievement but only for females. Limitations of the study and implications for the set in motion of different interventions in the academic field, which could be specific to certain type of students, are discussed.

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Shrestha, Bhawana. "Emotional intelligence in higher education: Perspectives of Nepalese college students." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 77–89. http://dx.doi.org/10.47670/wuwijar201821bsh.

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This paper explores the perspective of college students regarding emotional intelligence in higher education. A great number of changes in the education system globally has developed new expectations for teachers. These days, teachers are not just the authority in a classroom but a mentor. Thus, emotions play a significant role in the teaching and learning process. This paper argues that mastery in subject matter does not make the best teacher in the eyes of students, rather emotional intelligence does. Emotional intelligence is neither the opposite of intelligence nor just the battle between mind and heart but it is the unique intersection of both. Quantitative research was done with 201 college students from different educational backgrounds. The data was analyzed with the theoretical modality influenced by Daniel Goleman's ‘Emotional Intelligence' method. The first part of the research explores what aspects of teacher’s students associate with being the best, and the second portion explores what behaviors the students want in their teachers in general. This research helps to identify emotional intelligence, a new domain introduced in the teaching and learning process, as significant, even from the student's perspective. Keywords: Emotional Intelligence, higher education, teaching-learning, perspectives

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Huang, Yunjie, and Yi Zhang. "A Comparative Study of Learning Burnout of College Students." Asian Education Studies 5, no. 2 (December 7, 2020): 18. http://dx.doi.org/10.20849/aes.v5i2.831.

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Learning burnout circumstances appear commonly in the process of English learning. The current research investigates the features of learning burnout of English and a non-English major junior student from three dimensions, including exhaustion, cynicism and decreased professional self-efficacy. Results find that, firstly, these two groups of participants hold a similar degree of learning burnout, while non-English major participants show more individual variability of the learning burnout situation. Based on Krashen’s Input hypothesis and Affective Filter hypothesis, there exist differences and similarities of reasons for participants’ learning burnout. The high degree of learning burnout of these two groups is influenced by the choice of expected jobs as well as the sense of inferiority caused because of peer pressure. Furthermore, learning burnout of English major students is more influenced by teachers, having higher expectations for comprehensible and sufficient input. Therefore, teachers should pay attention to students’ learning burnout situation and understand the specific needs and practical condition of junior students.

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