Relevant bibliographies by topics / Student researcher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student researcher'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Student researcher"

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Hadley, Thomas D. "Student Affairs Researcher: Information Broker." New Directions for Student Services 1999, no. 85 (1999): 83–91. http://dx.doi.org/10.1002/ss.8508.

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Berry, Steve. "Student Researcher On the Right Track." JEMS: Journal of Emergency Medical Services 31, no. 4 (2006): 122. http://dx.doi.org/10.1016/s0197-2510(06)70369-2.

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YANG, C. N. "MY EXPERIENCE AS STUDENT AND RESEARCHER." International Journal of Modern Physics A 27, no. 09 (2012): 1230009. http://dx.doi.org/10.1142/s0217751x12300098.

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Chandra, Teddy, Layla Hafni, Stefani Chandra, Astri Ayu Purwati, and Jennifer Chandra. "The influence of service quality, university image on student satisfaction and student loyalty." Benchmarking: An International Journal 26, no. 5 (2019): 1533–49. http://dx.doi.org/10.1108/bij-07-2018-0212.

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Purpose The purpose of this paper is to determine the influence of service quality and university image on student satisfaction and student loyalty. Design/methodology/approach This study employed a set of survey instrument adapted from previous studies. The construct of the service quality consisted of 12 indicators, one of which was originally designed by the researcher, and the rest were adapted from other researchers. For the construct of university image, there were five indicators, while the rest were designed by the researcher. There were six indicators of construct student satisfaction, while the other three were designed by the researcher. Lastly, the construct student loyalty consisted of five indicators, three of which were originally designed by the researcher. All of those constructs used seven-point Likert scale scoring, which ranged from 1= strongly disagree to 7= strongly agree. Findings The findings of this study are as follows: the result of the data analysis has confirmed the existence of a positive and significant influence of service quality on student satisfaction, there is a positive and significant influence of student satisfaction on student loyalty, there is no positive or significant influence of service quality on student loyalty, and university image has a positive and significant influence on both student satisfaction and student loyalty. Originality/value The originality of this study has been confirmed, considering the fact that only few studies on service quality in education field were conducted. In this study, researchers were interested in developing the service quality based on five dimensions. This model have been applied by a number of researchers. Unfortunately, some other researchers showed their disagreements upon the use of only these five dimensions in the research in the field of education, and they suggested that more appropriate dimensions should be applied.
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Yang, Chen Ning. "My Experience as a Student and Researcher." Asia Pacific Physics Newsletter 02, no. 01 (2013): 40–50. http://dx.doi.org/10.1142/s2251158x1300009x.

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I was a student in Chongde (崇德) Middle School for four years during 1933–1937, from Grade 7 to Grade 10. The school had about 300 students. It had a small library in which I developed the habit of browsing around. It was in that library that I had a first glimpse of modern physics through reading a Chinese translation of James Jeans' The Mysterious Universe (Figure 1).
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Susanto, Heri, Risqi Ekanti Ayuningtyas Palupi, and Dyah Atiek Mustikawati. "THE CORRELATION BETWEEN STUDENT ANXIETY AND STUDENT SPEAKING SKILL AT ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF PONOROGO." EDUPEDIA 1, no. 1 (2017): 67. http://dx.doi.org/10.24269/ed.v1i1.171.

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Anxiety is one of the individual characteristics of the people. Anxiety is described as an uncontrollable state that can make the language learning situation problematic and stressful. Then, English speaking skill is very important for people interaction where people almost speak everywhere and every day through English. Speaking is one way to communicate ideas and thought a feeling and expression orally. The researcher is curious about its connection. That is why the researcher would like to find the corellation between student’s anxiety and student’s speaking skill especially for students of English education Department of Muhammadiyah University of Ponorogo. The subject of this research is the students of English Education Departmen of Muhammadiyah University of Ponorogo from semester II until VI with number of 52 Students. The researcher took all of the students as the sample of this research because the population is less than 100 people. The research was started on 5th June, 2017 until 19th June, 2017. The research used two instruments in collecting data, they were; speaking anxiety questionnaire and student achievement. Besides that, the researcher used the quantitative technique to analyze the data. Based on the result of this research, the score showed that there is significant correlation between variable X as the student anxiety and variable Y as the student speaking skill. It means that if the anxiety level of the student is high, the speaking of the students also low. Where the student feel worry, nervous, self-doubt, and unconfident when the student try to speaking with English in front of their friends, partner or in front of class. While, if the anxiety level of the studenr is low, the speaking of the student is high or good. Where the student when try to speak with English, they show the optimistic aptitude, good confident and feel enjoyful. Finally, the researcher gives suggestion that the students who want to increase their speaking skill, need to hold down their anxiety feelings with always practice and practice their speaking. Last, the researcher hopes that the result of this study will be useful for the next researcher.
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Baily, Supriya. "Appraising the Ingredients of the Interpreter/Researcher Relationship." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 4 (2018): 53–69. http://dx.doi.org/10.7577/njcie.2762.

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In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.
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Sanders, William T. "Robert S. Santley: Student, Teacher, and Researcher." Journal of Anthropological Research 64, no. 3 (2008): 341–49. http://dx.doi.org/10.3998/jar.0521004.0064.302.

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Tapan-Broutin, Menekse Seden, and Sirin Ilkorucu. "Different Types of Resources Used by Master Students Considering Their Thinking Styles." Journal of Education and Training Studies 6, no. 11a (2018): 11. http://dx.doi.org/10.11114/jets.v6i11a.3796.

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The aim of this research is to determine the different types of resources, regarding the thinking styles, used by mathematics teachers to create an a-didactical situation using a video-game from an essential resource. In this research embedded mixed method was used. Participants were ten teacher-student-researchers, studying at the master degree program at a university in Turkey. The data obtained is analyzed regarding thematic analysis and descriptive statistic. The assignments were analysed in three categories; teacher resources, student resources, and researcher resources. It was found that assignments were used two types of resources, namely "teacher resources" and "student resources". There were no assignments that used "researcher resources. Also, it was also found that the legislative forms, hierarchic and monarchic forms, local levels, external scopes and liberal leanings were dominant among the students. It is suggested to increase the work to put forward the researcher identities in teacher-students’ education at the Universities.
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Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.
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Dissertations / Theses on the topic "Student researcher"

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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.

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Esposito, Antonella. "The transition ‘from student to researcher’ in the digital age: Exploring the affordances of emerging ecologies of the PhD e-researchers." Doctoral thesis, Universitat Oberta de Catalunya, 2014. http://hdl.handle.net/10803/290995.

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This doctoral dissertation is concerned with an exploratory study on how emerging learning ecologies enabled by Web 2.0 and social web are affecting the self-organized practices and dispositions in the digital settings of individual PhD students. The research endorses a constructivist grounded theory approach, where data collection has been undertaken across three Italian and one UK universities and has included a sequence of online questionnaires, individual interviews and focus groups. The findings being generated provide a repertoire of social media practices for research purposes; a framework conceptualizing the trajectories in the digital, in terms of Space, Time, Socialization, Digital identity, Stance and Tensions; the forms of resilience and the tensions underlying the PhD researchers’ digital engagement. The affordances of PhD e-researchers’ emerging ecologies are therefore understood as multi-dimensional and transitional trajectories intentionally undertaken by the individuals and generating a range of reactions toward the opportunities provided by the open Web.
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Persson, Lena. "En aktionsforskningsstudie om undervisning och lärande för hållbar utveckling." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-52291.

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Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &amp;Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future.<br>Lärarforskarskolan Klimatutveckling och Vattenresurser
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Krabacher, Anne Claxton. "Undergraduate Research as a Means of Student Engagement: A Study of Research's Involvement in Five Areas of College Life." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211200259.

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Tauceda, Karen Cavalcanti. "O contexto escolar e as situações de ensino em ciências : interações que se estabelecem na aprendizagem entre alunos e professores na perspectiva da teoria dos campos conceituais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/105016.

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A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997).<br>The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).
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Bland, Derek Clive. "Researching educational disadvantage : using participatory research to engage marginalised students with education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16434/.

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Educational disadvantage, long recognised as a factor in determining post-school options, manifests in forms of marginalisation from and resistance to education, and in under-representation in tertiary education. Moreover, while student voice is becoming a more normalised aspect of decision making in schools, marginalised students have limited opportunities to participate in education reform processes. The practice of &quotstudents as researchers" (SaR) extends student voice through engaging students in researching the educational issues that directly affect them and inviting participation in pedagogical and school reform issues. In this research, I examine the application of an SaR model with marginalised secondary school students, and the outcomes for the participants and their schools. The Student Action Research for University Access (SARUA) project provides the site of my empirical investigation. The research is informed by two complementary lines of theory: Habermasian critical theory, which provides the framework for participatory research, and Bourdieuian social reproduction theory, which scaffolds the aims of empowerment underlying SaR. These theories are extended by a theory of imagination to take account of difference and to establish a link to post-modern considerations. I employed a participatory action research methodology to investigate changes in the students' awareness of post-school options, their aspirations regarding tertiary study, and the development of related educational skills as a result of their participation in the project. The principal findings from the research are that the SARUA model provides an effective medium for the empowerment of marginalised students through engagement in meaningful, real-life research; that participant schools are positioned to benefit from the students' research and interventions when school and student habitus are in accord; and that the SARUA model complements current pedagogical reforms aimed at increasing student engagement, retention, and progression to higher education.
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Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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Dayton, Jennifer. "Student perception of behavior management systems /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Boggs, Elizabeth. "THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3829.

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This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Rice, Tamara Jean. "Riding Out the Waves: Community College Transfers Graduating with Bachelor's Degrees." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206385493.

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Books on the topic "Student researcher"

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The practical researcher: A student guide to conducting psychological research. McGraw-Hill College, 1999.

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Dunn, Dana. The practical researcher: A student guide to conducting psychological research. 2nd ed. Wiley-Blackwell, 2009.

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Understanding psychological research: The student researcher's handbook. R.E. Krieger Pub. Co., 1987.

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Begawan, Brunei) International Conference on Education (16th 2011 Bandar Seri. Design research in education: Empowering students, teachers, and researchers. Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, 2011.

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Thriving in transitions: A research-based approach to college student success. University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition, 2012.

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Ellickson, Phyllis L. Containing attrition in school-based research: An innovative approach. Rand Corporation, 1988.

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1947-, Forney Deanna S., and Guido-DiBrito Florence 1952-, eds. Student development in college: Theory, research, and practice. Jossey-Bass Publishers, 1998.

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Student development in college: Theory, research, and practice. 2nd ed. Jossey-Bass, 2010.

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Ontario. Premier's Council on Health, Well-being and Social Justice. Aspirations project qualitative research report. Queen's Printer for Ontario, 1995.

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Ontario. Premier's Council on Health, Well-being and Social Justice. Aspirations Project qualitative research report. Premier's Council on Health, Well-being and Social Justice, 1993.

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Book chapters on the topic "Student researcher"

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Loughran, John. "Student Teacher as Researcher." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_252.

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Loughran, John. "Student Teacher as Researcher." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_252-4.

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Bidder, Owen R. "From Student to Enterprising Researcher." In Entrepreneurial Learning City Regions. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61130-3_11.

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Fenton, Carol. "The student practitioner as researcher." In The Student Practitioner in Early Childhood Studies. Routledge, 2020. http://dx.doi.org/10.4324/9780429352096-8.

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Dowle, Shane, Sam Hopkins, and Carol Spencely. "Mechanisms to Represent the Doctoral Researcher Voice." In Engaging Student Voices in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_9.

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Fonteijn, Herco, and Arie van der Lugt. "Faculty of Psychology and Neuroscience: The Psychology Student as Researcher." In Research-Based Learning: Case Studies from Maastricht University. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50993-8_4.

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Ryan, Jeffrey G. "Supporting the Transition from Geoscience Student to Researcher Through Classroom Investigations Using Remotely Operable Analytical Instruments." In Geoscience Research and Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6946-5_12.

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Bos, Jaap. "Introduction." In Research Ethics for Students in the Social Sciences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48415-6_1.

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Abstract Let’s start with you. The audience for this work is you, a student in the social sciences. Many of the problems discussed in this book will probably be new to you, perhaps not entirely, but still. Yet, right from the beginning of your studies, you have been confronted with certain demands, regulations, and procedures, all driven by certain ethical considerations that you’re supposed to be aware of and adopt. You’re supposed to be trustworthy, reliable, honest, impartial, and objective if you want to call yourself a researcher. Ah yes, but how? It seems you’ve got some catching up to do.
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Lawrence, Clayton. "A Transforming Researcher: How Did I Get Here? The Life of a First-Year Student Undertaking the Doctor of Education." In Traversing the Doctorate. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23731-8_18.

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Mészáros, György. "4.2 The “Gay Eye” of a Researcher and a Student in a Hungarian School: Autoethnography as Critical Interpretation of the Subject." In International Handbook of Interpretation in Educational Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9282-0_34.

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Conference papers on the topic "Student researcher"

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Leban, Krisztina, Ewen Ritchie, and Patrycja Beczkowska. "Energy engineering: Student-researcher collaboration." In 2013 8th International Symposium on Advanced Topics in Electrical Engineering (ATEE). IEEE, 2013. http://dx.doi.org/10.1109/atee.2013.6563384.

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Selivanova, Yulia, Natalya Pavlova, Ekaterina Gorina, and Ludmila Myasnikova. "From an Undergraduate Special Education Student to an Expert Researcher." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0558.

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Wittmann, Michael C., and Rachel E. Scherr. "Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow." In 2002 Physics Education Research Conference. American Association of Physics Teachers, 2002. http://dx.doi.org/10.1119/perc.2002.pr.019.

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Azimi, Mohammad, and Mohammad R. K. Mofrad. "Use of a Social Networking Recommendation Engine in Science and Engineering Education for Accessible Discovery, Organization and Collaboration of Research Knowledge." In ASME 2010 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2010. http://dx.doi.org/10.1115/sbc2010-19596.

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The World Wide Web is the primary tool used by researchers in the field of science and engineering to share knowledge. Whether students or researchers are trying to share their own discoveries or learn from the discoveries of others, they rely on the Internet as a resource where this information is gathered. The use of the Web for the exchange of scientific knowledge has to date remained very static. Websites such as Google Scholar [1] and PubMed [2] help students and researchers by indexing published journal articles based on research topic, content and keywords but are limited in that they lack the capability to suggest and rank articles in a useful manner to those new to the field. Simply put, there is no shortage of efficient search algorithms to find specific articles but these algorithms cannot help a student or new researcher that is not familiar with the research area or the search terms that should be used. Furthermore, when the student or researcher’s primary language is not English, the task of finding appropriate articles becomes significantly more challenging. Our objective is to create a recommendation engine to assist students and researchers with the discovery and organization of scientific and engineering knowledge and to present it in a manner that allows effective discussion to take place. In addition, such a recommendation engine should be capable of providing the user with an assessment of their contribution to the social network not only based on the number and quality of articles submitted but also the discussions that the user contributed to.
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Ramirez Banzo, Eduard. "Student participation and peer-to-peer learning processes in primary education." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11000.

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This study considers the influence that classmates can have over a student’s learning process in an individual sport. “Others” are defined as classmates who, through peer relations, become agents of education and establish mechanisms of educational influence during learning processes. From the perspective of the teacher researcher, the goal of changing and improving the author’s own teaching practice is presented as the starting point for the design, validation and implementation of a support-recall-projection (SRP) proposal methodology for intervention. The data analysis showed that the proposal contributed to the development of students basic competences related with independence, decision-making, teamwork and respect for each person’s pace of learning among students of an individual sport.
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Youngblood, Kathryn M., Julie R. Roseberry, Aubree L. Van Winkle, et al. "A case for the student researcher: Expanding the role of undergraduate research in the professional formation of engineers." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658757.

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Fakhrou, Abdulnaser Abdulraheem. "The Problems Facing Students of College of Education at Qatar University: A Path to Academic Accreditation." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0265.

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This study aimed to reveal the most important problems facing students of the College of Education from their point of view and its relationship to some variables. The study used two tools: the first is the open interview (focus group), and the second is a questionnaire designed by the researcher. It contained 65 items distributed on six axes: costs and assignments, tests, academic professor, academic registration and guidance, the content of study materials, and finally the classrooms have been verified as being truthful and consistent. The results showed that the problems related to the classroom were the most prominent facing students, while the problems related to the academic professor were the least important from their point of view. The order of importance of the problems varied according to the specialization taught by female students, and by the different program registered with it, as well as by the different status of the female student, whether she was a full-time student or on the job. Faculty of Education has to ensure that the students are progressing and achieving high performance during the program with the less problems they face. If students do not meet these criteria/expectations, measures need to be taken to support them and help them improve their skills, knowledge, dispositions and achievement. If students do not meet standards, the College might not get full accreditation, and will have an Area For Improvement. This means that the College has to take other measures to improve students’ achievement to receive full accreditation.
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Westmoreland, Sophoria, and Linda C. Schmidt. "What Engineering Designers Leave Behind: Developing a Cognitive Coding Scheme for Student Design Journals." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38997.

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Some historically successful engineering inventions have been designed by trial and error as was the famous case of Thomas Edison’s light bulb. No contemporary design researcher would advocate a tedious, trial-and-error methodology as the basis for engineering practice. The 21st century engineer is expected to create innovative solutions to real world problems with limited resources and limited time. Successful engineering design methods are those that substitute trial-and-error with practice-based guidance (e.g., TRIZ), mathematical analysis (e.g., optimization), general problem-solving strategies (e.g., functional decomposition and synthesis), or good cognitive thinking strategies (e.g., Synectics). This research is placed in the last category, studying the cognitive processes that can be observed in recorded work of engineering designers. This study is the first step in research intended to go further into the designers mind and reveal new insights about the design process. This paper presents a cognitive coding scheme model to organize and categorize designer “thinking” as recorded in design documentation. The product of this research can be used to instruct curriculum on teaching the design process for students and professional engineers.
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Ellis, Timothy, and Yair Levy. "Towards a Guide for Novice Researchers on Research Methodology: Review and Proposed Methods." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3325.

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The novice researcher, such as the graduate student, can be overwhelmed by the intricacies of the research methods employed in conducting a scholarly inquiry. As both a consumer and producer of research, it is essential to have a firm grasp on just what is entailed in producing legitimate, valid results and conclusions. The very large and growing number of diverse research approaches in current practice exacerbates this problem. The goal of this review is to provide the novice researcher with a starting point in becoming a more informed consumer and producer of research. Toward addressing this goal, a new system for deriving a proposed study type is developed. The PLD model includes the three common drivers for selection of study type: research-worthy problem (P), valid quality peer-reviewed literature (L), and data (D). The discussion includes a review of some common research types and concludes with definitions, discussions, and examples of various fundamentals of research methods such as: a) forming research questions and hypotheses; b) acknowledging assumptions, limitations, and delimitations; and c) establishing reliability and validity.
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Reports on the topic "Student researcher"

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Kwong Caputo, Jolina. Undergraduate Research and Metropolitan Commuter University Student Involvement: Exploring the Narratives of Five Female Undergraduate Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1006.

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Knezovich, J. Student Science Research Associates (SSRA) 1996 Research Journal. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/515980.

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Kennedy, Edward J., J. A. Secan, and A. L. Snyder. HAARP 2011 Summer Student Research Campaign. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada578332.

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Fontijn, Arthur. AASERT 98 Student Research in Chemiluminescence. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada388327.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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White, Anne. Student Research Awards - Sherwood Fusion Theory Conference. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1374426.

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Zaloga, Gary P., and Karen L. Spear. Summer Student Breast Cancer Research Training Program. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada456135.

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Slater, Neysa M. Selected Compendium of Student Research. Volume 2. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada248249.

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Mitchell, Deborah. Selected Compendium of Student Research. Volume 1. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada248250.

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Slater, Neysa M. Selected Compendium of Student Research. Volume 4. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada267763.

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