Relevant bibliographies by topics / Year 1 students

Contents

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

Academic literature on the topic 'Year 1 students'

Author: Grafiati
Published: 19 February 2023
Last updated: 20 February 2023

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Journal articles on the topic "Year 1 students"

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Sabbani, Praveena, Sunanda V., and Sujatha Pasula. "Effect of Students’ Seminar on Learning in 1 st Year MBBS Students." Journal of Evidence Based Medicine and Healthcare 7, no. 15 (2020): 787–90. http://dx.doi.org/10.18410/jebmh/2020/171.

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George, Daniel R., Cheryl Dellasega, and Megan Whitehead. "Facebook stress management group for Year 1 medical students." Medical Education 46, no. 11 (2012): 1118. http://dx.doi.org/10.1111/medu.12034.

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Wiener, C., T. Radnai, and P. Tasnádi. "Investigation of first-year university students’ performance." Journal of Physics: Conference Series 1929, no. 1 (2021): 012089. http://dx.doi.org/10.1088/1742-6596/1929/1/012089.

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Bugge, Lars. "Particle physics research for first year students." European Journal of Physics 17, no. 1 (1996): 1–5. http://dx.doi.org/10.1088/0143-0807/17/1/001.

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Lujan, Heidi L., and Stephen E. DiCarlo. "First-year medical students prefer multiple learning styles." Advances in Physiology Education 30, no. 1 (2006): 13–16. http://dx.doi.org/10.1152/advan.00045.2005.

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Students have preferences for the ways in which they receive information. The visual, auditory, reading/writing, kinesthetic (VARK) questionnaire identifies student's preferences for particular modes of information presentation. We administered the VARK questionnaire to our first-year medical students, and 166 of 250 students (66%) returned the completed questionnaire. Only 36.1% of the students preferred a single mode of information presentation. Among these students, 5.4% preferred visual (learning from graphs, charts, and flow diagrams), 4.8% preferred auditory (learning from speech), 7.8% preferred printed words (learning from reading and writing), and 18.1% preferred using all their senses (kinesthetics: learning from touch, hearing, smell, taste, and sight). In contrast, most students (63.8%) preferred multiple modes [2 modes (24.5%), 3 modes (32.1%), or 4 modes (43.4%)] of information presentation. Knowing the students preferred modes can 1) help provide instruction tailored to the student's individual preference, 2) overcome the predisposition to treat all students in a similar way, and 3) motivate teachers to move from their preferred mode(s) to using others.
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Anerose, Perini, Titton Maria Beatriz Pauperio, and Salvalaio Cláudio Luiz. "Cariño Project: Sustainable Baby Clothes Year 1." Journal of Business and Economics 10, no. 10 (2019): 1023–26. http://dx.doi.org/10.15341/jbe(2155-7950)/10.10.2019/011.

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The article presents the development of the Extension Cariño project: sustainable baby clothes in its first year of operation. This is an action research carried out by teachers and scholarship students of the project with the partner communities.
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Yoshida, Tetsuya, and Akiko Ito. "Changes in self-consciousness among first-year university students (1)." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2PM—2–009–2PM—2–009. http://dx.doi.org/10.4992/pacjpa.78.0_2pm-2-009.

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Jackson, T. A., and D. J. R. Evans. "Can medical students teach? A near-peer-led teaching program for year 1 students." Advances in Physiology Education 36, no. 3 (2012): 192–96. http://dx.doi.org/10.1152/advan.00035.2012.

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The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ∼30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.
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Aldrich, Rosalie S., and Dianne Moneypenny. "Assessing Spanish Proficiency of Online Language Learners after Year 1." EuroCALL Review 27, no. 2 (2019): 28. http://dx.doi.org/10.4995/eurocall.2019.11500.

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<p>Online (OL) second language (L2) courses are becoming more widely offered in the United States; however, little information exists about the effectiveness of OL L2 courses beyond one semester or course. Therefore, the purpose of this study was to assess Spanish students’ oral proficiency after completing one year of OL only L2 courses. At the end of year one, students (<em>n</em>=65) completed the Versant exam, which scored overall level of oral proficiency as well as four sub-categories: pronunciation, fluency, sentence formation, and vocabulary production. The results showed that 40% of OL Spanish students met the ACTFL benchmark of Intermediate-Low, while 49% scored Novice-High, one level below the benchmark. A portion (15%) of students not reaching Intermediate-Low scored within a few points of the benchmark. A majority of the students also met the benchmark for pronunciation and fluency, but not for sentence formation or vocabulary production. These results show that it is possible for students enrolled exclusively in online Spanish language classes to meet benchmarks. Thus, OL language students can and should be held to the same standards of oral proficiency as their peers in seated classrooms.</p>
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Sitosanova, Ol'ga. "SOCIO-PSYCHOLOGICAL ADAPTATION OF FIRST YEAR STUDENTS." Scientific Papers Collection of the Angarsk State Technical University 2022, no. 1 (2022): 415–18. http://dx.doi.org/10.36629/2686-7788-2022-1-415-418.

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Dissertations / Theses on the topic "Year 1 students"

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Reader, Tracey D. "Mental Computation in Year 1." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/396199.

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The purpose of this research was to investigate the processes that Year 1 students use when doing mental computation. This was a qualitative research with six Year 1 students from a Queensland State School. The research aimed to provide insight into the cognitive processes that a Year 1 student may use when completing addition and subtraction equations. In order to fully understand the mental strategies, the use of reasoning was included in the research design. When students reasoned about their strategies, they provided insight into the processes they used. As the students in this research are in Year 1, where manipulative use is common, the use of manipulatives was also analysed within the research, using the Concrete-Representational-Abstract framework. Four key findings emerged from the results of the research. The main finding showed that Year 1 students may use mental computation strategies that range from simple counting to more complex, flexible strategies. The analysis of reasoning showed that articulating reasoning with their peers can have a positive effect on the development of mental computation. Results show that the type of manipulative students use may affect the development of their mental computation strategies. Although this final finding was not part of the original research questions, evidence showed that the use of fast paced game activities can positively engage students and develop their mental computation. While the Year 1 curriculum focuses on counting strategies, some students have not yet mastered the counting strategies, while others are applying more sophisticated strategies. This suggests that the teachers of Year 1 should have a thorough understanding of the range of additive strategies that may be applied within their class, the effect that the manipulative used has on the development of mental computation, and how reasoning can be used to enhance the learning outcomes. The findings of this research address all three elements.<br>Thesis (Masters)<br>Master of Education and Professional Studies Research (MEdProfStRes)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Andrews, Kylie C. "High school learning spaces : investigating Year 6 students' imaginings and representations." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101159/1/Kylie_Andrews_Thesis.pdf.

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This qualitative case study explored Year 6 students’ experience and imaginings of learning spaces as they prepared to transition to high school. Analysis of the students’ annotated visual images and interview responses indicated their strong preferences to learn in outdoor, informal spaces that maintained connections with nature. The Year 6 students also identified the impact of environmental factors such as noise and fresh air, and their spatial preferences for both developing autonomy and learning with peers. The thesis will inform researchers, designers and teachers seeking to understand student perspectives about spatial aspects that engage and support learners.
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Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.

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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.
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McKean, Greg. "An investigation into year seven students' knowledge and understanding of area." Thesis, Queensland University of Technology, 1989. https://eprints.qut.edu.au/36697/1/36697_McKean_1989.pdf.

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A review of area teaching sequences indicated general agreement about what concepts need to be taught, the sequence in which to develop these concepts and the sorts of teaching strategj es that need to be employed. Existing research seemed to indicate a disparity between recommended teaching practices and what is actually happening in classrooms, however, actual research into children's understanding of key area concepts and information about the process and strategies children employ in solving area problems was limited . This s tudy was designed to address this deficiency . The study was designed ito provide i nsights into upper primary students' knowledge and understanding of important area concepts. The study had three areas of focus; pre-formula area concepts, the formula for the area of a rectangle and the formulas A = S x S and A = b x h -t 2, both of which can be derived from the formula for the area of a rectangle. Nine area tasks were developed . The tasks were designed to give students the opportunity to display behaviour from which mental mechanisms can be inferred. The tasks formed the basis of a clinical interview . All students were initially presented with the same tasks, however, subsequent questioning varied according to the 11Jay children responded to the initial questions. The interviews were conducted using twenty year seven students. The i nterviews were of approximately twenty mi nutes duration. t ape recorded for later analysis. The information collected from the i nterviews indicated that child1ren' s understandi ng varied quite significantly from one concept to another . On the whole, children's understanding of pre-formula area concepts was quite good . The one aspect of pre-formula area concepts that caused difficulties was s tandard uni ts. Chi.ldren 's knowledge and understanding of standard units was noticeably inadequate. A majority of students had a sound understanding of the formulas for finding the areas of rectangles , squares and triangles . Most students recognized that the formula A = b x h + 2 was similar to halving the area of a rectangle; however, students were initially reluctant to accept that the rules A = 1 x b and A = S x S were relatEid. The study identified several common gaps and misconceptions . It was doubtful whether these gaps and misconceptions could be attributed to students' inability to come to terms with overly difficult ma t e r ial. It seHmed more likely that the gaps and misconceptions were linked with a t eaching sequence that tends to rush i nto formulas , teachers' inability to identify and diagnose students' errors and misconceptions, students needlessly fragmenting and compartmentalizing similar i deas and students having only limited opportunities in which to test, extend and apply their knowledge and understanding meaningfully. The study concluded with a list of recommendations that were i ntended to help overcome some of the gaps and misconceptions that this study identified .
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Price, Peter Stanley. "The development of year 3 students' place-value understanding : representations and concepts." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/15783/1/Peter_Price_Thesis.pdf.

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Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn. Research shows that many children have inaccurate or faulty number conceptions, and use rote-learned procedures with little regard for quantities represented by mathematical symbols. Base-ten blocks are widely used to teach place-value concepts, but children often do not perceive the links between numbers, symbols, and models. Software has also been suggested as a means of improving children's development of these links but there is little research on its efficacy. Sixteen Queensland Year 3 students worked cooperatively with the researcher for 10 daily sessions, in 4 groups of 4 students of either high or low mathematical achievement level, on tasks introducing the hundreds place. Two groups used physical base-ten blocks and two used place-value software incorporating electronic base-ten blocks. Individual interviews assessed participants' place-value understanding before and after teaching sessions. Data sources were videotapes of interviews and teaching sessions, field notes, workbooks, and software audit trails, analysed using a grounded theory method. There was little difference evident in learning by students using either physical or electronic blocks. Many errors related to the "face-value" construct, counting and handling errors, and a lack of knowledge of base-ten rules were evident. Several students trusted the counting of blocks to reveal number relationships. The study failed to confirm several reported schemes describing children's conceptual structures for multidigit numbers. Many participants demonstrated a preference for grouping or counting approaches, but not stable mental models characterising their thinking about numbers generally. The independent-place construct is proposed to explain evidence in both the study and the literature that shows students making single-dimensional associations between a place, a set of number words, and a digit, rather than taking account of groups of 10. Feedback received in the two conditions differed greatly. Electronic feedback was more positive and accurate than feedback from blocks, and reduced the need for human-based feedback. Primary teachers are urged to monitor students' use of base-ten blocks closely, and to challenge faulty number conceptions by asking appropriate questions.
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Mance, Oyku. "The Factors Making First- Year University Students Vulnerable To Pathological Eating Attitudes." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607901/index.pdf.

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The purpose of the present study was to find out variables that make first year university students vulnerable to eating disorders. Pathological eating attitudes&rsquo<br>association with height and weight, family meal patterns, perceived social support, family values and socio-demographic variables were assessed. 299 first year university students from the Department of Basic English at Middle East Technical University participated in the study. Five assessment devices- Demographic data form, the Eating Attitude Test (EAT&ndash<br>40), Family Eating Attitude and Behavior Subscales, the Multidimensional Scale of Perceived Social Support, and the Traditional Family Values Questionnaire were administered. ANOVAs were conducted to assess differences on eating attitudes between participants in terms of gender, with whom they lived, perceived family type, socio economic status, body mass index and weight satisfaction. Stepwise multiple regressions were conducted to appraise to what extent perceived social support, family meal patterns, traditional family values and demographic variables predicted eating attitudes of first year students. The participants who perceived their family as traditional reported more pathological eating attitudes in dieting, preoccupation with food, social pressure on weight factor. Regression analyses for female participants revealed that dieting, parents occupation, body mass index (current / desired) perceived social support- family, relationships with family and kin, and perceived family income were associated with pathological eating attitudes. Regression analyses for males revealed that dieting, father occupation, desired body mass index and relationships with family and kin were associated with pathological eating attitudes. These findings were discussed with reference to relevant literature. Future research topics were suggested and therapeutic implications of the study were discussed.
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Priest, Deborah Jean. "A problem-posing intervention in the development of problem-solving competence of underachieving, middle-year students." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31740/1/Deborah_Priest_Thesis.pdf.

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This study reported on the issues surrounding the acquisition of problem-solving competence of middle-year students who had been ascertained as above average in intelligence, but underachieving in problem-solving competence. In particular, it looked at the possible links between problem-posing skills development and improvements in problem-solving competence. A cohort of Year 7 students at a private, non-denominational, co-educational school was chosen as participants for the study, as they undertook a series of problem-posing sessions each week throughout a school term. The lessons were facilitated by the researcher in the students’ school setting. Two criteria were chosen to identify participants for this study. Firstly, each participant scored above the 60th percentile in the standardized Middle Years Ability Test (MYAT) (Australian Council for Educational Research, 2005) and secondly, the participants all scored below the cohort average for Criterion B (Problem-solving Criterion) in their school mathematics tests during the first semester of Year 7. Two mutually exclusive groups of participants were investigated with one constituting the Comparison Group and the other constituting the Intervention Group. The Comparison Group was chosen from a Year 7 cohort for whom no problem-posing intervention had occurred, while the Intervention Group was chosen from the Year 7 cohort of the following year. This second group received the problem-posing intervention in the form of a teaching experiment. That is, the Comparison Group were only pre-tested and post-tested, while the Intervention Group was involved in the teaching experiment and received the pre-testing and post-testing at the same time of the year, but in the following year, when the Comparison Group have moved on to the secondary part of the school. The groups were chosen from consecutive Year 7 cohorts to avoid cross-contamination of the data. A constructionist framework was adopted for this study that allowed the researcher to gain an “authentic understanding” of the changes that occurred in the development of problem-solving competence of the participants in the context of a classroom setting (Richardson, 1999). Qualitative and quantitative data were collected through a combination of methods including researcher observation and journal writing, video taping, student workbooks, informal student interviews, student surveys, and pre-testing and post-testing. This combination of methods was required to increase the validity of the study’s findings through triangulation of the data. The study findings showed that participation in problem-posing activities can facilitate the re-engagement of disengaged, middle-year mathematics students. In addition, participation in these activities can result in improved problem-solving competence and associated developmental learning changes. Some of the changes that were evident as a result of this study included improvements in self-regulation, increased integration of prior knowledge with new knowledge and increased and contextualised socialisation.
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Tamone, Suzanne G. "Teachers' ways of seeing their approaches with student behaviour in the preparatory year." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118671/1/Suzanne_Tamone_Thesis.pdf.

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This PhD study researched teachers' ways of seeing their approaches with student behaviour in Preparatory (Prep) classrooms, in Queensland State schools. Using a phenomenographic approach and variation theory with individual interviews (n=21), this study sought to reveal Prep teachers' conceptions of their approaches with student behaviour. More specifically, it aimed to identify what Prep teachers do when they approach student behaviour, and to describe variation in their ways of seeing (or conceptualizing) approaches with student behaviour. The results of this study show that Prep teachers' approaches with student behaviour are experienced in both fragmented and holistic ways.
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Marlett, Kristy. "Evaluation of year round education : does it increase ISAT reading scores in third and eighth grade students? /." View online, 2007. http://ia301518.us.archive.org/1/items/evaluationofyear00marl/evaluationofyear00marl.pdf.

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Carter, Merilyn G. "A multiple case study of NAPLAN numeracy testing of Year 9 students in three Queensland secondary schools." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/79906/1/Merilyn_Carter_Thesis.pdf.

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This thesis reports on a multiple case study of the actions of three Queensland secondary schools in the context of Year 9 NAPLAN numeracy testing, focusing on their administrative practices, curriculum, pedagogy and assessment. It was established that schools have found it both challenging and costly to operate in an environment of educational reform generally, and NAPLAN testing in particular. The lack of a common understanding of numeracy and the substantial demands of implementing the Australian Curriculum have impacted on schools' ability to prepare students appropriately for NAPLAN numeracy tests. It was concluded that there is scope for schools to improve their approaches to NAPLAN numeracy testing in a way that maximises learning as well as test outcomes.
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Books on the topic "Year 1 students"

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Learning to listen Book 1 Year 1-2: Developing students' ability to listen actively for sustained amounts of time. Curriculum concepts, 2007.

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Campbell, Mary. Development and use of English communication skills among Franco-Ontarian adolescents: Final report--year 1. Ontario Institute for Studies in Education, 1989.

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Committee, Joint SERC-SSRC. PhD thesis titles of students supported by the Joint ESRC-SERC Committee: Part 1 - by year support began. The Committee, 1985.

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LLC, Lexia Learning Systems. Lexia English Subscription/Renewal 1-249 Students - 1 year. Lexia Learning LLC, a Cambium Learning® Group company., 2021.

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Quin-Harkin, Janet. Homecoming Dance (Senior Year, No 1). Harpercollins (Mm), 1991.

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Quin-Harkin, Janet. Homecoming Dance (Senior Year, No 1). Harpercollins (Mm), 1991.

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LLC, Lexia Learning Systems. Lexia English Subscription/Renewal 500+ Students: 1 Year. Lexia Learning LLC, a Cambium Learning® Group company., 2021.

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Healthy Lifestyles 1: SPHE Activities for First Year Students. M.H. Gill & Co. U. C., 2008.

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LLC, Lexia Learning Systems. Lexia English Subscription/Renewal 250-499 Students: 1 Year. Lexia Learning LLC, a Cambium Learning® Group company., 2021.

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Inc, Word of Life Fellowship. Quiet Time for Students: 1-Year Daily Devotional for Students (Quiet Time Devotionals). Word of Life Fellowship, 2006.

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Book chapters on the topic "Year 1 students"

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Leech, Steve, Catherine A. Marshall, and Geoff Wren. "Understanding Foundation Year Provision." In Widening Participation, Higher Education and Non-Traditional Students. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-94969-4_2.

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Harpine, Elaine Clanton. "Interaction in a Year-Long Program." In After-School Prevention Programs for At-Risk Students. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7416-6_6.

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Stillman, Gloria, Jill Brown, and Peter Galbraith. "Identifying Challenges within Transition Phases of Mathematical Modeling Activities at Year 9." In Modeling Students' Mathematical Modeling Competencies. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_33.

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Harpine, Elaine Clanton. "The Role of Motivation in an Ongoing Year-Long Program." In After-School Prevention Programs for At-Risk Students. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7416-6_4.

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Rønnow, Ulf. "Introducing Maple to First Year Engineering Students Via Project Study." In Maple V: Mathematics and its Applications. Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4612-0263-9_21.

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Montes-Martinez, A., and J. J. Gestal-Otero. "Tobacco habits among medical students in Spain: An 11-year Study." In Tobacco: The Growing Epidemic. Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_417.

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Haywood, R. W. "Teaching Thermodynamics to First-Year Students by the Single-Axiom Approach." In Teaching Thermodynamics. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2163-7_24.

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"Appendix 1 Revenue Sources for Higher Education Institutions by Academic Year, 1909–1910 to 1989–1990." In Indentured Students. Harvard University Press, 2021. http://dx.doi.org/10.4159/9780674269798-010.

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Alkış Küçükaydın, Menşure. "Distance Education Experiences of First-Year Undergraduate Students." In Methodological Innovations in Research and Academic Writing. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8283-1.ch009.

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In this study, interpretive phenomenological analysis (IPA), one of the forms of analysis of phenomenology included in qualitative research paradigms, is introduced. First, the chapter emphasized what the phenomenology pattern is as well as the history and basic philosophy of phenomenology. Afterward, the phenomenological approaches will be mentioned, and a comparison of the related approaches shall be presented. The aim of this study and the research questions were shaped by including an exemplary phenomenon in the basic framework. In order to find answers to the relevant research questions, the method of the study, the participant selection, and the data collection process, ensuring validity and reliability and the issues to be considered in the interpretation of the data were discussed. The analysis process of the data collected through a sample data collection tool was explained. The results obtained through IPA were combined under themes. In this way, a model was developed in the study. In this study, important explanations about the use of IPA for researchers were given.
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Badru, Abdulbaqi, and Nurudeen Ajayi. "First-Year Students' Experience With Virtual Learning Environment." In Advances in Electronic Government, Digital Divide, and Regional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2983-6.ch014.

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The integration of ICT in the education system has led to the continuous development and adoption of technology-enhanced learning (TEL) platforms such as the virtual learning environment (VLE) to facilitate and activate TEL practices in higher education institutions. The use of VLE such as MOODLE and Blackboard is proliferating; however, the experience of users in determining the relevance of VLE in enhancing teaching and learning has been identified to be an important factor in the successful use of VLEs. This chapter employed a quantitative method to examine students' experience in using VLE at the University of KwaZulu-Natal. The chapter also presents the result of the investigation into the influence of students' computer self-efficacy on their perceived ease of use, usefulness, and attitudes towards the use of VLE. The results of this study show that students believe that VLE enhances their learning. Furthermore, the results show that self-efficacy has a weak influence on students' perceived ease of use, perceived usefulness, and attitudes towards the use of VLE.
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Conference papers on the topic "Year 1 students"

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Rossiter, Anthony, Stuart Allen, Craig Bacon, et al. "Engaging year 1 students through problem based learning." In European Control Conference 2007 (ECC). IEEE, 2007. http://dx.doi.org/10.23919/ecc.2007.7068260.

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Johnson, Lisa Rose. "Increasing Self-Efficacy of Middle School Emergent Bilingual Students: Year 1." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1690866.

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Mammadova, Natavan, and Elena Yusupova. "THE CHALLENGES 1-ST YEAR STUDENTS FACE DURING THE ONLINE STUDIES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1642.

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Jinks, Gavin. "STUDENT MENTORING: AN EXPLORATION OF THE BENEFITS OF STUDENT MENTORS FOR YEAR 1 STUDENTS ON AN UNDERGRADUATE DEGREE PROGRAMME." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0638.

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Siemon, Dianne. "Karmel Oration: Excellent progress for all: A function of year-level curriculum or evidenced-based learning progressions?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_4.

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Excellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at scale Where the evidenced-based tools and resources produced by this type of research are used to identify and respond to student learning needs in relation to what is important, it has been shown to make a significant difference to student outcomes and engagement. Adopting a targeted teaching approach means that not everything has to be differentiated and not everything needs to be considered as often or to the same depth. Time can be spent researching challenging but accessible tasks and developing a culture that supports and reward persistence, effort and a growth mind-set.
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Fay, Noah P., Nancy Schmidt, Karl W. Flessa, et al. "GEOPATHWAYS - A UNIVERSITY OF ARIZONA – PIMA COMMUNITY COLLEGE PARTNERSHIP FOR TRANSFER STUDENTS: YEAR 1." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-281789.

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Pick, Louise Therese, Charles McCartan, Kathryn Fee, and Paul Hermon. "The experiences of students transitioning back to in-person learning post-Covid-19." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1114.

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This paper reports on a preliminary study that was carried out to understand the experiences of engineering students transitioning to on-campus learning following the Covid-19 pandemic. Two cohorts were considered: year 1 students joining the university for the first time after having experienced considerable disruption for the final two years of their schooling and year 2 students who experienced their first year at university almost entirely online. Data was gathered from student surveys which found that the greatest areas of difficulty for students were the academic level of the programme and the workload. A limited comparison was drawn between this finding and some pre-pandemic data which suggests that the difficulty that students had in this area was higher than for students before the pandemic, indicating that two years of disrupted education may have had a negative impact on students’ preparedness for higher education. Qualitative open-ended responses by students showed that there was a clear preference for face-to-face teaching, but that students see clear benefits to online resources and lecture recordings, and value having some flexibility in how they learn. Some reduction in student performance was noted.
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Hage, Melissa, and Heather Black. "YES, 1ST AND 2ND YEAR STUDENTS CAN DO RESEARCH!" In GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-379073.

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Ghazali, Munirah, Hafezali Iqbal Hussain, and Ayminsyadora Ayub. "A comparative study on the counting strategies of students in year 1 and 2 in Malaysia." In PROCEEDINGS OF THE 21ST NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM21): Germination of Mathematical Sciences Education and Research towards Global Sustainability. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4887685.

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Tilson, S., P. Ehilawa, T. McGowan, et al. "13 Simulated hospital at night: a new simulation to help prepare students for foundation year 1." In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.50.

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Reports on the topic "Year 1 students"

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Minhas, Shaista, and Simon Starr. An investigation into the potential for blended learning approaches in enhancing year 1 students’ assessment experience. The Economics Network, 2012. http://dx.doi.org/10.53593/n2132a.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood &amp; Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills &amp; Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles &amp; Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Chust-Hernández, Pablo, Emelina López-González, and Joan Maria Senent-Sánchez. Effectiveness of non-pharmacological treatments for academic stress in university students: a protocol for a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.7.0071.

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Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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