Positive Student Outcomes Research Articles

ОЦІНЮВАННЯ МОВЛЕННЄВИХ НАВИЧОК В ОНЛАЙН НАВЧАННІ

This academic article explores the intricacies of assessing oracy skills online within the context of online courses. While online learning has been growing in popularity, with many educational institutions transitioning to this mode of delivery, there remains a lack of empirical insight into designing online courses that account for the right assessment. The study seeks to address this gap by investigating the challenges and strategies involved in assessing oracy skills online. The article highlights the multifaceted nature of oracy assessment, which involves assessing oral language and communicative competence. Additionally, assessing oracy skills requires flexibility, as students mature and move from one age period to another. The challenges of online assessment are also discussed, including academic dishonesty, which can hinder fair assessment. Plagiarism, identity verification, and cheating are all identified as key challenges in online assessment. Moreover, students may experience a lack of motivation, insufficient and unrealistic information, and inadequate communication with their instructors as additional barriers in online learning. In response to these challenges, the article outlines various strategies and technologies that can be employed to assess oracy skills online. These include using formative online tests, which provide quick feedback and help build confidence and maintain practice, as well as summative tests that stem from taking formative tests. Additionally, the article suggests that educators should focus on positive student perceptions and outcomes in online learning to develop better practices. Overall, this article highlights the importance of understanding the intricacies of assessing oracy skills in online courses and provides insights into the challenges and strategies involved in this process. By taking into account the various factors that can impact online assessment, educators can develop more effective and engaging online courses that promote student success. Key words: oracy skills, assessing oracy, assessing online, distance learning, communication.

Parental Involvement and Students' Engagement in Modular Learning Environments

Parental involvement in education improves 'scaffolding' for children's growth and is important in learners' cognitive and behavioral development. This study was specifically conducted to investigate parental involvement and students’ engagement in modular learning environments in terms of academic performance and interpersonal skills. The study employed a Descriptive – Correlational Research Design. The study’s respondents are Grade 12 Humanities and Social Sciences students of Recto Memorial National High School and seventy-five respondents took part in the data collection. The main instrument of the study was the researcher-made survey question. The findings have shown that parental involvement has a moderately significant relationship to the students’ interpersonal skills in terms of ability to listen and understand, assertiveness, decision- making, problem-solving, and personal stress management. On the other hand, no significant relationship was found between parental involvement and students’ engagement in modular environments in terms of academic performance. The researchers suggest that institutions may consider parent seminars to promote parental involvement in the classroom and help achieve positive student and school outcomes.

The Relationship between Professors’ Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors’ reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.

College Student Activists’ Perceptions of Mattering to Campus Educators

College student activists catalyze reform on campus and beyond—yet, we know little about how these students perceive mattering on campus. Given that mattering is linked to positive student outcomes, educator commitment to caring for student activists is critical. This work, grounded in semistructured interviews and a constructivist lens, explored how 16 college student activists across five institutions in the Washington, DC, area perceived mattering. We offer recommendations in support of student activists and educator allies.

Commonality and Variation in How Special Education Faculty Teach Classroom Management

Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher education (IHEs) to investigate how they helped teacher candidates acquire classroom management knowledge and skills. Their analyses reveal striking similarities with regard to participants’ course content and assessments. There is considerable variation, though, in participants’ use of research-based pedagogical practices in teaching classroom management. Most participants who use two or more research-based pedagogical practices place a strong emphasis on providing candidates with foundational knowledge about special education and/or addressing three or more inter-related classroom management topics in their work with candidates. In contrast, participants who use zero or one research-based pedagogical practices are more likely to rely on practical experience in teaching classroom management.

CHALLENGES, COPING MECHANISM OF NON-SPECIALIZED TEACHERS AND ORGANIZATIONAL RESILIENCY OF SECONDARY SCHOOLS IN THE DIVISION OF LAGUNA

Teaching multiple subjects can be a challenging task, particularly for non-specialized or generalist teachers in secondary schools. These teachers may lack subject-specific knowledge, pedagogy, and may struggle with workload management. As a result, they may experience stress, burnout, and reduced job satisfaction, which can negatively affect teaching effectiveness and student outcomes. This study aims to explore the challenges faced by non-specialized teachers in secondary schools, their coping mechanisms, and the role of organizational resiliency in supporting their teaching effectiveness. The study draws on existing literature and research, focusing on the coping strategies used by non-specialized teachers, including time and workload management, adapting teaching methods, seeking support from colleagues, and professional development. Additionally, the study examines the impact of organizational resiliency on non-specialized teachers, such as resource allocation, support systems, and adaptation to change. By understanding these factors, this study can identify strategies to support non-specialized teachers and promote positive outcomes for both teachers and students. The study highlights the need for schools to provide non-specialized teachers with the resources and support necessary to manage their workload effectively, reducing stress and burnout, and promoting job satisfaction. It also emphasizes the importance of organizational resiliency in supporting non-specialized teachers and improving teaching effectiveness in secondary schools.

Is Discussing Identity More Important Than Shared Identity To Student-Staff Relationship Building?

Research consistently demonstrates that the quality of student-staff interactions matters for positive student outcomes. Some research studies also suggest that identity similarities (homophily) often contribute to meaningful human connections. Yet, the influence of student and staff identities on teaching and learning in higher education is less explored. We report on how undergraduate students and staff at one US university perceive the impact of identities on student-staff classroom relationships. Four themes emerged from our analysis: (1) Shared interests may be more important than shared identity for some students and staff; (2) Students’ year of study influences their views on staff identity and student-staff relationships; (3) Identity homophily is a point of connection for some students and staff; (4) Discussing identity, without identity homophily, can lead to positive course-based connections. The first three of these themes align with existing literature, but the fourth theme extends previous research, and we focus on exploring how for some students, discussing identities may be more important than matching identities when interacting with academic staff.

Springforward and STEP: Assessing the Outcomes of a Two-Part Academic Success Initiative

Students who struggle academically in their first year may need continued developmental support in areas of personal and intellectual growth. The purpose of this qualitative case study was to explore the experiences and outcomes of students who participated in both Springforward, an enrichment program for students who are struggling academically, and STEP, a second-year program to support students’ ongoing intellectual and social development at The Ohio State University. We also examined which factors of this two-part initiative supported student success and how this two-part initiative could be improved. Findings indicated positive outcomes for students, but individualization of programming is key.

A student-staff partnership conducting research in higher education: An analysis of student and staff reflections

This article reports on an analysis of reflections by students and staff following a student-staff partnership which conducted a qualitative exploratory inquiry case study on student mental health in higher education. Following completion of the inquiry, two engaged students and the principal investigator reflected on their experience of the partnership. The analysis resulted in the following categories: a) benefits, b) support for learning, c) motivations, d) impact, e) outputs, and f) limitations. Students learned research skills, enhancements for learning/career and empowerment. Staff experienced an eased ability to conduct research and the rewards of seeing students develop new skills. It is recommended stakeholders in higher education continue to invest in student-staff partnerships in the context of research studies and mental health inquiry to foster opportunities for positive learning outcomes for students, staff, and institutions.

School climate and substance use in a sample of Chilean adolescents

Despite the importance of school climate for positive student health outcomes, few studies address its potential effects on substance use. This study aimed to examine whether dimensions of school climate — respectful treatment, discrimination, rules, safety, and harassment — relate to alcohol, tobacco, and marijuana use in a sample of Chilean students. The sample comprised 182,066 Year 10 students in 2,907 schools, who completed the Education Quality and Context Questionnaire as part of the SIMCE evaluation in 2017. Statistical analyses included a confirmatory factor analysis (CFA), multilevel logistic regression, and an estimate of predicted probabilities. Models were adjusted for sex and school socioeconomic level. The results showed that school climate was associated with adolescent alcohol, tobacco, and marijuana use. Negative treatment of students, discrimination, poorly defined school rules, inadequate safety, and perceived harassment were associated with an increased risk of substance use. School interventions addressing adolescent substance use should consider the influence of school climate on risky behaviors.

'Professor Moms' & 'Hidden Service' in Pandemic Times: Students Report Women Faculty more Supportive & Accommodating amid U.S. COVID Crisis Onset.

Emerging data suggests the COVID-19 crisis exacerbated preexisting, long-documented gender inequities among U.S. faculty in higher education. During the initial Spring 2020 'lockdown' in the U.S., 80 students conveyed their experiences with faculty across 362 courses. We evaluated whether students' reports of faculty supportiveness, accommodations granted, and pandemic-impacted, anticipated grade outcomes differed according to faculty gender via mixed linear models (data on 362 courses were nested within 80 student reporters). Students perceived their women instructors as more supportive, accommodating, and anticipated lesser course grade decreases across the semester than in courses taught by men. Accordingly, we interpret that amidst the 'lockdown' crisis, women faculty earned higher perceived supportiveness and positive student outcomes than their male counterparts. Further, the data likely reflects women faculty's greater conscription into demonstrated care work, despite the coding of such labor as "feminine," thereby rendering such work devalued. To reframe, to the degree that students expect more 'intensive pedagogies,' which invites faculty and administrators to gender disparate demands, such pressures likely translate to 'hidden service' burdens, and correspondingly, less time for career-advancing activities (such as research). Broader implications are discussed, alongside women faculty's documented experiences of acceleration in career and work/family pressures in pandemic-times, which combine to exacerbate long-standing, yet now-amplified penalties, potentially driving a widening, gendered chasm in academic career outcomes. We conclude by offering constructive suggestions to mitigate any discriminatory impacts imposed by students' gendered assessment inputs and expectations.

Clima escolar y consumo de sustancias en una muestra de adolescentes chilenos

Despite the importance of school climate for positive student health outcomes, there is still little research addressing its potential effects on substance use. The aim of this study was to examine whether dimensions of school climate: respectful treatment, discrimination, rules, safety and harassment relate to alcohol, tobacco and marijuana use in a sample of Chilean students. The sample comprised 182.066 year 10 students in 2.907 schools, who completed the Questionnaire of Quality and Context of Education as part of the SIMCE evaluation in 2017. Statistical analyses included Confirmatory Factor Analysis (CFA), multilevel logistic regression and the estimation of predicted probabilities. Models were adjusted for sex and school socioeconomic status. The results showed that school climate was associated with adolescent alcohol, tobacco and marijuana use. Negative treatment of students, discrimination, poorly-defined school rules, inadequate security, and perceived bullying were associated with an increased risk of substance use. School interventions addressing adolescent substance use should consider the influence of school climate on risk behaviors.

Cultivating Sense of Belongingness Among Graduate Nursing Students: A Virtual Fitness Challenge.

Sense of belongingness in the academic environment has been associated with positive student outcomes and increased student success. To cultivate belongingness, graduate nursing students were invited to participate in a virtual fitness challenge. Sense of belongingness was measured through pre- ( n = 103) and post-intervention ( n = 64) surveys with three subscales: other students, faculty, and the university. Students reported improved sense of belongingness following the intervention for all subscales, with statistically significant improvements related to other students ( p = .007) and the university ( p = .023). A virtual fitness challenge may improve sense of belongingness among graduate nursing students.

The Intersection of Culturally Responsive Pedagogy and Engineering Design in Secondary STEM

The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform is rooted in teachers serving as learners; however, understanding how teachers learn and respond to reform is largely overlooked. The present research sought to examine the way in which teachers perceive and define integrated pedagogical approaches upon implementation. The authors utilized a comparative case study design to represent experiences of five secondary math and science teachers enrolled in graduate-level coursework and professional development on culturally responsive pedagogy and the engineering design process. Findings suggest that teachers’ self-reported pedagogical beliefs acted synergistically between the two pedagogical approaches. Subsequently, participating teachers expressed a strong preference towards the enactment of an integrated pedagogy of a culturally responsive engineering design process. The present research offers valuable recommendations for teacher educators, professional development providers, policymakers, and researchers who wish to integrate culturally responsive pedagogy and the engineering design process in math or science K-12 classrooms. The significance of this research underscores the importance of empowering teachers with professional development, around implementation of novel pedagogical approaches, to both shape and inform their beliefs and practices.

Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral expectations and increase parent engagement to improve the likelihood of obtaining more positive virtual learning outcomes for students with EBD. Each component includes an explanation and accompanying examples.

Empowering TNBGE and QTBIPOC Students through Clinical Group Practice in University Settings

Increasing visibility of transgender, nonbinary, and gender expansive (TNBGE) people in the United States and in higher education has coincided with a call for more affirming and appropriate mental health services. Group therapy has been connected to positive outcomes for college students, but appears less available to or less popular among TNBGE students. This article will summarize the history of feminist, queer, and trans theories, feminist group therapy, and therapeutic groups for TNBGE people. Recommendations for facilitating TNBGE groups will be presented, drawing from the work of three queer university counseling clinicians with collective experience in facilitating LGBTQ + and exclusively TNBGE groups using queer, trans, and multicultural feminist theories. Considerations for facilitating LGBTQ + groups for Black, Indigenous, People of Color (BIPOC) will also be included, based on relevant literature and clinical experience. Limitations of the authors’ perspectives and recommendations will be outlined, as well as future directions for research and practice.

Facilitating Inclusion through Student-Driven Strategies: Perspectives of Early Childhood Teachers in Pakistan

This phenomenological study explores early childhood teachers’ perspectives on using student-driven classroom management strategies to facilitate inclusive education. Twelve teachers from nine inclusive schools in Lahore, Pakistan, participated in semi-structured interviews. Thematic analysis of transcripts provides insights into teacher views on utilising self-directed approaches to promote positive student outcomes. Most teachers recognise the value of self-management strategies like self-monitoring and self-evaluation to improve student autonomy, behaviour, and learning.However, developmental, and disability-related challenges may limit young learners’ usage of such strategies. Findings indicate that student-driven approaches are promising but require training on scaffolded implementation, considering diverse learner characteristics. Self-directed methods should be integral to teacher preparation and inclusive education policies. The study addresses a knowledge gap and has implications for enhancing inclusive practices during early schooling.

Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families

Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and systemic support (e.g., resources, time). This paper presents a research-based conference strategy designed to cultivate a trusting relationship between families and educators, referred to as Building Equitable Trusting Relationships (BETR). Critical to this trust-building process is understanding how one's own (and the organization’s) culture and norms shape the expectations and actions in support or detriment of establishing trust. The three-step process for engaging in the ongoing and iterative work of becoming more culturally competent: 1) Cultural Self-Study, 2) Acquiring Cultural Knowledge, and 3) Putting Knowledge to Practice (CAP) is demonstrated in the context of the BETR meeting model. Evidence, illustrations, and possible adaptations for implementing this strategy with diverse families across contexts are addressed.

The Association Between an Equitable School Climate and Students’ Psychosocial Outcomes: The Moderating Roles of Race and Gender

The present study examined the association between students’ perceptions of an equitable school climate and several psychosocial outcomes, and tested whether these associations were moderated by students’ race and gender. Data from 57,027 6th–12th grade students were analyzed using three-level models. Students who perceived their school to have a more equitable climate experienced greater psychosocial outcomes: low endorsement of retaliatory aggressive beliefs, low stress, and high future aspirations. Moderation analyses consistently demonstrated that the effect of an equitable school climate on students’ psychosocial outcomes was weaker for Black students than White, Latinx, and Asian students. Gender also served as a moderator for some outcomes, with the effect of equity on stress stronger for girls than boys, and the effect of equity on future aspirations stronger for boys than girls. Impact Statement An equitable school climate was associated with positive outcomes for students. Although the strength of these associations varied by students’ race and gender, results suggest that school- and systemic-level interventions that dismantle systems which lead to inequitable treatment may have positive effects on students.

Under the Law: CTE: A checkered legal history

Career and technical education (also known as vocational education) has been in existence since at least the 19th century as a means of preparing students for employment. However, for much of the 20th century, it also has served to segregate students, even after such segregation was deemed illegal. Robert Kim describes the legal history of career and technical education (CTE). Although many of today’s CTE programs show positive outcomes for students of historically marginalized backgrounds, policy makers and education leaders must understand how CTE programs differ across communities and be prepared to apply new understandings of equity to these programs.