Types Of Students Research Articles

Who cares if college and drinking are synonymous? Identification with typical students moderates the relationship between college life alcohol salience and drinking outcomes

There is considerable research demonstrating that college life alcohol salience is associated with alcohol use among undergraduates. However, the strength of this association may depend on whether students self-identify with other students on their campus; self-identification with other students may indicate how influential other students are on an individuals' drinking. As such, the current research investigated whether identification with the “typical student” moderated the relationship between college life alcohol salience beliefs and alcohol-related outcomes. Five-hundred and eleven undergraduates reported their alcohol use, how closely they identified with other students, as well as their college life alcohol salience beliefs. Poisson moderated regression models and negative binomial moderation regression models were employed. Results indicated that self-identification with other students was a significant moderator of the association between college life alcohol salience beliefs and frequency of drinking as well as peak number of drinks, but not drinks per week or alcohol-related problems. Findings suggest that it may be important to shift students' perceptions surrounding drinking as being an important part of the college experience, particularly for those who identify with their peers.

MỘT SỐ ĐẶC ĐIỂM PHÁT TRIỂN CHỨC NĂNG THẦN KINH CẤP CAO CỦA HỌC SINH ĐẦU CẤP TIỂU HỌC THÔNG QUA STROOP TEST PHIÊN BẢN TIẾNG VIỆT

MỘT SỐ ĐẶC ĐIỂM PHÁT TRIỂN CHỨC NĂNG THẦN KINH CẤP CAO CỦA HỌC SINH ĐẦU CẤP TIỂU HỌC THÔNG QUA STROOP TEST PHIÊN BẢN TIẾNG VIỆT

Planning simulation space needs in uncertain contexts

IntroductionKing’s College London delivers simulation-based education to approximately 5500 different students who use a Simulation and Interactive Learning (SaIL) centre which was designed for significantly different needs. The management team...

Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching

ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies

Pay attention to digital text: The impact of the media on text comprehension and self-monitoring in higher-education students with ADHD

BackgroundHigher-education students with attention deficit hyperactivity disorder (ADHD) often face difficulties in self-regulation of learning (SRL). Studies of typical students have shown that SRL is less effective for digitally displayed texts. The current study investigated the influence of the media (digital, print) on reading comprehension and self-monitoring (a component of SRL) in higher-education students with and without ADHD. MethodsForty-five students with ADHD and 61 matched controls read an expository text displayed digitally or in print. Then, they predicted their performance score and answered comprehension questions. Sustained attention and set-shifting abilities were also assessed. ResultsIn the digital condition, students with ADHD had significantly lower comprehension scores and were overconfident in their predictions of success relative to controls. In the print condition, the ADHD group spent more time reading the text, but their predictions of performance and comprehension scores were comparable to those of the control group. Poor sustained attention was significantly correlated with lower comprehension scores in both media conditions, whereas set-shifting correlated only with comprehension of the printed text. ConclusionsUnderstanding a digitally displayed text is more challenging for students with ADHD than their peers, particularly when the conditions of the comprehension task favor good SRL skills.

Epistemological Differences Between Gifted and Typically Developing Middle School Students

Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.

A situated perspective on self-regulated learning from a person-by-context perspective

ABSTRACT The situated nature of self-regulated learning (SRL) was investigated across two studies with gifted students. In Study 1, profile-centered analyses of academic cognitive-behavioral SRL revealed three groups of gifted undergraduate students (N=149): high regulated, regulated, and behaviorally dysregulated. In comparing gifted group profiles with typically achieving students, findings suggest that typical students most resemble the regulated group. Overall, the behaviorally dysregulated group reported lower levels of social and academic SRL and achievement goal orientations from the high-regulated group. No differences were found in trait emotion regulation or self-control suggesting a situated effect of SRL. In Study 2 gifted (N=188) and typically achieving (N=83) undergraduate students reported on their SRL and motivation in their favorite and least favorite courses. Structural equation modelling analyses showed that, for gifted students, there were more relations between motivation and SRL than typical students. For example, mastery goal orientation predicted all forms of SRL for gifted students but not for typical students. This suggests that gifted students may be more calibrated and adept at drawing on motivation to shape SRL. Taken together, the findings from both studies show that gifted students are a heterogenous population, and that there are some similarities to typical students.

Teaching and learning cultures in higher education: a mismatch in conceptions

ABSTRACTInstructional approaches in higher education that foster learning based on internal values are required with the enrollment of wider and more diverse audiences. The current study explores this challenge with a focus on the relationship between students’ learning cultures and the way instructors’ view them. We interviewed 76 students and six instructors at an established academic institution. Data comprised of 210 students’ and 146 instructors’ utterances that were analyzed using mixed methods. Findings revealed a mismatch of instructors’ conceptions about the learning culture of the typical student, potentially leading to compromises in their teaching practices. We provide evidence that reciprocal relations exist between cultures of teaching and learning, contributing to the wicked challenges of rethinking the role of teachers in reinforcing passive learning cultures in undergraduate education. Adoption of internal-based values teaching approaches can help break this feedback loop.

Accommodations on Reading Comprehension Assessment for Students with Learning Disabilities: A Review Study

Students with learning disabilities face severe difficulties in a number of academic domains, such as phonological awareness, oral or written speech comprehension, time management, processing of information and organization of strategies to solve academic problems. This group of students constitutes a large category and even if they receive differentiated teaching, they fail to successfully perform in examinations. Therefore, the effectiveness of accommodations in the reading comprehension assessment of students with learning disabilities has been extensively studied the last ten years. Researchers verify the efficiency of the most frequently implemented accommodations—the administration of extended time and the read-aloud accommodation—and investigate new accommodations that aim at accurately depicting the performance of students with learning disabilities. To ensure assessment fairness and validity of accommodated tests, it has been proposed under the principles of interaction theory that these accommodations should not lead to changes in typical students’ performance. The purpose of this paper is to present the findings of recent research in the field of accommodations on reading comprehension assessment, discuss their effectiveness in the context of the interaction theory and provide support for the significance of test accommodations for students with learning disabilities. The effectiveness of extended time and read aloud accommodations is confirmed by the results of the researches; however it is concluded that further investigation on additional accommodations is essential, so that different needs and difficulties be accommodated appropriately.

Didactic variable in Russian students’ ulterior motivation for second language learning

The purpose of the article is to identify factors characterizing interdependence between the English proficiency level and motivation in the conventionally organized Russian university English classroom where all students are treated as having similar learning profiles. It is claimed that deficiency of classroom motivation accounts for the students’ negative attitude to and low effectiveness of university English teaching. The author proposes to apply Brousseau's concept of didactical situations, environment and variables as a way of revising the content of the motivational spectrum of the English learner. An experiment for studying the impact of ulterior motivation variables on an individual English proficiency level was carried out in a group of 100 graduate students of Crimean Federal University with the aim to find out the students’ individual ulterior motives explaining variability of attitudes towards English as a subject of the curriculum. The findings of the experiment proved that the students’ motivational preferences didn’t meet motivational criteria of their teachers and curriculum. The students’ self-assessment of their English proficiency showed a significant correlation among English proficiency, individual ulterior motivation variables and individual goals connected with their plans for the future. The main conclusion is that the task of learning transnational English should be viewed as a sequence of didactical situations predetermined by a set of didactical motivation variables. To find out ulterior didactical motivation variables, the teacher should identify the student's types of potential milieu and choose a succession of appropriate didactical situations.

Problems of Academic Writing: Lexical Errors, their Causes and Correction Strategies

Lexical errors in students’ English writing may be caused by lexical interference, mul­tiple meaning and synonymy of Russian and English words. Russian students studying English as a foreign language often have little notion of the English or Russian word connotation and cannot analyze the word meaning; consequently they make a lot of lexical errors in translating their ideas into English. Typical students’ errors and mistakes include usage of a direct word meaning instead of a figurative one, transfer of the given word collocation into all possible collocations of this word, errors in selecting the contextual meaning of a multiple meaning word. We use some methods in teaching students to analyze the contextual meaning of the word and to find the English word for adequate translation: explanation of some problematic situations, cross-lingual matching and trans­lation comparison. As a result students gain metacognitive skills to classify the obtained information and to organize it into linked structures, to analyze the contextual word meaning, to overcome vo­cabulary disparity and word sense disambiguation.

High Risk, High Reward

My journey in leadership and entrepreneurship started in college. I aspired to be more than just a typical college student. I became active in managing and creating college clubs and involving myself in the organization of and participation in different programming competitions. Moreover, I provided facilitation, training, and support for students to get involved in local, regional, and international competitions, such as IEEEXtreme, Google Code Jam, the Association for Computing Machinery (ACM) Arab Collegiate Programming Contest (ACPC), and several others. I participated in creating the local Student Branch of the IEEE at my university, the Arab American University in Jenin, Palestine, and managed it for a short period before my graduation.

Academically gifted adolescents’ social purpose

ABSTRACT In this study, we examined the perceptions of over 1,600 gifted and typically developing (not identified as gifted) secondary students from South Korea and the USA to identify gifted adolescents’ preferred modes of social purpose, interest in and engagement with their communities, and actual commitment to societal improvement. We then examined the extent to which their social purpose varied with gifted identification status and students’ cultural background. Gifted students identified actualized purpose as their preferred mode of expressing social purpose, while typically developing students favored self-oriented life goals. The gifted students also had a stronger interest in social matters and showed a greater awareness of social and civic engagement than the nonidentified students did. Among the gifted students, Korean students expressed a stronger belief in prosocial behaviors and reported a greater commitment to what they believed important for society. In contrast, the American adolescents behaved in accordance with their expressed values. Both perceived social purpose and commitment to their communities and society predicted students’ life satisfaction regardless of cultural affiliation. Discussion focuses on differences in the degree of prosocial intention and engagement between the gifted and typical students, and personal and societal values that may help explain the differences we observed in social purpose among the gifted students from the two different nations.

6.9 Comparative Study on the Perception of the Neighborhood Environment and Experience When Participating in Out-Of-School Activities Between Typical Students and Patients With ADHD

6.9 Comparative Study on the Perception of the Neighborhood Environment and Experience When Participating in Out-Of-School Activities Between Typical Students and Patients With ADHD

Kit Magic Maths: Assist in Enhancing the Mastering of Basic Multiplication

Mathematical achievement of special recovery students (MPK) is still low compared to typical students. One of the factors is due to the basic mastery of the weak operation. The purpose of this study is to study the use of the Kit Magic Maths (KMM) in helping (MPK) to master the base of the multiplication. Researchers using quantitative approaches with Stephen Kemmis and Mc Taggart models carried out two rows. A total of two participants were selected through a sampling technique aimed at a school in the district of Kuala Pilah. Participants performed basic mathematical tests multiplied by 30 items at pre-test and post-test. The content of mathematical tests using the Testing Tables (JPU) is validated by three experienced teachers over 30 years in mathematics. Data findings were analysed using descriptive analysis by percentage. The findings show that KMM can help MPK master the basic skills of multiplication. Both participants pointed out the increase in pre-test score scores by 70% for participant A and 50% for participant B after the post-test. Therefore, it is hoped that KMM will be able to extend its use to teachers at the district, state and ministry levels as an effective learning aid to the learning and teaching of MPK. Consequently, the use of KMM is seen to help MPK increase the level of basic operation of multiplicity better than before, in addition to enhancing student’s interest in mathematical subjects.

5:20:20:5 EFFICIENCY

Some researchers claim that the typical student's attention span is about 10 to 15 minutes, but most classes last 50 to 90 minutes. In addition, some educators argue that technology can distract students more than it can help them, which makes it harder for teachers to capture student’s attention while teaching them. How a language teacher captures students’ attention and efficiently utilizes the entire 50 minutes is a challenge. The goals of this presentation are to demonstrate how to make the best use of the 50 minutes and to show how technology can be applied to get students engaged. The 50 minutes are divided into 4 phases: 5:20:20:5. The first 5 minutes aims to warm up students’ background knowledge or review related materials. The first 20 minutes focuses on leading students into the core materials for that learning period. The following 20 minutes centers on assessing what students have or have not learned in the previous 20 minutes. The last 5 minutes summarizes the core materials and clarifies any questions. Within each learning period, teachers can use visual and audio applications, such as Power Point slides, Kahoot games, SMART Board and Linoit.com activities, to keep students interested and motivated and make both teaching and learning fun. Article DOI: https://dx.doi.org/10.20319/pijtel.2018.22.1219 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

Breakfast at School: a First Look at the Role of Time and Location for Participation and Nutritional Intake

AbstractParticipation in the subsidized School Breakfast Program has traditionally been unsatisfactory. Universally free breakfast service in the classroom has boosted participation, but is not financially feasible for many schools. Furthermore, it is unclear to what extent participation under the standard cafeteria setting is hampered due to insufficient time to eat. This study separately identifies time and location effects using a unique, individual‐level panel data set of elementary school students under three experimental treatments: original setup in the cafeteria, original setup plus ten minutes of mandatory presence in the cafeteria, and in‐classroom service. We find that the extra time plus the fixed location effect in the cafeteria increases average daily participation by approximately 20%, while the transition to classroom implementation adds another 35%–45% for the typical student. We also collect detailed data on nutritional intake, and find that, in total, neither treatment has a significant effect on consumption compared to the baseline.

Who enrols and graduates from web-based pharmacy education – Experiences from Northern Sweden

IntroductionAs a response to the shortage of prescriptionists in Northern Sweden, a web-based Bachelor of Science in Pharmacy program was introduced at Umeå University in 2003. This study explored who is likely to enrol and graduate from the web-based bachelor program and whether the program has addressed the shortage of prescriptionists in rural Northern Sweden. MethodsData from three different sources were included in this study; the initial cohort including students admitted to the program in 2003 (survey), the entire cohort including all people admitted to the program between 2003 and 2014 (university's admissions data) and the alumni cohort including graduates who participated in an alumni survey in 2015. ResultsA typical student of the web-based pharmacy program is female, over 30 years of age, married or in a de-facto relationship and has children. Furthermore, the students graduating before 2009 were more likely to live in Northern Sweden compared to those graduating later. Discussion and conclusionThe results indicate that the introduction of a web-based bachelor of pharmacy program at Umeå University was to some extent able to address the shortage of prescriptionists in Northern Sweden. Web-based education may potentially help address the maldistribution of health professionals by providing flexible education opportunities.

Improved dimensionless nomograms approach in the electric drives and power electronics courses

Parameter estimation of the nonlinear electronic schemes, including inductances, capacitances, resistances, and switches represents a nontrivial problem in the “power electronics” and “electrical drives” courses. Difficulties could be observed during solutions of electrical circuits, which describe the behavior of electric motors in drives, and various electronic appliances are being used in power electronics. This situation is a result of complicated analytical approaches aiming to solve nonlinear ordinary differential equations describing the occurring processes. A typical student has a significant problem in attaining the analytical results. Various methods of linearization nonlinear elements permitting to obtain roughly analytical solutions and simplified solution were applied over the past. Nowadays, coarsely obtained results are not acceptable as a rule. As a result, smart simulation based on PSIM, MATLAB Simulink, and WOLFRAM Mathematica giving excellent opportunity for accurate answers are recommended. All software programs represent undoubtedly important and extremely accurate approaches. However, only numerical results are provided and are not capable of solution’s generalization. It seems that in the Power Electronics and Electrical Drives courses, a wide submission could obtain methods of numerical nomograms with dimensionless representation of input–output parameters. Dimensionless approach allows significant diminishing of a number of decisive parameters and simplifies calculation, whereas keeping acceptable precision of results, as well as a possibility of outcome’s generalization and representation variables trends in a wide range of input parameters. The likely objects of analysis may be, for example, output characteristics of DC motors fed by controllable and uncontrollable n-phase rectifiers, resistive rectifier losses and motor’s efficiency, average and root mean square currents or voltages in electronic circuits, total harmonic distortion, and others. Long-time practice of these approaches approved their usefulness, productivity, and helpfulness.

Inclusion - Not Segregation or Integration Is Where a Student with Special Needs Belongs

This paper will ask the question "Where does Katie belong in the school system?" Should she be educated in a segregated or an integrated classroom? Or should Katie be included in a classroom of students, students with typical abilities as well as disabilities? What do we mean by segregation, integration, and inclusion? What are the advantages and disadvantages of each approach? Can one approach be justified for all students or should the severity of a student's disability determine the approach? Other factors that have been cited when arguing in favour of one approach over another include costs, training, effect on typical students, and so forth. I will argue from a philosophical perspective that the underlying reason for choosing one approach over the others is a philosophical one, having to do with what it means to be human and to belong in a civilized society.