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Author: Marion E. Stone Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 124
Book Description
"This issue ... both introduces basic tenets of [supplemental instruction] to those who do not know it and brings those familiar with the method up-to-date on how far it has come and where it is headed in the future."--Jacket.
Author: Marion E. Stone Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 124
Book Description
"This issue ... both introduces basic tenets of [supplemental instruction] to those who do not know it and brings those familiar with the method up-to-date on how far it has come and where it is headed in the future."--Jacket.
Author: Abbas Strømmen-Bakhtiar Publisher: Waxmann Verlag ISBN: 3830993250 Category : Education Languages : en Pages : 161
Book Description
Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about student learning processes and Supplemental Instruction, which includes everything from learning activities in SI to developing guidance skills of leaders and more. The book also deals with a comparison of Supplemental Instruction with other group-oriented learning activities, and practical aspects of the programme. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Organisation and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.
Author: Jacquie McDonald Publisher: Springer ISBN: 9811028664 Category : Education Languages : en Pages : 676
Book Description
In this edited collection, the authors pick up the communities of practice (CoP) approach of sharing practice in their reflection on the experience of taking their CoP vision from a dream to reality. Their stories articulate the vision, the passion and the challenge of working within and/or changing existing institutional culture and practice. The book discusses strategies that worked and considers the lessons learnt to inspire future dreamers and schemers. The multiple perspectives provided in the case studies will assist higher education leaders, as well as academic and professional staff, in establishing or assessing CoPs. The book offers insights into implementation strategies, practical guidelines and ideas on how CoP theoretical underpinnings can be tailored to the higher education context.
Author: Marion E. Stone Publisher: First-Year Experience and Students in Transition University of South Carolina ISBN: Category : Education Languages : en Pages : 124
Book Description
This monograph describes Supplemental Instruction, a student assistance program designed to improve the academic success of college freshmen based on the idea that if students are not being successful in courses then perhaps colleges should change the way courses are taught. Supplemental Instruction (SI) utilizes regularly scheduled, out-of-class, peer-facilitated sessions that offer students an opportunity to discuss and process course information. SI does not identify high-risk students but rather identifies high-risk classes. The first edition was reprinted with minor revisions a year after its initial release, however, this third edition offers an opportunity to explore the subsequent progression of SI and serve as a practical resource for educators seeking to implement a new program or revamp an existing one. The monograph beings with the: Introduction: "Thirty-Five Years of Supplemental Instruction: Reflections on Study Groups and Student Learning." (F, Kim Wilcox and Glen Jacobs). Next follow nine chapters. The first chapter presents the "Basic Supplemental Instruction Model." (Maureen Hurley and Melinda Gilbert). Chapter 2 explains "Research on the Effectiveness of Supplemental Instruction." (Maureen Hurley and Melinda Gilbert). Chapter 3 explains "Theoretical Frameworks That Inform the Supplemental Instruction Model." (Sandra Zerger). Chapter 4 looks at "Implementing a New Supplemental Instruction Program." (F. Kim Wilcox). Chapter 5 explores "Recruiting and Training Supplemental Instruction Leaders." (Amelia McDaniel). Chapter 6 presents "Strategies for Adapting Supplemental Instruction to Specific Academic Disciplines." (Sandra Zerger). Chapter 7 offers "Video-Based Supplemental Instruction." (Maureen Hurley, Kay Patterson, Sonny Painter, Jennifer Carnicom). Chapter 8 presents "Supplemental Instruction: International Adaptations and Future Directions." (Glen Jacobs, M. Lisa Stout, Marion E. Stone). The last chapter provides the Epilogue: "Concluding the First 35 Years." (Amelia McDaniel). The monograph also includes a Foreword by Glen Jacobs and Marion E. Stone and a section about the contributors. The following are appended: (1) Glossary of Terms; and (2) Selected Annotated Bibliography for Supplemental Instruction. [Individual chapters contain notes and/or references. For "Supplemental Instruction: Improving First-Year Student Success in High-Risk Courses. The Freshman Year Experience: Monograph Series Number 7," see ED354839. This monograph was co-sponsored with the International Center for SI, University of Missouri-Kansas City.].
Author: Gloria Crisp Publisher: John Wiley & Sons ISBN: 1119319390 Category : Education Languages : en Pages : 120
Book Description
With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Michelle Morgan Publisher: Routledge ISBN: 1136729682 Category : Education Languages : en Pages : 316
Book Description
The landscape of higher education (HE) has dramatically altered in the past 30 years and it continues to evolve and change. More students are entering HE and attending university or college on a global scale than ever before. Supporting and enhancing the undergraduate student experience across the student lifecycle, from first contact through to alumni, is a critical activity in higher education today not only to aid retention and progression but in a highly competitive HE market, the quality of the student experience is pivotal to an institution’s ability to attract students. The student experience encompasses all aspects of student life, i.e. academic, social, welfare, with the academic imperative at the heart of it. However, the increasing costs of delivering HE, a reduction in government/ state funding and constraints on resources means delivering a quality student experience has never been more challenging for those working in HE. Staff at all levels, and across all areas within an institution, are developing and implementing initiatives to improve and enhance the student experience whether they are at the coal face or on the periphery thus making them a ‘Practitioner’ in the student experience. This could include the admissions administrator improving the information available for potential applicants; the academic improving his/her feedback to students or central welfare departments ensuring that their services are being advertised and supported within a student’s home unit (faculty/department/school/course). In this book, the Editor, Michelle Morgan describes how her new student experience ‘Practitioner Model’ provides an organised and more detailed structure; guiding Practitioners in the identification of what they have to deliver, who they need to deliver it to and when they need to deliver it across her six key stages of the student lifecycle: · First Contact and Admissions; · Pre-arrival; · Arrival and Orientation; · Induction to Study; · Reorientation and Reinduction (Returners' Induction) · Outduction (preparation for life after undergraduate study). The Practioner Model offers a new way of thinking in terms of delivering ‘interlinked’ academic, welfare and support activities at the home unit and university level to support the student in their university journey. This book also provides working solutions to real problems in the form of exemplar case studies from the UK and internationally, including chapters from Liz Thomas, Di Nutt, Marcia Ody, Chris Keenan(UK), Mary Stuart Hunter, (USA), Kerri-Lee Krause and Duncan Nulty (Australia). Good practice must be adaptable and transferable because one size does not fit all. It must also be cost effective. And here the authors shows how practitioners can adapt and customise the 40 case studies presented to help them not only improve and enhance the experience of their undergraduate students in their own institution (both full and part-time) but also to support their students’ progression and retention.
Author: Jeanette McDonald Publisher: John Wiley & Sons ISBN: 0470880104 Category : Education Languages : en Pages : 139
Book Description
The contributors to this volume are academics working directly or indirectly with teaching and learning centers and professional communities, serving in the capacity of educational developer, researcher, or specialist; unit manager or director; or senior administrator. Drawing on survey and interview data, individual experience or perspective, and familiarity with the educational literature, they offer a context to understand and appreciate how the field of educational development, developer practice, and individual pathways have evolved, further highlighting what territory remains to be explored and uncovered. Over the last fifty years, educational development has evolved from an informal set of instructional improvement activities championed by individuals to a scholarly field of study and practice that aims to advance teaching and learning at the individual, institutional and (more recently) sector levels. During this time, educational development work has moved from the fringes to the mainstream of the higher education landscape, bringing to the community a diverse group of dedicated academic professionals. This volume draws on their experience and insight to provide an invaluable guide to future challenges and issues. This is the 122nd volume of the Jossey-Bass higher education quarterly report series New Directions for Teaching and Learning, which offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
Author: M.A. Mokoena Publisher: AOSIS ISBN: 0620730609 Category : Education Languages : en Pages : 370
Book Description
This publication contains original research targeting scientific specialists in the field of education, through research endeavours grounded on a philosophical basis, as well as being embedded in the empirical. The research methodology of each chapter emanates from applicable philosophical assumptions in the form of an applicable theoretical and conceptual framework. The latter forms a firm basis for the application of sound empiricism. The content of this book adds to the body of scholarly knowledge in education. In his evaluation of the book, Acting Executive Dean, Faculty of Education and Training, Professor Akpovire Oduaran, made the following remarks: ‘To a large extent, the ideas put together in this book have come from data generated not just from literature found in books and journals but actual interactions with educators and the learning environment. So then, what the reader is offered in this volume is the articulation of ideas that have been interrogated, structured and presented in surprisingly simplistic and yet incisive and academically enriching content that can match the standards of scholarship that is available in the Western World. Yet, what makes this book so welcome, relevant and timely, is the fact that it is built around Afrocentric theories and practices such as one may find in imported literature.’
Author: Steven J. Corbett Publisher: Parlor Press LLC ISBN: 1602356335 Category : Language Arts & Disciplines Languages : en Pages : 150
Book Description
This book offers multi-method case studies of course-based tutoring and one-to-one tutorials in developmental first-year writing courses at two universities. The author makes an argument for more peer-to-peer learning situations for developmental writers and more detailed studies of what goes on in these peer-centered environments.
Author: Marion E. Stone
Author: Marion E. Stone
Author: Abbas Strømmen-Bakhtiar
Author: Eugene R. Rice
Author: Jacquie McDonald
Author: Marion E. Stone
Author: Gloria Crisp
Author: Michelle Morgan
Author: Jeanette McDonald
Author: M.A. Mokoena
Author: Steven J. Corbett