Psychological Safety Development Drill As a Mean of Training First-Year Students for Educational Practice

2015 ◽  
Vol 4 (3) ◽  
pp. 45-48
Author(s):  
Столярова ◽  
E. Stolyarova
Keyword(s):  
Psychological Safety ◽  
Educational Practice ◽  
Safety Training ◽  
First Year ◽  
First Year Students

In article experimentally substantiates the efficiency of psychological safety training in education for training first-year students, future bachelors of psychology and pedagogy programs. It reveals prospective of the training that provide preparation for recognising and overcoming psychological dangers arising towards an individual himself or towards subjects of interaction during educational practice.

scholarly journals Using Decision Trees and Random Forest Algorithms to Predict and Determine Factors Contributing to First-Year University Students’ Learning Performance

Algorithms ◽  
2021 ◽  
Vol 14 (11) ◽  
pp. 318
Author(s):  
Thao-Trang Huynh-Cam ◽  
Long-Sheng Chen ◽  
Huynh Le
Keyword(s):  
Random Forest ◽  
Performance Prediction ◽  
Prediction Models ◽  
Family Background ◽  
Educational Practice ◽  
Poor Performance ◽  
Learning Performance ◽  
First Year ◽  
First Year Students ◽  
Early Performance

First-year students’ learning performance has received much attention in educational practice and theory. Previous works used some variables, which should be obtained during the course or in the progress of the semester through questionnaire surveys and interviews, to build prediction models. These models cannot provide enough timely support for the poor performance students, caused by economic factors. Therefore, other variables are needed that allow us to reach prediction results earlier. This study attempts to use family background variables that can be obtained prior to the start of the semester to build learning performance prediction models of freshmen using random forest (RF), C5.0, CART, and multilayer perceptron (MLP) algorithms. The real sample of 2407 freshmen who enrolled in 12 departments of a Taiwan vocational university will be employed. The experimental results showed that CART outperforms C5.0, RF, and MLP algorithms. The most important features were mother’s occupations, department, father’s occupations, main source of living expenses, and admission status. The extracted knowledge rules are expected to be indicators for students’ early performance prediction so that strategic intervention can be planned before students begin the semester.

scholarly journals Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data

2021 ◽  
Author(s):  
Dirk Tempelaar ◽  
Alexandra Corina Niculescu
Keyword(s):  
Latent Class ◽  
Educational Practice ◽  
Linear Ordering ◽  
Learning Activity ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Discrete Learning ◽  
High Control ◽  
Level Of Analysis

AbstractWhether boredom is a unitary construct or if multiple types of boredom exist is a long-standing debate. Recent research has established the existence of boredom types based on frequency observations of boredom by experience sampling. This work tries to expand our understanding of boredom and replicate these previous findings by applying intensity observations of cross-sectional type for four discrete learning activity emotions: boredom, anxiety, hopelessness, and enjoyment. Latent class analysis based on activity emotion scores from 9863 first-year students of a business and economics program results in seven profiles. Five of these profiles allow a linear ordering from low to high control and value scores (the direct antecedents of emotions), low to high positive, and high to low negative emotions. Two profiles differ from this pattern: one ‘high boredom’ profile and one ‘low boredom’ profile. We next compare antecedent relationships of activity emotions at three different levels: inter-individual, inter-class or between classes, and intra-class or within classes. Some of these relationships are invariant for the choice of level of analysis, such as hopelessness. Other relationships, such as boredom, are highly variant: within-class relationships differ from inter-individual relationships. Indeed, our results confirm that boredom is not a unitary construct. The types of boredom found and their implications for educational practice are discussed and shared in this article.

scholarly journals Student Selection of Content Licenses in OER-enabled Pedagogy

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Katherine Williams ◽  
Eric Werth
Keyword(s):  
Intellectual Property ◽  
Property Rights ◽  
Intellectual Property Rights ◽  
Liberal Arts ◽  
Educational Practice ◽  
The United States ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Creative Commons

Students acting as content creators is an emergent trend in the field of open educational practice. As more faculty turn towards the use of open pedagogy or OER-enabled Pedagogy, they must be prepared to address concerns related to intellectual property rights of student work. This article addresses student concerns related to intellectual property rights, specifically related to Creative Commons licensing as well as faculty awareness of use of Creative Commons licensing. Research was conducted at a small, liberal arts college in the Appalachian Region of the United States. All first-year students engaged in an OER-enabled Pedagogy project where they collaboratively created a reader for the First Year Studies seminar course. Following class, students and faculty were interviewed regarding how dynamics of intellectual property and Creative Commons licensing impacted the educational process. Results indicate students are open to sharing their works with credit, and value helping others. Faculty tend to be unfamiliar with Creative Commons licensing and must balance the desire to help students understand licensing and prescribing their own preferences when asked about licensing selection. 

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

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