The electronic Individual Student Process (e-ISP)

2018 ◽  
Vol 35 (4) ◽  
pp. 933-943 ◽  
Author(s):  
António Abreu ◽  
Ana Paula Afonso ◽  
João Vidal Carvalho ◽  
Álvaro Rocha
Keyword(s):  
Individual Student ◽  
Student Process

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

4. Healing the Ethical Cleft: Phronesis and University Ethical Leadership

2020 ◽  
Vol 2 (1) ◽  
pp. 69-89
Author(s):  
Hawken Brackett ◽  
E. Douglas McKnight
Keyword(s):  
Student Affairs ◽  
Ethical Leadership ◽  
Common Sense ◽  
Leadership Practices ◽  
Student Behavior ◽  
Practical Wisdom ◽  
The United States ◽  
Individual Student ◽  
Institutional Management ◽  
Technical Rationality

<?page nr="69"?>Abstract A misalignment exists between the institutional management of individual student behavior and the stated ethical principles undergirding modern higher education practices in the United States, ultimately creating an ethical failure serving no one. We discuss this misalignment from the site of student affairs, due to its charge to represent both university and student. A technocratic ethical discourse creates the illusion of decision-making autonomy that promises certain outcomes if “common sense” leadership practices are employed. The lens of technical rationality homogenizes and reduces perceived problems to simple either/ors that fail to address the inequitable effects of such ethical logic. We counter “common sense” leadership with a notion of ethical leadership called phronetic leadership, which is informed by an Aristotelian understanding of phronesis (practical wisdom), virtue ethics, and a Foucauldian awareness of governmentality. We argue that phronetic leaders can mend the cleft crippling institutional ethical foundations and practices.

Student Variables that Predict Retention: Recent Research and New Developments

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
Education Research ◽  
College Student ◽  
Student Retention ◽  
Demographic Characteristics ◽  
Individual Student ◽  
Higher Education Research ◽  
College Student Retention ◽  
New Developments ◽  
Changing Demographics

This article reviews recent research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. Research related to a relatively new variable —the merit-index—also is reviewed, revealing potentially promising, but currently mixed results.

Explaining the Variability in School Nurse Workload and Educational Outcomes

2021 ◽  
pp. 019394592110179
Author(s):  
Claire McKinley Yoder ◽  
Mary Ann Cantrell ◽  
Janice L. Hinkle
Keyword(s):  
High School ◽  
Educational Outcomes ◽  
Structural Equation ◽  
Secondary Analysis ◽  
School Nurse ◽  
Equation Model ◽  
Individual Student ◽  
Student Records ◽  
9Th Grade ◽  
Nurse Workload

This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records ( N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6–.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.

scholarly journals Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism

2021 ◽  
Author(s):  
Nicole Sparapani ◽  
Vanessa P. Reinhardt ◽  
Jessica L. Hooker ◽  
Lindee Morgan ◽  
Christopher Schatschneider ◽  
...  
Keyword(s):  
Special Education ◽  
General Education ◽  
Receptive Vocabulary ◽  
Social Impairment ◽  
Second Grade ◽  
Individual Student ◽  
Teacher Language ◽  
Autism Symptoms ◽  
Social Abilities ◽  
Students With Autism

AbstractThis study examined how teachers and paraprofessionals in 126 kindergarten-second grade general and special education classrooms talked with their 194 students with autism, and further, how individual student characteristics in language, autism symptoms, and social abilities influenced this talk. Using systematic observational methods and factor analysis, we identified a unidimensional model of teacher language for general and special education classrooms yet observed differences between the settings, with more language observed in special education classrooms—much of which included directives and close-ended questions. Students’ receptive vocabulary explained a significant amount of variance in teacher language beyond its shared covariance with social impairment and problem behavior in general education classrooms but was non-significant within special education classrooms. Research implications are discussed.

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