Physiological Characterization of Student Engagement in the Naturalistic Classroom: A Mixed‐Methods Approach

2021 ◽  
Author(s):  
Jianhua Zhang ◽  
Kun Wang ◽  
Yu Zhang
Keyword(s):  
Mixed Methods ◽  
Student Engagement ◽  
Mixed Methods Approach ◽  
Physiological Characterization

scholarly journals Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity

2016 ◽  
Vol 13 (1) ◽  
pp. 4-24
Author(s):  
Conor Thomas McKevitt ◽  
Keyword(s):  
Mixed Methods ◽  
Student Engagement ◽  
Focus Group ◽  
Student Development ◽  
Thematic Analysis ◽  
Student Life ◽  
Improve Performance ◽  
Self Assessment ◽  
Mixed Methods Approach ◽  
Constructive Feedback

Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed methods approach was used. Students’ performance and assessments were established using a rubric that included 5 criteria each evaluated using 5 point likert scale linked to descriptors. A thematic analysis of the focus group resulted in two themes. The findings show that overall students’ performance in the assignment significantly improved between draft and final submissions. Students’ assessment of their work significantly differed to the tutor’s on some criteria at both submissions but in opposite directions on one criterion between both submissions. The focus group found that the rubric guided students to produce their draft while tutor feedback guided them to improve on it. However, these findings require further investigation. The following recommendations ensue from the research and should assist student development concerning assessment. Tutors should give students an opportunity to assess work and also see tutor’s assessment of that work using the same criteria. Also, tutors should provide constructive feedback during an assignment.

scholarly journals “I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Rebecca Murphy ◽  
Sarah Nixon ◽  
Simon Brooman ◽  
Damian Fearon
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Student Engagement ◽  
Mixed Methods Approach ◽  
Educational Challenge ◽  
Feedback Strategies ◽  
Partnership Approach ◽  
Substantial Change ◽  
Positive Statement

Staff and students coming together to enhance learning is a key educational challenge facing the higher education sector. Literature proposes different ways of achieving this through co-creation, partnership, and collaboration. This paper focuses solely on staff perspectives of a staff-student partnership project aimed at improving feedback strategies. Through a mixed-methods approach, staff in four disciplines in one UK university were questioned in regard to collaborating with students, asked to take part in a co-creation experience, and then invited to take part in a follow-up interview. Findings indicated that staff initially supported greater student engagement in curriculum development but were wary of substantial change in the design of curriculum content. Some doubted the experience and abilities of students in this context. The overarching response was a positive statement followed first with a “but” and then with the issues that could be caused by a partnership approach. 

Exploring Social Identity Among People with Disabilities: A Mixed-Methods Approach

2012 ◽  
Author(s):  
Adena T. Rottenstein ◽  
Ryan J. Dougherty ◽  
Alexis Strouse ◽  
Lily Hashemi ◽  
Hilary Baruch
Keyword(s):  
Mixed Methods ◽  
Social Identity ◽  
People With Disabilities ◽  
Mixed Methods Approach

Constructing Pathways to Responsible Manhood

2020 ◽  
Vol 13 (1) ◽  
pp. 64-91
Author(s):  
Mellie Torres ◽  
Alejandro E. Carrión ◽  
Roberto Martínez
Keyword(s):  
Mixed Methods ◽  
Latino Men ◽  
Mixed Methods Approach ◽  
Counter Narratives ◽  
Latino Boys ◽  
The Media ◽  
Stark Contrast

Recent studies have focused on challenging deficit narratives and discourses perpetuating the criminalization of Latino men and boys. But even with this emerging literature, mainstream counter-narratives of young Latino boys and their attitudes towards manhood and masculinity stand in stark contrast to the dangerous and animalistic portrayals of Latino boys and men in the media and society. Utilizing a mixed-methods approach, the authors draw on the notion of counter-storytelling to explore how Latino boys try to reframe masculinity, manhood, and what they label as ‘responsible manhood.’ Counter-storytelling and narratives provide a platform from which to challenge the discourse, narratives, and imaginaries guiding the conceptualization of machismo. In their counter-narratives, Latino boys critiqued how they are raced, gendered, and Othered in derogatory ways.

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