scholarly journals The study of modern Hellenism as an academic challenge

2020 ◽  
Vol 16 ◽  
pp. 249
Author(s):  
Paschalis M. Kitromilides
Keyword(s):  
Academic Challenge

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Responses to academic challenge for children attending Head Start preschools

2010 ◽  
Author(s):  
Ellie Brown ◽  
Eric Pizzini ◽  
Alison Miller
Keyword(s):  
Head Start ◽  
Academic Challenge

Teachers of Gifted Girls: Are There Differences in Classroom Management?

1983 ◽  
Vol 6 (2) ◽  
pp. 86-97 ◽  
Author(s):  
Ruth D. Handel
Keyword(s):  
Classroom Management ◽  
Repeated Measures ◽  
Social Relationship ◽  
Gifted Students ◽  
Actual Behavior ◽  
Written Responses ◽  
Academic Challenge ◽  
Assertive Behavior ◽  
Behavior Types ◽  
Gifted Girls

Ninety elementary school teachers responded to descriptions of gifted students by ranking the appropriateness of classroom actions categorized as “social relationship” or “academic challenge” interventions. The purpose of the study was to discover differences in classroom management of gifted girls, as compared to gifted boys or students not identified by sex on the stimulus material. Students were also described as either “conformist” or “assertive” behavior types. The research design was a 3 × 2 factorial analysis of variance with repeated measures on the second factor. Results indicated significantly more “social relationship” interventions for assertive than conformist gifted and significantly more “academic challenge” interventions for conformist than assertive gifted. No significant differences in classroom management of gifted girls appeared. Possible explanations include absence of sex stereotyping of the gifted and salience of giftedness, rather than sex, on the instrument used. Observational studies are proposed as measures of more subtle aspects of classroom management and possible divergence of written responses from actual behavior.

Consciousness-Based Education

2021 ◽  
pp. 144-159
Author(s):  
Frederick Travis ◽  
John Collins
Keyword(s):  
Social Relationships ◽  
Teaching Strategies ◽  
Transcendental Meditation ◽  
Academic Work ◽  
Emotional Stability ◽  
University Education ◽  
Meditation Practice ◽  
Constructive Thinking ◽  
Block System ◽  
Academic Challenge

Consciousness-based education balances academic challenge with students' ability to master the material (1) using a block system to spread academic work across the semester, (2) teaching strategies to connect individual lectures to larger discipline principles, and (3) incorporating Transcendental Meditation practice into the curriculum. Brain integration and constructive thinking were compared in 27 freshman/senior pairs involved in consciousness-based university education. As seniors, these subjects had higher levels of brain integration, associated with emotional stability and success in life, and higher global constructive thinking, associated with work success and stable personal and social relationships. These variables typically do not change during college.

scholarly journals The use of educational platforms as teaching resource in mathematics

2018 ◽  
Vol 8 (1) ◽  
pp. 63 ◽  
Author(s):  
Marcela Gómez-Zermeño ◽  
Héctor Franco-Gutiérrez
Keyword(s):  
Methodological Approach ◽  
Group Analysis ◽  
School Level ◽  
Dropping Out ◽  
High School Level ◽  
Academic Challenge ◽  
Technological Tool ◽  
The Subject ◽  
Upper Level ◽  
Math Class

Dropping out from the school system at High School level has been a problem for several years; high levels of mathematics’ failing have been a recurring situation. This paper discusses how academic virtual counseling might be a tool to help students in math class. The methodological approach is based in the non-experimental, longitudinal model evolution and in the designs of evolutionary group analysis, we stated the possibility to generalize the results of the use of technological resources in the teaching of mathematics in order to find out if it is possible to improve the levels of students at a school in upper level education. According to this research, the use of educational platforms as a resource for the subject of mathematics represents not only a technological tool for teachers but also offers students the opportunity to view this subject as an academic challenge to overcome

Academic Challenge: Teacher Burnout ...

1999 ◽  
Vol 16 (5) ◽  
pp. 309-310 ◽  
Author(s):  
Katherine Young Graham
Keyword(s):  
Teacher Burnout ◽  
Academic Challenge

The Academic Challenge of Teaching Psychomotor Skills for Hemostasis of Solid Organ Injury

2009 ◽  
Vol 66 (3) ◽  
pp. 636-640 ◽  
Author(s):  
Charles E. Lucas ◽  
Anna M. Ledgerwood
Keyword(s):  
Organ Injury ◽  
Solid Organ ◽  
Psychomotor Skills ◽  
Solid Organ Injury ◽  
Academic Challenge

scholarly journals Redesigning a Large Lecture Course for Student Engagement: Process and Outcomes

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Leslie F Reid
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Research Approach ◽  
Group Project ◽  
Final Exam ◽  
Active And Collaborative Learning ◽  
Large Lecture ◽  
Academic Challenge ◽  
Action Research Approach ◽  
Engagement Process

Using an action-research approach, a large-lecture science course (240 students) was redesigned to improve student engagement in the areas of active and collaborative learning, faculty-student interaction and level of academic challenge. This was mainly achieved through the addition of a half-semester long group project, which replaced half of the lectures and the final exam. The course redesign did not result in more hours spent on teaching and teaching-related activities (grading, assessment preparation, lecturing, lecture preparation) for the instructor – although the redesigned course requires the support of teaching assistants for the project component. Data on students’ perceptions of the modified course and the frequency to which they participated in the engagement activities were collected using the Classroom Survey of Student Engagement (CLASSE). The majority of students reported high levels of engagement in most of the intended areas and were comfortable with the new class design. The CLASSE data also helped identify areas where intended engagement levels were not met. These areas are the focus for future course development and action research questions. Utilisant une approche de type recherche-action, un cours de science offert dans un grand auditorium (240 étudiants) a été reconfiguré afin d’amener les étudiants à s’engager davantage dans un apprentissage actif et collaboratif ainsi que dans leur interaction professeur-étudiants et à relever un défi de nature académique. Pour ce faire, la moitié des cours magistraux ainsi que l’examen final ont été remplacés par un projet de groupe. La reconfiguration du cours ne s’est pas traduite par une augmentation des heures d’enseignement ou des activités liées à l’enseignement (notation, préparation des évaluations, exposé magistral, préparation de l’exposé magistral) – bien qu’elle ait nécessité le soutien des assistants à l’enseignement pour la composante projet de groupe. Les chercheurs ont effectué un sondage en classe afin de recueillir des données sur la perception des étudiants à propos du cours modifié et sur la fréquence à laquelle ils ont participé aux activités favorisant leur engagement. La majorité des étudiants a rapporté un niveau élevé d’engagement dans la plupart des domaines souhaités et a déclaré se sentir à l’aise avec le cours reconfiguré. Les données du sondage ont également permis d’identifier les domaines dans lesquels le niveau d’engagement souhaité n’était pas atteint. Une nouvelle version du cours de même que les questions posées dans le cadre d’une autre recherche-action tiendront principalement compte de ces domaines.

scholarly journals Effects of University Preparation and Engagement on Achievement

2021 ◽  
Author(s):  
◽  
Elizabeth Marie Chinlund
Keyword(s):  
Undergraduate Students ◽  
Study Skills ◽  
School Achievement ◽  
First Year ◽  
University Preparation ◽  
Academic Challenge ◽  
University Degree ◽  
First Year University ◽  
Mainstream Students

<p>This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) programme at Victoria University of Wellington between 2008 and 2012 and the role of preparation and engagement on their achievement. Certain student behaviours, development of study skills, importance of academic challenge, and emphasis on academic support were all correlated with later university achievement. Although engagement is a highly acclaimed concept, its links to achievement were unsubstantiated. Using linear regressions, students' academic perseverance and their achievement in CUP each uniquely predicted first-year university degree programme achievement. CUP students' university achievement was higher than mainstream students with similar secondary school achievement, based on a statistical model of achievement that accounted for the relative difficulty of achieving each result. These findings indicate that the CUP programme was effective in preparing learners to access and achieve in university.</p>

Predicting Academic-Challenge Success

2019 ◽  
pp. 874-883
Author(s):  
Dante López ◽  
Luis Villaseñor ◽  
Manuel Montes-y-Gómez ◽  
Eduardo Morales ◽  
Hugo Jair Escalante
Keyword(s):  
Academic Challenge
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