Towards a Tool for Measuring Student Role Mastery

Black students attending historically White institutions of higher education experience racism, racial microaggressions, racial stress, and consequent racial battle fatigue (RBF; Franklin et al., 2014). We examined Black counseling and clinical graduate students’ (BGS) experiences of psychological, physiological, and behavioral RBF across their roles as students in class, advisees, and supervisees and differences in RBF experiences by gender and race. Participants were 57 counseling and clinical graduate students who identified as Monoracial, Biracial, or Multiracial Black. One-way, repeated measures analysis of variance results showed that BGS experienced the highest levels of RBF in their student-in-class role, and those experiences differed for women and men. Results suggest that the RBF framework has utility for measuring and further understanding how BGS’ student role and learning contexts influence their postsecondary experiences and how institutions can develop better supports for this student population.

Download Full-text

How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives

10.15760/etd.1828 ◽

2000 ◽

Author(s):

Joseph Zenisek

Keyword(s):

High School ◽

Role Identity ◽

Teacher Perspectives ◽

Student Role ◽

Rural High School

Download Full-text

Detecting Problems of Coexistence

Creating a Sustainable Vision of Nonviolence in Schools and Society - Advances in Religious and Cultural Studies ◽

10.4018/978-1-5225-2209-6.ch008 ◽

2017 ◽

pp. 134-161

Author(s):

Carlos Monge López ◽

David Montalvo Saborido ◽

Juan Carlos Torrego

Keyword(s):

School Context ◽

Student Role ◽

Education Managers

Coexistence, democracy, citizenship, peace, tolerance, respect, cooperation, empathy and other similar terms are some concepts that make up the principles and aims of present education. For this reason, education managers design, develop and assess processes that try to reduce problems of coexistence. The main aim of this chapter is to show strategies for detecting problems of coexistence at school and to analyze the students' role in these processes. The background of the chapter is based on the following topics: school as a conflictive place, types of problems in coexistence, definitions and characteristics of the term conflict and models to improve coexistence at schools. After considering these ideas, the next step involves the analysis of some strategies for detecting problems of school coexistence. An important part of these strategies emphasizes student role in this task. However, students are often not properly trained to detect problems of coexistence at schools. Consequently, there are some processes for creating a school context based on democratic resolution of conflicts.

Download Full-text

Detecting Problems of Coexistence

Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions ◽

10.4018/978-1-7998-5360-2.ch028 ◽

2021 ◽

pp. 572-599

Author(s):

Carlos Monge López ◽

David Montalvo Saborido ◽

Juan Carlos Torrego

Keyword(s):

School Context ◽

Student Role ◽

Education Managers

Coexistence, democracy, citizenship, peace, tolerance, respect, cooperation, empathy and other similar terms are some concepts that make up the principles and aims of present education. For this reason, education managers design, develop and assess processes that try to reduce problems of coexistence. The main aim of this chapter is to show strategies for detecting problems of coexistence at school and to analyze the students' role in these processes. The background of the chapter is based on the following topics: school as a conflictive place, types of problems in coexistence, definitions and characteristics of the term conflict and models to improve coexistence at schools. After considering these ideas, the next step involves the analysis of some strategies for detecting problems of school coexistence. An important part of these strategies emphasizes student role in this task. However, students are often not properly trained to detect problems of coexistence at schools. Consequently, there are some processes for creating a school context based on democratic resolution of conflicts.

Download Full-text

Preparing Teachers to Implement Technology

Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0120-6.ch021 ◽

2016 ◽

pp. 551-576

Author(s):

Stephen J. Pape ◽

Sharilyn K. Owens ◽

Douglas T. Owens ◽

Karen E. Irving

Keyword(s):

Professional Development ◽

Randomized Control Trial ◽

Algebra I ◽

Role Play ◽

Development Program ◽

Group Instruction ◽

Student Role ◽

Knowledge Growth ◽

Technology Instruction ◽

Randomized Control

The Classroom Connectivity for Mathematics and Science (CCMS) program was a randomized control trial to examine the efficacy of Classroom Connectivity Technology (CCT) in Algebra I. CCT is a type of technology that allows the teacher to wirelessly communicate with his or her students' handheld calculators. Students in the classes that implemented CCT outperformed their comparison counterparts with effect sizes ranging from 0.19 to 0.37 (Irving et al., 2014; Pape et al., 2013). In this chapter, the professional development program that supported participating teachers to implement the technology is described. Categories of professional development activities including pedagogical instruction, modeling pedagogy, technological pedagogical instruction, technology instruction, student role-play, practice, small-group instruction, and participant presentation are presented in relation to their potential for supporting teacher participants' knowledge growth. Recommendations for the training of teachers to implement technology will be explicated.

Download Full-text

I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism

SAGE Open ◽

10.1177/2158244018822382 ◽

2019 ◽

Vol 9 (1) ◽

pp. 215824401882238 ◽

Cited By ~ 2

Author(s):

Jennifer A. Strangfeld

Keyword(s):

Cultural Capital ◽

Minority Students ◽

Academic Dishonesty ◽

First Generation ◽

Writing Skills ◽

Student Role ◽

Racial Minority Students ◽

Student Plagiarism ◽

Class Hierarchies ◽

Educational Histories

This research explores how college students’ broader educational histories affect their decisions to plagiarize. While research typically categorizes plagiarism as intentional or unintentional, explanations revealed in interviews of first-generation, working-class, and/or racial minority students suggests that these typologies inadequately capture the complex reasons some students express for plagiarizing. Specifically, students in this study plagiarize primarily because they are concerned that not only are their vocabulary and writing skills subpar, but that they do not fit into the college student role. Their explanations are situated within Bourdieu’s framework of cultural capital, whereby students’ decisions to plagiarize are rooted in the outcomes stemming from educational practices that reinforce class hierarchies. Consequently, students’ plagiarism experiences are contextualized within their broader educational histories rather than limited to the immediate circumstances surrounding their academic dishonesty.

Download Full-text