scholarly journals Quantitative And Qualitative Results: Cooperative Learning Implementation With Hispanic Community College Freshmen

2013 ◽  
Vol 9 (4) ◽  
pp. 345-350
Author(s):  
Bobbette M. Morgan ◽  
Ruth A. Keitz ◽  
Lori Wells
Keyword(s):  
Cooperative Learning ◽  
College Freshmen ◽  
Hispanic Students ◽  
Art Appreciation ◽  
Behavioral Learning ◽  
Social Interdependence ◽  
First Semester ◽  
Hispanic Community ◽  
First Time ◽  
Compare And Contrast

Five classes of Art Appreciation first semester undergraduate Hispanic students assigned to one professor were selected to experience cooperative learning over a full semester. Pre-semester surveys and post-semester surveys were completed by 104 Hispanic freshmen college students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of base groups of two. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the first time college freshmen to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner.

scholarly journals Undergraduate Hispanic Student Response To Cooperative Learning

2010 ◽  
Vol 6 (1) ◽  
pp. 7-12 ◽  
Author(s):  
Bobbette M. Morgan ◽  
Graciela P. Rosenberg ◽  
Lori Wells
Keyword(s):  
Cooperative Learning ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Student Response ◽  
Hispanic Student ◽  
Behavioral Learning ◽  
Social Interdependence ◽  
The University ◽  
Compare And Contrast ◽  
Base Group

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner.

scholarly journals Cooperative Learning With Undergraduate Hispanic Students: Results And Professors Interviews

2008 ◽  
Vol 4 (10) ◽  
pp. 41-46
Author(s):  
Bobbette M. Morgan ◽  
Bret Lefler ◽  
Ruth A. Keitz
Keyword(s):  
Cognitive Development ◽  
Cooperative Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Hispanic Students ◽  
Individual Learning ◽  
Lessons Learned ◽  
Behavioral Learning ◽  
Social Interdependence ◽  
The University

Classes of undergraduate Hispanic students assigned to two professors were identified to determine the level of cooperative learning being implemented and to allow the professors to reflect on their experiences over a full semester. Pre-semester and post-semester surveys were completed by each of the undergraduate students. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to determine their experiences in: 1) individual learning, and 2) learning with a partner(s). Interviews of the professors are included. Results of the surveys were analyzed. Results are reported. The authors also share lessons learned.

scholarly journals Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students

2011 ◽  
Vol 4 (2) ◽  
pp. 1 ◽  
Author(s):  
Bobbette M. Morgan ◽  
Alma D. Rodriguez ◽  
Graciela P. Rosenberg
Keyword(s):  
Graduate Students ◽  
Cooperative Learning ◽  
Undergraduate Education ◽  
University Education ◽  
Cooperative Groups ◽  
Education Students ◽  
Behavioral Learning ◽  
K 12 ◽  
Student Reflections ◽  
Compare And Contrast

Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by 23 graduate and 57 undergraduate education students to compare and contrast knowledge about their experiences working cooperatively and specifically in a jigsaw format that included the role of expert, preparation pairs, and in groups of three where positive interdependence is structured through resource interdependence with a summary by the professor. Anonymous student reflections about their experiences were also collected. Results are analyzed and shared. Cooperative learning requires much more than simply putting students in groups as many university education students believe. By giving undergraduate and graduate students the opportunity to work in jigsaw groups this project increased the awareness of the pre-service and in-service educators concerning cooperative groups using structured jigsaws. As they experienced challenges in working cooperatively themselves, they began to discuss and plan how these challenges might occur with K-12 students and how the challenges could be met through how they design lessons for their classrooms.

scholarly journals A Q Methodology Study of Supervisee Roles Within a Counseling Practicum Course

2021 ◽  
Vol 11 (1) ◽  
pp. 1-15
Author(s):  
Eric R. Baltrinic ◽  
Ryan M. Cook ◽  
Heather J. Fye
Keyword(s):  
Clinical Supervision ◽  
Q Methodology ◽  
Counseling Students ◽  
Future Research ◽  
First Semester ◽  
Practicum Students ◽  
Components Analysis ◽  
Counseling Practicum ◽  
First Time ◽  
Q Sort

Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees’ perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample of seven counseling practicum students, a doctoral co-instructor, and a counseling practicum instructor engaged in a first-semester counseling practicum course. Principal components analysis with varimax rotation of Q-sort data revealed three factors depicting supervisee roles (i.e., Dutiful, Discerning, and Expressive Learners). Implications for applying findings to improve supervision instruction and student learning are discussed, including limitations and future research suggestions.

scholarly journals Transforming the Learning Environment of Undergraduate Physics Laboratories to Enhance Physics Inquiry Processes

2017 ◽  
Vol 8 ◽  
Author(s):  
Gregory P. Thomas ◽  
Al Meldrum ◽  
John Beamish
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
First Year ◽  
First Semester ◽  
Physics Laboratory ◽  
Physics Classes ◽  
Mixed Method Design ◽  
Physics Laboratories ◽  
First Time ◽  
Academic Year

Concerns persist regarding the lack of promotion of students’ scientific inquiry processes in undergraduate physics laboratories. The consensus in the literature is that, especially in the early years of undergraduate physics programs, students’ laboratory work is characterized by recipe type, step-by-step instructions for activities where the aim is often confirmation of an already well-established physics principle or concept. In response to evidence reflecting these concerns at their university, the authors successfully secured funding for this study. A mixed-method design was employed. In the 2011/2012 academic year baseline data were collected. A quantitative survey, the Undergraduate Physics Laboratory Learning Environment Scale (UPLLES) was developed, validated, and used to explore students’ perceptions of their physics laboratory environments. Analysis of data from the UPLLES and from interviews confirmed the concerns evident in the literature and in a previous evaluation of laboratories undertaken in 2002. To address these concerns the activities that students were to perform in the laboratory section of the course/s were re/designed to engage students in more inquiry oriented thinking and activity. In Fall 2012, the newly developed laboratory activities and tutorials, were implemented for the first time in PHYS124; a first year course. These changes were accompanied by structured training of teaching assistants and changes to the structure of the evaluation of students’ laboratory performance. At the end of that term the UPLLES was administered (n = 266) and interviews with students conducted (n = 16) to explore their perceptions of their laboratory environments. Statistically significant differences (p<.001) between the students in the PHYS 124 classes of 2011/2012 and 2012/2013 across all dimensions were found. Effect sizes of 0.82 to 1.3, between the views of students in the first semester physics classes of 2011/2012 and 2012/2013, were also calculated suggesting positive changes in the laboratory inquiry orientation. In their interviews, students confirmed and detailed these positive changes while still noting areas for future improvement.

There’s Gonna Be Flames, There’s Gonna Be Fighting, There’s Gonna Be Rebellion!

2017 ◽  
Author(s):  
Chris Myers Asch ◽  
George Derek Musgrove
Keyword(s):  
Middle Class ◽  
Participatory Democracy ◽  
Self Determination ◽  
Community Control ◽  
Local Power ◽  
Mayoral Election ◽  
Hispanic Community ◽  
Mount Pleasant ◽  
First Time ◽  
The City

The chapter charts the decade between the April 1968 riots and Marion Barry’s victory in the 1978 mayoral election. The nation’s capital witnessed a remarkable political revolution during this unpredictable period of citizen-driven politics, cultural and political experimentation, and swift change. D.C. gained a measure of local power for the first time in nearly a century, and Washingtonians of all races – including a growing Hispanic community in the Adams Morgan/Mount Pleasant neighborhoods – pushed for self-determination, community control, and participatory democracy. The transformation was tumultuous, marked by devastating riots, surging crime, and middle-class flight from the city. Politics was often uncivil and chaotic as Washingtonians struggled to be heard in a clamorous era marked by attacks on authorities – Congress, the police, city planners, developers, and others. But for city residents unused to local political power – and particularly for black Washingtonians – it was a thrilling, hopeful time.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

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