The Academic Zoo: Student Profiles, Class Design and Teaching Style

Public Voices ◽  
2017 ◽  
Vol 15 (1) ◽  
pp. 79
Author(s):  
Pamela A Gibson
Keyword(s):  
Teaching Style ◽  
Teaching Styles ◽  
Educational Environment ◽  
First Year ◽  
Student Profiles ◽  
Unique Nature ◽  
First Year Seminars ◽  
Species Specific

We call it a “zoo” when we see a gathering of disorderly, out-of-control people. Yet, any zookeeper will tell you their environments are calm and organized. Knowing the unique nature of their inhabitants and accommodating their species-specific needs makes for an educational environment for all. The Academic Zoo is no different. This paper introduces four profiles of the exotic creature, the freshman, and describes how they congregate in four types of First Year Seminars.  The author proposes four teaching styles for these seminars, effective in attending to their distinct nature and keeping this zoo from becoming a circus.

Variation in vegetation cover and seedling performance of tree species in a forest-savanna ecotone

2019 ◽  
Vol 35 (2) ◽  
pp. 74-82 ◽  
Author(s):  
Hamza Issifu ◽  
George K. D. Ametsitsi ◽  
Lana J. de Vries ◽  
Gloria Djaney Djagbletey ◽  
Stephen Adu-Bredu ◽  
...  
Keyword(s):  
Vegetation Cover ◽  
Seedling Recruitment ◽  
Seedling Survival ◽  
Tree Cover ◽  
First Year ◽  
Transplant Experiment ◽  
Tree Seedling ◽  
Savanna Woodland ◽  
Specific Effects ◽  
Species Specific

AbstractDifferential tree seedling recruitment across forest-savanna ecotones is poorly understood, but hypothesized to be influenced by vegetation cover and associated factors. In a 3-y-long field transplant experiment in the forest-savanna ecotone of Ghana, we assessed performance and root allocation of 864 seedlings for two forest (Khaya ivorensis and Terminalia superba) and two savanna (Khaya senegalensis and Terminalia macroptera) species in savanna woodland, closed-woodland and forest. Herbaceous vegetation biomass was significantly higher in savanna woodland (1.0 ± 0.4 kg m−2 vs 0.2 ± 0.1 kg m−2 in forest) and hence expected fire intensities, while some soil properties were improved in forest. Regardless, seedling survival declined significantly in the first-year dry-season for all species with huge declines for the forest species (50% vs 6% for Khaya and 16% vs 2% for Terminalia) by year 2. After 3 y, only savanna species survived in savanna woodland. However, best performance for savanna Khaya was in forest, but in savanna woodland for savanna Terminalia which also had the highest biomass fraction (0.8 ± 0.1 g g−1 vs 0.6 ± 0.1 g g−1 and 0.4 ± 0.1 g g−1) and starch concentration (27% ± 10% vs 15% ± 7% and 10% ± 4%) in roots relative to savanna and forest Khaya respectively. Our results demonstrate that tree cover variation has species-specific effects on tree seedling recruitment which is related to root storage functions.

Profile of a mammalian sperm receptor

Development ◽  
1990 ◽  
Vol 108 (1) ◽  
pp. 1-17 ◽  
Author(s):  
P.M. Wassarman
Keyword(s):  
Gene Expression ◽  
Zona Pellucida ◽  
Specific Gene ◽  
Mammalian Development ◽  
Unique Nature ◽  
Mammalian Fertilization ◽  
Species Specific ◽  
Available Information ◽  
Mammalian Eggs ◽  
Sperm Receptor

Complementary molecules on the surface of eggs and sperm are responsible for species-specific interactions between gametes during fertilization in both plants and animals. In this essay, several aspects of current research on the mouse egg receptor for sperm, a zona pellucida glycoprotein called ZP3, are addressed. These include the structure, synthesis, and functions of the sperm receptor during oogenesis and fertilization in mice. Several conclusions are drawn from available information. These include (I) ZP3 is a member of a unique class of glycoproteins found exclusively in the extracellular coat (zona pellucida) of mammalian eggs. (II) ZP3 gene expression is an example of oocyte-specific and, therefore, sex-specific gene expression during mammalian development. (III) ZP3 is a structural glycoprotein involved in assembly of the egg extracellular coat during mammalian oogenesis. (IV) ZP3 is a sperm receptor involved in carbohydrate-mediated gamete recognition and adhesion during mammalian fertilization. (V) ZP3 is an inducer of sperm exocytosis (acrosome reaction) during mammalian fertilization. (VI) ZP3 participates in the secondary block to polyspermy following fertilization in mammals. (VII) The extracellular coat of other mammalian eggs contains a glycoprotein that is functionally analogous to mouse ZP3. The unique nature, highly restricted expression, and multiple roles of ZP3 during mammalian development make this glycoprotein a particularly attractive subject for investigation at both the cellular and molecular levels.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

scholarly journals La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

2016 ◽  
Vol 12 (19) ◽  
pp. 354
Author(s):  
Kouamé Nguessan
Keyword(s):  
High School ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Science ◽  
High School Science ◽  
Constructivist Pedagogy ◽  
Training Course ◽  
Science Classes

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

scholarly journals TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 130
Author(s):  
Khairiah Syahabuddin ◽  
Rahmat Yusny ◽  
Nia Zahara
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Concept Mapping ◽  
Learning Experience ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Classes ◽  
Mapping Strategy ◽  
Reading Activity ◽  
Reading Activities

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.

scholarly journals Relationship between Math Teachers’ Instructional Styles and Their Educational Philosophical Backgrounds

2018 ◽  
Vol 6 (10) ◽  
pp. 54
Author(s):  
Ercan Atasoy ◽  
Selami Yangın ◽  
Hüseyin Tolu
Keyword(s):  
Educational Philosophy ◽  
Quantitative Research ◽  
Rating Scale ◽  
Teaching Style ◽  
Teaching Styles ◽  
Education Policies ◽  
Philosophical Approach ◽  
Preference Rating ◽  
Math Teachers ◽  
Instructional Styles

The governance of a particular educational philosophy is indispensable for any developed nation in the sense of ruling and governing over its current and future political sociology. Therefore, the purpose of this study is to determine the relationships between mathematics teachers' applied instructional styles and their identified educational philosophical backgrounds. The study was conducted on 124 math teachers working in secondary schools during the 2016-2017 education years. This study aims to use a quantitative research method through the "Philosophical Preference Rating Scale" and the "Teaching Style Scale". The evidence indicates that teachers prefer personal model the most and authoritative teaching style the least. However, it is also determined that these teachers have predominantly experimentalist philosophical backgrounds. The least preferred philosophical approach is the existentialist understanding. In addition, teachers are able to predict their teaching styles, especially from idealistic, realistic, and perennial philosophical points. These indications inform us further on how and why the means of education system has remained much the same while education policies have been reformed many times throughout the recent years in Turkey.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

scholarly journals Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

2018 ◽  
Vol 21 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Markus Mattsson ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Self Regulation ◽  
Perceived Value ◽  
Peer Learning ◽  
First Year ◽  
Use Of Self ◽  
First Year Students ◽  
Student Profiles ◽  
Reported Study ◽  
High Level

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.

Cluster Analysis with General Latent Class Model

2011 ◽  
pp. 225-230
Author(s):  
Dingxi Qiu ◽  
Edward C. Malthouse
Keyword(s):  
Cluster Analysis ◽  
Statistical Models ◽  
Latent Variable ◽  
Latent Class ◽  
Latent Class Model ◽  
Teaching Style ◽  
Teaching Styles ◽  
Binary Responses ◽  
Cluster Membership ◽  
Wide Range

Cluster analysis is a set of statistical models and algorithms that attempt to find “natural groupings” of sampling units (e.g., customers, survey respondents, plant or animal species) based on measurements. The observable measurements are sometimes called manifest variables and cluster membership is called a latent variable. It is assumed that each sampling unit comes from one of K clusters or classes, but the cluster identifier cannot be observed directly and can only be inferred from the manifest variables. See Bartholomew and Knott (1999) and Everitt, Landau and Leese (2001) for a broader survey of existing methods for cluster analysis. Many applications in science, engineering, social science, and industry require grouping observations into “types.” Identifying typologies is challenging, especially when the responses (manifest variables) are categorical. The classical approach to cluster analysis on those data is to apply the latent class analysis (LCA) methodology, where the manifest variables are assumed to be independent conditional on the cluster identity. For example, Aitkin, Anderson and Hinde (1981) classified 468 teachers into clusters according to their binary responses to 38 teaching style questions. This basic assumption in classical LCA is often violated and seems to have been made out of convenience rather than it being reasonable for a wide range of situations. For example, in the teaching styles study two questions are “Do you usually allow your pupils to move around the classroom?” and “Do you usually allow your pupils to talk to one another?” These questions are mostly likely correlated even within a class.

scholarly journals On teaching styles of water educators and the impact of didactic training

2012 ◽  
Vol 16 (10) ◽  
pp. 3677-3688 ◽  
Author(s):  
A. Pathirana ◽  
J. H. Koster ◽  
E. de Jong ◽  
S. Uhlenbrook
Keyword(s):  
Creative Thinking ◽  
Response Rate ◽  
Teaching Style ◽  
Teaching Styles ◽  
University Teaching ◽  
Teaching Staff ◽  
Certification Program ◽  
Didactic Training ◽  
Before And After ◽  
The Impact

Abstract. Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

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