The concept of integrity in relation to failing and marginal students

2017 ◽  
pp. 181-202
Author(s):  
Cherie Appleton ◽  
Carole Adamson
Keyword(s):  
Marginal Students

scholarly journals An Analysis of the Causes and Countermeasures of the Phenomenon of “Marginal People” in Classroom Teaching at the Aspect of Teachers

2020 ◽  
Vol 9 (7) ◽  
pp. 238
Author(s):  
Jiayi Wu
Keyword(s):  
Classroom Management ◽  
Classroom Interaction ◽  
Classroom Teaching ◽  
Literacy Teaching ◽  
Classroom Space ◽  
Psychological Differences ◽  
Marginal Students ◽  
The Face ◽  
Left And Right ◽  
The Impact

The “Marginal People” in classroom teaching refer to those who are ignored or even excluded by teachers and other students because of their own reasons (physical and psychological differences) in classroom teaching activities. The “Marginal People” in classroom teaching are widespread, and their distribution areas are mainly concentrated in the edge of the classroom space, that is, the left and right sides and the back row, and it is more common in the classroom of teachers who do not pay attention to classroom interaction, boring lectures and straight intonation. The reasons for the emergence of marginal students are complex, among which teachers, as educators of the younger generation, need to bear a large part of the responsibility, such as: teacher literacy, teaching design, classroom management and other aspects of the impact on students. In the face of these problems, teachers should make corresponding adjustments and improvements.

scholarly journals A Sucessful Academic Upgrading Programme Follow-up Over Five Semesters

1980 ◽  
Vol 10 (2) ◽  
pp. 85-101
Author(s):  
Arthur M. Sullivan ◽  
Paul Wilson
Keyword(s):  
Academic Performance ◽  
The Other ◽  
Factors Associated ◽  
Marginal Students ◽  
Regional College ◽  
Memorial University Of Newfoundland ◽  
Academic Results

This paper describes a programme which attempted to upgrade prospects of students entering Memorial University of Newfoundland Regional College in Corner Brook in September of 1976. The elements of the programme are described and results are presented which compare the academic performance of marginal students who parti- cipated in the programme with that of those marginal students who did not. The students were followed up for over a further four academic semesters and their academic results were compared at the end of each semester. The results demonstrate that except for a brief drop at the end of the second semester, the results of the students who participated in the programme were clearly superior to that of those in the com- parison groups for each of the other semesters. The factors associated with these differ- ences and their implications for further academic upgrading programmes are discussed.

Student Peer Mentoring: A Tool for Clinical Educators

2011 ◽  
Vol 14 (1) ◽  
pp. 29-35
Author(s):  
Gary J. Rentschler ◽  
Rachel M. Gasior
Keyword(s):  
Peer Mentoring ◽  
Clinical Teaching ◽  
Clinical Learning ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Marginal Students ◽  
Language Pathology ◽  
Teaching Paradigm ◽  
Student Mentor

Peer mentoring has been shown to provide benefits in a variety of situations in several professions. To facilitate clinical learning in speech-language pathology, a clinical teaching paradigm utilizing student peer mentoring was constructed. The roles of the student mentor and the mentees are reported and the benefits of this paradigm are discussed. Student peer mentoring may be a useful tool in supporting marginal students in clinical learning.

Empowering the Marginal Student: A Skills-Based Extra-Credit Assignment

1995 ◽  
Vol 22 (3) ◽  
pp. 189-192 ◽  
Author(s):  
Ellen N. Junn
Keyword(s):  
Test Performance ◽  
Study Skills ◽  
Study Strategies ◽  
Drop Out ◽  
Control Group ◽  
Credit Assignment ◽  
Final Exam ◽  
Extra Credit ◽  
Marginal Students ◽  
Credit Points

A simple extra-credit assignment explicitly rewarded marginal or failing students for improving their learning and study strategies. The instructor approached individual students who were at risk for failing the course following the midterm exam and gave them the option of earning extra-credit points for regularly documenting a variety of effective learning and study skills. In contrast to control groups of matched marginal students and of nonfailing students, those attempting the extra-credit assignment improved their test performance from midterm to final exam. They were more likely to earn at least a grade of C and less likely to drop out of the course than the matched control group. They also evaluated the experience quite positively.

Psychosocial Competence Differences among Adolescents on Entering Group Counseling

1979 ◽  
Vol 44 (3) ◽  
pp. 811-822 ◽  
Author(s):  
Forrest B. Tyler
Keyword(s):  
High School Students ◽  
Black Students ◽  
Social Desirability ◽  
Group Counseling ◽  
Coping Style ◽  
School Students ◽  
Psychosocial Competence ◽  
Effective Functioning ◽  
Marginal Students ◽  
Behavioral Attributes

The psychosocial competence characteristics of 245 high school students were assessed as they entered group counseling. Differences in race, sex, and status as exemplary or marginal student confirm that different groups are functioning in significantly different ways. Differences in status as exemplary and marginal students support Tyler's tripartite competence configuration of self-attitudes, world-attitudes, and behavioral attributes. Social desirability orientation was also a component of effective functioning. Exemplary (“getting their lives together well and handling school well”) students' characteristics provide a model of effective functioning against which to judge improvement. They are more internal and more active copers than marginals; further for them internality, trust, social desirability, and active coping style are correlated. Black students are more active copers than whites, more social-desirability oriented and more system-blaming with regard to prejudice. They are not less trusting; yet, for them system blame is negatively related to trust, social desirability, and internality. These differences suggest that blacks are actively trying to discover the rules which will permit them to survive in a perceived alien environment.

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