Addressing Misconceptions in Secondary Geometry Proof

2019 ◽  
Vol 112 (6) ◽  
pp. 410-417
Author(s):  
Michelle Cirillo ◽  
Jenifer Hummer
Keyword(s):  
Students Success ◽  
Geometry Proof

Use these ideas to diagnose and address common conceptual obstacles that inhibit students' success.

Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

2020 ◽  
Vol 5 (2) ◽  
pp. 463-478
Author(s):  
Elizabeth Crais ◽  
Melody Harrison Savage
Keyword(s):  
Detailed Examination ◽  
Career Expectations ◽  
Doctoral Preparation ◽  
Creative Solutions ◽  
Phd Education ◽  
Doctor Of Philosophy ◽  
First Time ◽  
Students Success ◽  
Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

Pedagogical Explanation Methods of Teaching Matrix Programming Operations: Effects on Students’ Achievements in IPCs

2015 ◽  
Vol 1 (3) ◽  
pp. 69
Author(s):  
Arjan Skuka
Keyword(s):  
Programming Languages ◽  
Teaching And Learning ◽  
Computer Programming ◽  
General Level ◽  
Control Group ◽  
Group Model ◽  
Computer Engineering ◽  
Success Rates ◽  
Engineering Department ◽  
Students Success

Despite the fact that introductory programming courses (IPCs) are taught at universities for more than thirty years, students still find computer programming very difficult to learn. Programming pedagogy deals with the methods and principles of teaching and learning computer programming. The programming pedagogical approaches that have been proposed to increase the efficiency of teaching and learning computer programming mostly focus on the tools, paradigms, programming languages and environments used in IPCs. To increase significantly the students’ success rates in IPCs, these approaches should be complemented with pedagogical explanation (PE) methods. This research is focused on a PE method of teaching sequential search of a matrix row (SSMR). The research was designed as experimental study with pretest-posttest control group model, involving students of Computer Engineering department Izmir University. While the experimental group was subjected to a pedagogical explanation method, a traditional explanation method was applied in the control group. To collect the research data, an achievement pretest, posttest and a questionnaire were developed and applied. The research findings showed the effectiveness of teaching SSMR by using a PE method. This method positively influenced students’ level of topic comprehension, which consequently improved their achievements. In order for students to understand better the other matrix programming operations, similar PE methods should be developed and used in IPCs. On a more general level, the results of this research suggested that PE methods should be developed and used for other topics that students usually find difficult to understand in IPCs. Using these methods can be a very important factor in significantly increasing students’ success in IPCs.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

Embracing School Counselors’ Situatedness: Data-Based Decision Making as Fulfillment of a Complex Identity

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110119
Author(s):  
Brett Zyromski ◽  
Catherine Griffith ◽  
Jihyeon Choi
Keyword(s):  
Decision Making ◽  
School Counselors ◽  
School Counselor ◽  
Use Of Data ◽  
Counselor Identity ◽  
Using Data ◽  
Definition Of ◽  
Support Students ◽  
Students Success ◽  
Data Based Decision Making

Since at least the 1930s, school counselors have used data to inform school counseling programming. However, the evolving complexity of school counselors’ identity calls for an updated understanding of the use of data. We offer an expanded definition of data-based decision making that reflects the purpose of using data in educational settings and an appreciation of the complexity of the school counselor identity. We discuss implications for applying the data-based decision-making process using a multifaceted school counselor identity lens to support students’ success.

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