16,962 research outputs found

    Supporting community engagement through teaching, student projects and research

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    The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research

    Achievement motivation and self-evaluative emotions in preschool children from low-income families.

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    The current study was designed to better understand the early behavioral and emotional factors influencing young children\u27s responses to challenge, which have important implications for learning. Understanding why children respond to challenge as they do is particularly important for young children from poverty, who face many contextual factors that place them at-risk for experiencing negative academic outcomes (Brooks-Gunn, Linver, & Fauth, 2005). Previous research suggests that children adopt distinct behavioral and emotional reactions to challenge. Such reactions have been studied in terms of either achievement motivation or self-evaluative emotion research (Dweck & Leggett, 1988; Lewis & Sullivan, 2005), with achievement motivation researchers explaining behavioral responses and self-evaluative emotion researchers explaining emotional responses. The present study integrated the research on achievement motivation and self-evaluative emotions and tested a new model that described the early developmental relationship between these variables in preschool-aged children from poverty. The goals of this research were to: (1) replicate and extend upon research examining children\u27s cognitive and behavioral/motivational responses to challenge, (2) provide empirical research examining children\u27s self-evaluative emotional responses to challenge, and (3) describe and examine the relationship between achievement motivation and self-evaluative emotions within this sample. Results showed that children with mastery and attenuated-mastery oriented patterns made different patterns of verbalizations across individual challenging puzzles. Mastery oriented children were more focused throughout the entire task and engaged in more strategy-related cognitions; attenuated-mastery children initially demonstrated less focus and more negative cognitions, but became more focused and engaged in more strategy-related cognitions as they were continually presented with challenge. With regard to self-evaluative emotions, all children demonstrated increasing amounts of shame behaviors across subsequent puzzles and demonstrated more pride on the final, solvable puzzle as compared to previous, unsolvable puzzles during the task. Consistent with the proposed model, mastery oriented children demonstrated significantly fewer shame behaviors throughout the challenging puzzle task than did attenuated-mastery oriented children, suggesting that these children were interpreting challenge differently. These findings provide new information about the early development of children\u27s responses to challenge, which have important theoretical, empirical, and applied implications for supporting mastery motivation in young children from poverty

    Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

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    The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

    The role of career adaptability in skills supply

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    Designing blended learning

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    Event program

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    UNLV Undergraduates from all departments, programs and colleges participated in a campus-wide symposium on April 16, 2011. Undergraduate posters from all disciplines and also oral presentations of research activities, readings and other creative endeavors were exhibited throughout the festival

    Event program

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    UNLV Undergraduates from all departments, programs and colleges participated in a campus-wide symposium on April 16, 2011. Undergraduate posters from all disciplines and also oral presentations of research activities, readings and other creative endeavors were exhibited throughout the festival
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