This essay explores how “student success” is defined in the education literature broadly, using specific examples from CBE-Life Sciences Education from 2015 to 2020. This essay posits that success is most often implicitly defined by researchers in terms of quantitative outcomes. Recommendations for centering student voice within policy, practice, and research are provided.
Student perceptions of the supportiveness of their instructors identified five characteristics (relational, instrumental, pedagogical, personality, uncertain) and were used to compare higher and lower support-rated instructors. Higher-support instructors had more positive relational characteristics and fewer negative pedagogical characteristics.
This article discusses experimental procedure controls that can assist in producing more reliable listening task experiments for investigators. Issues addressed relate to using appropriate equipment, tape-processing procedures, and listening sessions controls.
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