Opening Up the Conversation on Literacy, College, and Career

Ivey, Gay

doi:10.1002/jaal.00012

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Student-centered plays an important role in affecting students' motivation positively. Ivey (2011) showed the positive effects of student-centered method on students' motivation in his study " Opening up the conversation on literacy, college, and career". Ivey said that student-centered learning and teaching is believed to be consistent with the view of Piaget (1963) who suggested that learners tend to develop personal meaning about the physical world through conversation and direct experience with others about similar experiences.…”

Section: Student-centered Affects Students' Motivationmentioning

confidence: 99%

“…Student-centered learning generally seeks to offer the framework and focus that allow students to take responsibility for the meta-cognitive and cognitive aspects of their learning. What is being implied through the literatures considered above is that the teacher activity of clarifying the topic, availing illustrations, or suggesting arguments for or against a certain perspective may limit the students' need to think (Ivey, 2011). If learners see the teacher's cognition as important for the progression of their own capabilities and knowledge, they are placed in a teacher-centered group of practices and experiences, making them teacher-dependent.…”

Section: Student-centered Affects Students' Social Skillsmentioning

confidence: 99%

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Implementing Learner-Centered Approach to Teaching Science in Higher Education

Alqahtani¹

2020

IRHE

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This study was to examine the effectiveness of student-centered approach to teaching science in higher education on students’ performance, students’ motivation and students’ social skills. The population in this study was 22 students who were admitted to the single subject credential program. The participants registered in Methods and Materials in Middle School Science Teaching (CI 161). Students’ science achievement was measured by using the pre-test and a post-test achievement test that created by this researcher based on expectancy and goals of the course. Also, this research used two questionnaires were conducted at the end of the academic semester to measure students’ motivation towards science learning and the second one to measure the influence of this approach on students' social skills. The result was implementing student-centered approach to teaching science in higher education has positive influences on students’ performance, students’ motivation and students’ social skills.

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Section: Student-centered Affects Students' Motivationmentioning

confidence: 99%

Section: Student-centered Affects Students' Social Skillsmentioning

confidence: 99%

Implementing Learner-Centered Approach to Teaching Science in Higher Education

Alqahtani¹

2020

IRHE

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Ready or Not

Springer¹,

Wilson²,

Dole³

2014

J Adolescent & Adult Lit

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This article discusses four essential skills students need to be prepared for college-level reading, featuring examples of what reading readiness looks like in high school seniors and teaching approaches to help students become college ready. W hen Alex began college, he was placed in a developmental reading course instead of a freshman English course. At first, the instructor considered whether or not he had been placed in the course by mistake. As the weeks progressed, the reason for his placement became clear. Alex possessed fundamental literacy skills but lacked real reading proficiency-that is, expertise in reading. When required to read increasingly complex texts, Alex would skim through them, never stopping to consider the full meaning of the text, to make connections to other class materials, or to analyze the content. He would often give up and look for ways to avoid reading and lacked the stamina to read lengthy passages. The task to get him "college-reading ready" in one semester was daunting. His instructor faced a classroom full of students like Alex who were simply unprepared for the rigors of college reading and writing.In an ideal world, the transition from high school to college reading would be seamless-students' reading skills would be scaffolded throughout high school until classroom tasks during senior year closely mirrored the literacy tasks required during the freshman year of college (Heller & Greenleaf, 2007 ). However, the gap between high school and college work-"The Great Divide" (Kirst & Venezia, 2001 )-is real and not easily closed.As a result, each semester on college campuses across the country, thousands of freshmen walk into developmental or remedial English courses. These high school graduates have often squeaked by in their high school English classes, compensating for low reading ability rather than significantly improving it, and scoring too low on national or entering exams to enroll in freshman English. As such, they are required to take additional non-credit reading and writing courses before English classes. Developmental Sheree E. Springer is a doctoral student at the University of Utah, Salt Lake City, Utah, USA and a high school English teacher in Bountiful,

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Opening Up the Conversation on Literacy, College, and Career

Cited by 2 publications

References 9 publications

Implementing Learner-Centered Approach to Teaching Science in Higher Education

Implementing Learner-Centered Approach to Teaching Science in Higher Education

Ready or Not

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