Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

Tanner, Kimberly D.

doi:10.1187/cbe.13-06-0115

Cited by 355 publications

(368 citation statements)

References 32 publications

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“…5, No. 4;2015 desirable qualification employers look for. Independency at work, together with other soft-skills ensures employers a quicker return of investment.…”

Section: Teaching Methodsologymentioning

confidence: 99%

“…5, No. 4;2015 low capacity to develop networks with students from different countries and cultural background may negatively affect academic performance. Some at-risk students come from backgrounds that include a combination of these issues.…”

Section: Characteristics Of Low Performing Studentsmentioning

confidence: 99%

“…5, No. 4;2015 mentioned by all high performing students interviewed for this investigation. Such aspects include joining study groups with other high performing students from different countries and meeting socially with students from different countries.…”

Section: Interviewsmentioning

confidence: 99%

“…5, No. 4;2015 Previous to this investigation, the most resent research on study habits and attitudes of college students was conducted by Ivan Montes in Spain (2012). Montes tracked changes in study habits in college students from the time they entered the program to the time of graduation (5 years).…”

Section: Chronology Of the Study Of Study Habitsmentioning

confidence: 99%

“…5, No. 4;2015 student might take a surface approach when studying for a regular multiple-choice exam (Nonis, 2010).…”

Section: Importance Of Study Habits Constructsmentioning

confidence: 99%

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Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

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“…5, No. 4;2015 desirable qualification employers look for. Independency at work, together with other soft-skills ensures employers a quicker return of investment.…”

Section: Teaching Methodsologymentioning

confidence: 99%

Section: Characteristics Of Low Performing Studentsmentioning

confidence: 99%

Section: Interviewsmentioning

confidence: 99%

Section: Chronology Of the Study Of Study Habitsmentioning

confidence: 99%

“…5, No. 4;2015 student might take a surface approach when studying for a regular multiple-choice exam (Nonis, 2010).…”

Section: Importance Of Study Habits Constructsmentioning

confidence: 99%

See 3 more Smart Citations

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

View full text Add to dashboard Cite

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Course‐based prefaculty training program introduces instructional methods, increases instructor self‐efficacy, and promotes professional development

Bowman

Culhane

Park

et al. 2019

Biochem Molecular Bio Educ

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Graduate student and postdoctoral teaching assistants receive highly variable preparation for instructional methods because providing such training is often expensive. Therefore, we conducted an intensive, pedagogical boot camp followed by classroom observations, structured professional development discussions about leveraging the experience on the job market, individual exit interviews, and a letter of recommendation. Our data show the participants implemented new pedagogical techniques in their classrooms, showed increased self‐efficacy, and reported appreciation for the training experience. Using a clustering analysis of instructional methods, most participants' classrooms were characterized as peer‐led collaborative work as opposed to more traditional instructor‐led pedagogies. We believe that this low‐cost, prefaculty training leads to demonstrable short‐term outcomes and is a viable option for institutions with limited resources or personnel.

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An authentic inquiry‐based laboratory module for introducing concepts about volatile‐mediated communication resulted in stronger students' self‐efficacy

Chiang

Huang

Chen

et al. 2020

Biochem Molecular Bio Educ

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Volatile‐mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry‐based laboratory module named “Microbial Talk”, which related to microbial volatile‐mediated communication, including the process of design, implementation, and assessment. First‐year biology students in this course were allowed to complete authentic microbiology research using both typical experimental techniques and knowledge related to interspecies communication. The instructor provides continued guidance and support to ensure that students are aware of their knowledge and of the choices they encountered. Pretests and posttests were implemented to evaluate the efficacy of the “Microbial Talk” and the students' experimental design ability. Assessment of the module showed that students gained self‐efficacy in executing experiments and interpreting data. In conclusion, this module is cost‐effective and it can be used to help guide students in their future when they encounter situations that need these scientific skills.

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Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity

Cited by 355 publications

References 32 publications

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Course‐based prefaculty training program introduces instructional methods, increases instructor self‐efficacy, and promotes professional development

An authentic inquiry‐based laboratory module for introducing concepts about volatile‐mediated communication resulted in stronger students' self‐efficacy

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