Download or read book The Relationship Between Faculty Confirmation Behaviors and Community College Student Self efficacy written by Deidra Peaslee and published by . This book was released on 2016 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly half of all college students in the United States begin at community colleges, including higher numbers of students coming from backgrounds which have been historically underrepresented in higher education. Despite record numbers of new students enrolling at community colleges, the number of students who are retained at the institution long enough to be deemed successful, either through transferring or graduating remains largely unchanged and is inadequate to reduce the achievement gap. One theory is that some students enter college with little confidence in their ability to be successful and faculty members are in a unique position to impact student self-efficacy, which ultimately may impact student success. A literature review explores the different ways self-efficacy is tied to college student success and ways the classroom can be used before quantitatively assessing whether a relationship exists between confirmation behaviors employed by faculty members in the classroom and changes in reported academic self-efficacy of students. The research was conducted through a causal comparative matched pair design with Midwestern community college students during their first semester. The results support a relationship between change in self-efficacy and perceived faculty confirmation (rs= .212, n=70, p=.039*), particularly for female students (rs=.331, n=35, p=.026*) and for those students where neither parent completed a degree higher than high school (rs=.316, n=46, p=.016*).
Download or read book Student Teacher Relationship Quality Research Past Present and Future volume II written by Claudio Longobardi and published by Frontiers Media SA. This book was released on 2024-06-28 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.
Download or read book The Relationship Between Instructor Self efficacy and Online Course Success Rates at a Community College written by Denise Sara Martin and published by . This book was released on 2022 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, non-experimental, predictive correlational study was to determine if an online instructor’s perception of their own self-efficacy in student engagement, instructional strategies, classroom management, and use of computers could predict their online course success rate. As distance education continues to grow, administrators seek ways to improve students’ learning experiences and success in online courses. One method of retaining students in programs is providing instructors the needed resources to support students as they progress through a course. The participants for the current study were faculty at a community college in North Carolina who taught an online course in fall of 2020. A sample of 65 instructors were surveyed using an instrument called the Michigan Nurse Educators Sense of Efficacy for Online Teaching Scale (MNESEOTS). Collected data were analyzed using multiple linear regression, which found no significant predictive relationships between instructor self-efficacy and any of the four measured areas of student success. While this contradicts some of the literature, recommendations for future research include additional studies with increased sample sizes at more institutions and expanded surveys targeting online and seated faculty to determine if a difference between the variables exists for each of those populations. Moreover, additional research should include comparisons of the variables against course success rates.
Download or read book Handbook of Instructional Communication written by Virginia P. Richmond and published by Routledge. This book was released on 2015-10-14 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written to address the contemporary challenges facing teachers and trainers in traditional and non-traditional settings, this text offers a comprehensive collection of research focusing on the role and effects of communication in instructional environments. With accessible research for students, teachers, and educational leaders, the Handbook of Instructional Communication enhances an individual’s ability to understand instructional communication research, plan and conduct instructional communication research, practice effective instructional communication, and consult with other teachers and trainers about their use of instructional communication.
Download or read book Called to Teach written by Christy Leigh Timmons Tyndall and published by . This book was released on 2017 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers' beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one's capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of educators by exploring adjunct faculty's teaching self-efficacy and factors that influence those beliefs. In this mixed methods study, an explanatory sequential design was used to explore teaching-self efficacy among adjunct faculty at a Mid-Atlantic community college. Adjunct faculty were surveyed using the College Teaching Self-Efficacy Scale (Prieto Navarro, 2006). Data were selected from the surveys for further explanation in subsequent interviews. Quantitative and qualitative data were merged to form an overall interpretation of teaching self-efficacy and factors that influenced those beliefs. Teaching self-efficacy was highest in creating a positive learning environment, followed by overall teaching self-efficacy, and then instructional skills. Assessing student learning was rated lowest. Adjunct faculty with fewer than five years teaching experience had lower self-efficacy scores than those teaching for six or more years. Mastery experiences and feedback from students and full-time faculty mentors emerged as the most influential sources of teaching self-efficacy. Student evaluations and attending Convocation were positively correlated with scores in overall teaching self-efficacy, instructional skills, and creating a positive learning environment. Adjunct faculty identified working to accommodate the needs of a diverse range of learners as the most significant challenge to teaching self-efficacy followed by challenges related to working conditions including inadequate pay and job insecurity. Key recommendations for promoting adjunct faculty's teaching self-efficacy beliefs include increasing opportunities for interaction with departmental colleagues to share best practices and teaching resources, and offering trainings at flexible times and in creative formats on instructional skills, assessment practices, and learning theories. Improving onboarding processes, recognizing different needs of adjunct faculty based on experience, and reassessing pay and employment structures are also needed.
Download or read book Social Foundations of Thought and Action written by Albert Bandura and published by Prentice Hall. This book was released on 1986 with total page 644 pages. Available in PDF, EPUB and Kindle. Book excerpt: Models of human nature and causality; Observational learning; Enactivelearning; Social diffusion and innovation; Predictive knowledge and forethought; Incentive motivators; Vicarious motivators; Self-regulatory mechanisms; Self-efficacy; Cognitive regulators.
Download or read book Association Between Faculty and Student Self efficacy and Attitudes Toward Evidence informed Practice written by Veronica C. S. Foster and published by . This book was released on 2020 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Making a Difference written by Patricia T. Ashton and published by Longman Publishing Group. This book was released on 1986 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community College Student Success written by Victor A. Henry Ubiera and published by . This book was released on 2020 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored how community college students perceive certain faculty behaviors, its relationship with students' classroom motivators and how the perception of those behaviors and motivators predicts students' persistence and academic success. The statistics about the low rates of completion in higher education institutions is an issue that researchers and educational organizations are concerned about (Apolinar, 2013; Kolodner, 2015). Addressing this issue, a body of inquiring is focusing on the student-faculty relationship (Kezar & Maxey, 2014) revealing that faculty behaviors and student motivation are related to several students' outcomes (Lancaster & Lundberg, 2019; Wilson & Ryan, 2013). However, less is known regarding effective behaviors for community college faculty that help foster student success (Alexander, Karvonen, Ulrich, Davis, & Wade, 2012; Khandelwal, 2009). Such knowledge is needed in the Dominican Republic (DR), where the community college model is recently being implemented. The research design of this study was a quantitative descriptive and predictive nonexperimental research design, using an online survey. The sample consisted of 352 students from the first and only DR community college. The data was analyzed using independent T-Tests, ANOVA, Canonical Correlation Analysis, logistic and hierarchical multiple regressions. Overall, results indicate that faculty qualities and behaviors accounts for 48.5% in the variance in students’ classroom motivation. Findings reveal in more detail which faculty qualities and behaviors directly or indirectly have a higher influence in student motivation, persistence, and GPA. For example, it was found that encouragement behaviors such as demonstrating cares for student's well-being and praising a student for a job well done, were good predictors of student intent to persist. Fairness, such have realistic expectations for students, has significant positive correlation with students' expectancy for success, while control behaviors, such being authoritative, establishing academic goals, and managing class time, also are relevant, increasing the sense of interest and usefulness for non-traditional students. Success, usefulness, and interest when considered in isolation are good predictors of students' GPA, explaining 17%, 10%, and 6% respectively of the variance. These findings offer more detailed insights to serve as reference for building faculty development programs, fostering faculty instructional methods and practice that meets the diverse student needs in higher education contexts. This study adds to the literature base about community college student success and how it is connected with students' perceptions of faculty behaviors and classroom motivators. Also, it contributes to the empirical work to the limited amount of research currently available on the Dominican higher education context.
Download or read book An Exploration of Faculty and Staff Mentoring on High risk Community College Student Self efficacy Support Systems and Persistence written by William E. Ashcraft and published by . This book was released on 2018 with total page 646 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Clinical Faculty Training Has to Student Teacher Self efficacy written by Jennifer L. Maginnis and published by . This book was released on 2009 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Intercultural Competence Past Present and Future written by María Dolores López-Jiménez and published by Springer Nature. This book was released on 2021-01-08 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the benefits of teaching reflection upon one’s own culture to develop intercultural competence and looks into the relationship between the proficiency level of the second language and the target culture. It introduces new debates on the concept of ‘critical cultural awareness’ in intercultural learning and teaching, for example the indiscriminate use of terminologies related to the idea of ‘intercultural encounters’. Also, it provides insight into the relationship between language and culture using a new tool such as the Autobiography of Intercultural Encounters through Visual Media. The presentation of different approaches, tools, barriers, educational and cultural realities, online intercultural exchange projects and concepts such as motivation, attitudes, stereotyping, otherization, and critical cultural awareness makes this book an excellent instrument not only for teachers but also for researchers, policy-makers and private and public institutions that want to explore culture and interculturality and to promote an intercultural competence and global citizenship among its learners / users / clients and / or an interculturally-oriented language education.
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Download or read book College Self efficacy and Campus Climate Perceptions as Predictors of Academic Achievement in African American Males at Community College in the State of Ohio written by Jacquelyn R. Jones and published by . This book was released on 2014 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was (a) to provide an analysis of the levels of college self-efficacy and of the campus environmental perceptions of African American males at rural, urban, and suburban two- year community colleges in the state of Ohio and (b) to determine whether there was a statistically significant relationship between college self-efficacy, campus environmental perceptions, and academic achievement at these types of community colleges (rural, urban, and suburban) in Ohio. Further, the study examined whether academic achievement could be predicted from academic self-efficacy and campus environmental perceptions at community colleges in the state of Ohio. Descriptive statistics and a chi-squared analysis were employed in this study to determine that respondents were representative of the entire population or sample. A correlational analysis revealed a statistically significant positive correlation between college self-efficacy and campus environment. This correlation suggests that students who perceive a more positive environment tend to have higher college self-efficacy. A statistically significant positive correlation also was found between college environment and two specific dimensions of college efficacy: course efficacy and social efficacy. Multiple regression analysis revealed that college self-efficacy is a significant predictor of expected GPA among African American males in two- year community colleges, but college environment was not a statistically significant predictor. Results of the regression analysis also indicated that course self-efficacy and social self-efficacy (the two components of college self-efficacy) were statistically significant predictors of expected GPA, but college environment was not. Results of the regression analysis revealed that college self-efficacy was a statistically significant predictor of past-term GPA, but college environment was not. Neither course self-efficacy nor college environment predicted past-term GPA, whereas social self-efficacy and college environment were statistically significant predictors of past-term GPA. Additionally, results of the regression analysis showed that the interaction was not statistically significant, meaning that the influence of campus environment on academic achievement did not vary based on the level of course efficacy or on the two components of college self-efficacy (course self-efficacy and social self-efficacy) among African American males in two-year community colleges. Results of this study suggest that student affairs practitioners, administrators, faculty members, and policymakers should be present as role models for African American male community college students. Results also suggest that administrators (especially those who pair African American male students with faculty mentors) should focus on increasing the college self-efficacy of this particular student population.
Download or read book Community College Faculty Teaching Behaviors and Their Relationship to Student Success written by Francisco M. Arce and published by . This book was released on 1997 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Self efficacy in Community College Adjunct Faculty written by Jessica W. Weisel and published by . This book was released on 2015 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Relationships Between Self efficacy and Student Success and Persistence at the Community College a Dissertation written by Shelley J. Fortin and published by . This book was released on 2007 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
