Thesis (Ph.D.) - University of Central England in Birmingham, 1999.
|Contributions||University of Central England in Birmingham.|
|The Physical Object|
|Pagination||278, xlvii p. ;|
|Number of Pages||278|
(, ) also found that student perceptions of learning were highly correlated with their overall ratings of teaching effectiveness. Another advantage of student perceptions of learning over final course examination scores is that the latter are limited to multisection courses that use a . The study of students’ perception regarding quality education has drawn much attention in the previous researches. Quality is a perceptual, conditional and somewhat subjective. The result of this study shows how and which student perceptions that change while students go through an educational experience. The conclusions that can be drawn are that perceptions of learning, responsibility and engagement change over time while perceptions of File Size: 4MB. Student expectations and perceptions of higher education: Students’ approach towards higher education are greatly determined by their frame of reference. Therefore, the quality of an institution should be based on what a student is looking for in an institution rather than mere academic reputation.
Wotherspoon and Schissel () give an account of an alternative education program in Prince Albert, Saskatchewan called the Won Ska Cultural School. This is a community-based school that offers mentoring to marginalized children and youth. The school is described as demo-cratic, as students have an active voice in their educational development. Perceptions can make parents feel excluded or included, as well as valued or devalued. Perception can therefore encourage parents to interact with staff and school administrators or perception can make them hesitant and defensive. Parent perceptions can be influenced by the child and how their perceptions of school are conveyed to the parents. A questionnaire to measure student perception of research integration in university courses was constructed in various rounds. The initial item bank contained 79 items, including items related to tangible and intangible aspects (Neumann ).Items related to tangible aspects were loosely based on Healey et al. and Verburgh and Elen ().Items related to intangible aspects were loosely . Undergraduate students in a midsized, private university taking a marketing course were surveyed about their social media usage and preferences as well as their perceptions regarding the use of social media in higher education. Additional qualitative data collection with students probed into motivations for social media use in education as well.
Federico Waitoller provides a complete picture of the interaction among school choice, urban histories, and educational stratification within a critical study of ableist racism. Told from the perspective of parents fighting for their children’s educational rights, Excluded by Choice neither asks easy questions nor offers facile answers. The reader walks away with a humanizing story about the . • Early experiences in college, especially with developmental education, orientation, and student success courses • Beliefs about and experience of determining a program of study • Institutional supports for, or barriers to, completion • Use of technology as it related to their community college experiences (current students). Students are also able to learn from their lived experiences and understand patient needs by understanding their view points and their abilities as a nurse to provide care: ‘I learn more about myself and my own attitude and perhaps the attitudes of others’ [student] (Stirling, , p. 40). The second study (Pitt et al. ) examined student perceptions of two pieces of OER that were used to help students improve in their mathematics and personal development skills. These OER were used in a variety of pilot projects, including as resources for community college students who had failed mathematics entrance exams.