elp them to better understand how their own cultural predilections may need to change and what kind of changes are needed, and how they can adapt their approaches to learning to match the expectations of a particular learning environment

but in a long-term oriented culture, students may perceive the long-term goals as getting a good understanding of the subject, and hence work towards this goal

n the so called shame cultures (such as Japanese), the possible criticisms from the audience and peers are taken very seriously, and behaviour is moulded on avoidance of such criticism as far as possible. In guilt cultures, on the other hand, the actions are determined by whether they conform to a set of internal norms that may be called conscienc

Thus the students, even in a different culture, would be simply too shy or scared to question the teachers, come out with original answers or extend the point to unfamiliar situations. In a study, teachers from a Western society, with a low power distance

he students’ perception of what their teachers want will influence the outcome. Thus, the approaches to learning in societies with different power distances can be expected to differ

embedded in the logic of that particular culture, and hence reveal collective patterns at a macro leve

while individual excellence is nourished and celebrated in individualistic cultures. In collectivistic cultures, harmony in the group is encouraged, and great emphasis is placed on group norms.

‘What is the relationship between the dominant approaches to learning of the members of a country/community and the culture of that country or community?’

n this paper, our focus is on approaches to learning and our objective is to explore the relationship between the dominant approaches to learning in different cultures and the generic attributes of the cultures

t peer learning may be one way to improve well-beingfor college students attending four-year institutions in the USA

suggesting that males may derive more benefit from peer learning inregards to developing Environmental Mastery traits

Results suggest that engagement in peerlearning may help students develop some of the Purpose in Life traits

These results suggest thatpeer learning has a positive influence on students’overall psychological well-being regard-less of their sex, race, or academic ability

that peer learning positively influences psychological well-being hasyet to be tested with longitudinal data

This, in turn, leads tostudents who are less likely to persist in college.

rior research suggests that forfirst-year college students well-being is associatedwith physical health, life satisfaction, and social support

sychologicalwell-being is defined as‘the ability to develop, maintain, and appropriately modifyinterdependent relationships with others to succeed in achieving goals

perceive that they can reach their goals if the other individuals with whom they arecooperatively working also reach their goals, promoting each other’s efforts to achievegoals

individuals share common goals and each person’s success is affected bythe action of the other’(789), and where outcomes are influenced by individual factorsand by interactions with peers.

These results have been shown to be consistentacross a variety of educational settings and cultural backgrounds, making peer learninga highly useful and important pedagogical method for helping students learn.

one of the dominant instructional practices throughout the world

the acquisition of knowledge and skill through active helping and supporting amongstatus equals or matched companions

). However, some scholars have distinguished between cooperative and collaborativelearning by positing that these two approaches to peer learning lie along a continuumdefined by how highly structured each approach is–that is, cooperative learning is morehighly structured while collaborative learning is less structured

The purposeof this study is to examine the association between exposure to peer learning in the under-graduate classroom and psychological well-being after four years of college, using a longi-tudinal study design.

facilitated the use of various student engagement techniques and also inspired instructors and students with an array of pedagogical choice

active learning spaces require more accountability for learning by students due to the few physical barriers between them and their instructors

disorienting or distracting.

these conditions allowed for faculty to holistically engage students in learning

audio visual tools

and for students to create and share knowledge

“erased the line” between instructors and students which encouraged interaction and led students to feel closer personal connections with their instructor and their peers,

concepts or contents representing references to active learning and motivation, reflection, and self-monitoring of learning; attribute codes were used to identify data relating to attributes of the classroom design, and descriptive codes identified the affordances the space provided. Value codes highlighted participants’ descriptions of participants’

physical environment of the ALC provides affordances for learning behaviors and pedagogical practices that support student engagement in the learning process.

An affordance refers to the perceived and actual properties of objects or environments that determine how the object or environment could be used

The purpose of this qualitative case study was to investigate how an active learning classroom (ALC) at ISU influenced student engagement

The “traditional” college classroom, with a fixed, lecture-style configuration, does not match what we know about how students learn nor how students expect to learn

with the concepts presented (Brophy, 1986). When imple-mented accurately, appropriately, and withfidelity, model-ing, OTRs, and feedback serve as ways in which teacherscan directly improve student learning and instruction,which, in turn, promotes academic, behavioral, and emo-tional success for students.

researchers found incorporating some nega-tive feedback is also useful in curtailing inappropriatebehavior

Positive feedback has been shown toincrease complianc

ho naturally employ more positive feedback thantheir colleagues have more highly engaged students

for students with the most challenging behavior

and a mixed method of responding (i.e., 70%choral and 30% individual OTRs) was slightly better thanonly choral responding

an academic question, prompt, or task presented by ateacher and eliciting active student response

hink-aloudsdemonstrate the internal thought process used by the teacherand provide students with an opportunity to witness theexpert thinking that is typically hidden and thus an abstractconcept to the students

In other words, effective modelingshould have a narrowed focus and direct students’attentionto the significant aspects of the desired skills and behaviors.

The quality of teacher modeling directly affects students‘behavior and ability to apply learned concepts

Findings indicated that teacher modeling positively increasedstudents’on-task behavior by nearly three standard devia-tions above baseline

ncreasing students’behavioralengagement holds promise as a way to increase student learn-ing and performance

Findings demonstrated thatteacher support is an important factor in student engagementas reported by students and teachers.

urthermore, students with higher levels of engagementare more likely to earn higher grades and standardized testscore

ideas

further close achievement gaps and inspire more students to persist academically, both in the short and long term.

On the one hand, being offered fi nancial compensation for each “A” earned can provide students a reason to value learning, particularly when the student lacks any other value for the activity.

It is important to note that these interventions are not “magic bullets” that can work for all students in all situations

students are guided through instruction on the 11 aspects of the whee

These feelings of belonging uncertainty can lead to students with-drawing from the academic experience and result in poorer learning and health outcomes

identify with groups of students who are stereotyped to under-perform

through opportunities for choice in the classroom

ncrease students’ percep-tions of the relevance of academics to their lives

low ability to underscoring the importance of effort and the notion that achievement was amenable to change.

Many of these interventions provide students with training about ascribing academic success to things that are within their control (e.g., effort) and that academic diffi culties can be overcome

if they experience signifi cant cost preventing them from engaging in that task

human values correspond to distal factors in the model of achievement behaviors (e.g., the cultural milieu, student’s goals), whereas task values refer to perceptions of the task at hand (i.e., how valuable a task is in attaining a particular goal)

reward

cost refl ects the perceived negative aspects of a task

Thus, an academic activity can lack intrinsic value yet have high utility value

inherent enjoyment or satisfaction an individual perceives that he or she will obtain from engaging in a task

xed

248Moreover, effort and task diffi culty can be infl uenced directly by the student and teacher ( controllable ), whereas current ability and luck cannot ( uncontrollable )

For example, attribution theory posits that individuals frequently attribute success and failure to perceived causes such as ability, effort, perceived task diffi culty, or luck.

1

The level of specifi city corresponds to the predictive power of self-concept, with more speci-fi city in the self-concept construct and outcome yielding more powerful results

For instance, positive educational outcomes can enhance self-concept just as higher levels of self-concept can yield more positive outcomes

By identifying the sources of expectancy and value amenable to change, we can help practitioners diagnose why students like Amanda struggle and how teachers and schools can purposefully increase student motivation.

Even though adults see these standards and associated learning activities as necessary and important to facilitate student learning, why would students be motivated to engage in these academic tasks?

heightens the risk that more students will fail and leave the educational system

connection

The use of rubrics with clearly described criteria for evaluation can also help to shift the focus to learning

Even so, students benefit when teachers attempt to maximize students’ opportunities to take owner-ship of their educational experience

autonomous when teachers provide an opportunity for them to express their opinions

to attribute failure to internal, unstable, and control-lable causes (e.g., lack of effort, poor strategy use) rather than internal, stable, and uncontrollable causes (e.g., low ability)

enhance student motivation described previously can also be beneficial to students’ emotion

can undermine students’ learning

mastery, with a focus on developing competence, and per-formance, with a focus on demonstrating competence and outperforming others

students

task perceived as useful

Students randomly assigned to receive instruction on how the brain develops and can grow were more likely to endorse a growth mind-set and had higher academic performance

growth mind-set

individual

observe similar models successfully demonstrate a task

Self-efficacy is future-oriented, reflecting students’ beliefs about what they will be able to do, and is specific to a task

Valence and activa-tion further describe emotion

As such, altering educational contexts offers ample opportunity to support more adaptive forms of motivation

Motivation refers to the pro-cesses of both initiating and sustaining behavior

wo domains share skills

This is likely because performance-contingent rewards and proximal goals each provideinformation to learners about their progress

Having students verbalize the strategy as they apply it

Goal setting and self-efficacy are powerful influences on academic attainments

In fact, African Americans often maintain a sense ofoptimism even in the face of social and economic disadvantage

should not be expected whenstudents receive clear performance information about their capabilities or progress in learning.

. Some researchers have argued that gender differences in social,personality, and academic variables may actually be a function of gender orientation—thestereotypic beliefs about gender that students hold—rather than of gender

As they grow, children gain task experience and engage more often in peersocial comparisons, which improve the accuracy of their self-assessments

fficacious about accomplishing difficult tasks; even being provided with feedback indicatinglow performance may not decrease self-efficacy

Classrooms that allowfor much social comparison tend to lower the self-efficacy of students who find theirperformances inferior to those of their peers

Students in networks tend to be similar to one another (Cairns, Cairns, &Neckerman, 1989), which enhances the likelihood of influence by modeling

observing others fail can lead students to believe that they lack the competence to succeed

Parents who steer their children toward efficaciouspeers provide further vicarious boosts in self-efficacy

Other homes do not have these resources and adults maydevote little time to children’s education

can control what they learn and perform are more apt to initiate and sustain behaviors

the consequences expected from one’s own actions

higher level

Self-efficacy is grounded in a larger theoretical framework known as social cognitivetheory

Self-efficacy refers to beliefs about one’s capabilities to learn or performbehaviors at designated levels

Lastly, socioeconomic status did not appear to matter in our study,

leading less self­efficacious students to not approach their professors for mentoring support, but to consult their peers instead

mentorship

show that college self­efficacy and perceptions of mentorship were most important for FTIACS’ intentions to persist past their first semester in college

for both individuals participating in learning communities and individuals not participating

participation in learning communities

)

Other models emphasize understanding students’ backgrounds, distinguishing among different institutional settings and character­istics (Tinto, 2006) and student engagement

have yielded different levels of interest, potentially due to socio-cultural norms

s such, spatial ability might not have been uniformly controlled for between the genders, and the recognized gender effect may, in fact, still be a spatial ability effect.

The study did not find a main effect for multimedia type or an interaction effect between multimedia type and gender. As a gender main effect was found after controlling for spatial ability, however, H1 was accepted

generally favoring males

ndividuals with higher spatial ability have an advantage when dealing with static resources

Making the temporal changes more explicit through animations can, thus, reduce the mental effort required for those inferences

To uncover the unique effects of gender or spatial ability, it is necessary to adequately address this methodological issue. The current study thus responds to this need by examining the effects of gender and multimedia type on learning outcomes while controlling for spatial ability

nhanced motivation though did not enhance learning effectiveness

more conversational tone

or instance, adding chapters and headings to a presentation improved learning effectiveness

Foundational Principles

13By

Finally, new schema can be created, or existing schema modified, and stored in long-term memory

The result of minimizing both extraneous and intrinsic load would maximize resources for germane load, or processing of relevant information.

humans develop schemaor patterns of ideas that are stored together in long-term memory as a single unit

This processing would suggest associated imagery of telephones as well as associated sounds of telephones;this recalled nonverbal information would be processed by imogens. The two systems are able to create referential connections between logogen and imogen processed information.

However, the main contributionscome from Paivio’s dual coding theory, Baddeley’s working memory model, and Sweller’s cognitive load theory

For most complex social issues, the conversation never truly ends. It may, however, change over time

You work well under pressure, and when you do finally sit down to accomplish a task, you can sit and work for hours. In these times, you can be extremely focused and shut out the rest of the world in order to complete what’s needed.

You like to make checklists and feel great satisfaction when you can cross something off of your to-do list

define you as a student

y read

Don’t prejudge or assume you already know the material

Therefore, students with LDs from disad-vantaged backgrounds should receive college counseling and guidance with the application and enrollment process to decrease the likelihood of delayed college enrollment.

Therefore, the error variance for parent aspirations and student experience should also correlate.

As expected, SES has a sig-nificantly moderate correlation with parent aspiration

Delayed enrollment poses a significant barrier to degree attainment for these students, and is an important variable for consideration within the model

and that a gap year positively predicted academic motivation in college

Eventhe most well-intentioned approaches to student guidanceand support can undermine a smooth transition for a stu-dent if not informed by collaboration with the other educa-tional setting

Yet, cannot just assumethat students will“figure it out”

students’knowledge of the impacttheir disability has on learning (statement 9)

dditionally, studentsmust know, understand, and advocate their learning differen-ces

structureand understanding of one’s own needs

multiple environments

some students still find themselves forced tochoose between expensive private testing and access to sup-ports and accommodations, all while learning how to be afirst-semester college student

Effectively support-ing transition to college must align with a student’sstrengths and individualized goal

Instead students with LD want totry collegeon theirown first, thinking they will self-disclose and use disabilitysupport resources if they find they need the

may be left to guidance counselorsand general education professionals who can have limitedknowledge and experience with IDEIA mandated transitionprograming guideline

or example,students should enter postsecondary education with anunderstanding of their learning profile, ability to explain thisprofile to others and articulate needed supports, and willing-ness to lead the process of securing accommodation

For example, young adults with LD attendtwo-year colleges at more than double the rate, and four-year colleges at half the rate of the general population.Furthermore, while the estimated college completion rate is52% for the general population, the completion rate for stu-dents with LD is estimated at 41%

Claims

Rather, focus on what each of those sources is claiming, why, and how exactly their claims relate to your own points.

Choose your examples wisely by making sure they directly connect to your thesis

how the author hopes this topic will be treated in the future.

may fade.

Restating the question can sometimes be an effective strategy

paper

first or final sentence in a paragraph. It's possible that it can appear in the middle, but that can be confusing for a reader

Begin writing with the part you know the most about

means many things to many people

By looking at _____, we can see _____, which