Research studies that deal with student ability to investigate and carry out inquiry oriented investigations often call for educational practitioners to pay particular attention to incorporating the skills of scientific inquiry in the process of teaching and learning. This has the aim of helping learners acquire the skills needed to become problem…

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

This study examined how role-plays impacted 27 counseling students' overall skills as measured by instructor ratings and self-ratings during practice triads in a microskills course. A Mann-Whitney U nonparametric test revealed no significant difference for scripted versus personal concerns role-plays. Students indicated a strong belief that…

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model…

This paper describes staff perceptions of the implementation of an alternative curriculum, Skill Force, for disaffected pupils in the UK. The perceptions of Skill Force and school staff were compared based on data from questionnaires completed by 62 Skill Force and 84 school staff, and interviews with representative samples of each. While the data…

In recent years teachers within the classroom have experienced an increase in the off-task behaviors of students. The purpose of this action research project was to increase on-task behavior through development of classroom social skills. The causes may be a lack of social skills, outside influences, presentation of materials, students not…

Background/Context: Twenty percent of first-year students in public 4-year institutions and 42% of first-year students in public 2-year institutions in the United States enroll in remedial courses. Yet despite widespread remediation across U.S. colleges and universities, there remains a great deal of uncertainty about how remedial courses develop…

A study investigated the influence on critical-thinking skills of part-time and full-time student status. Subjects were 2,076 first-year students at 2- and 4-year colleges. Full-time students developed a higher level of critical-thinking skills than did part-time students, even controlling for other factors. Full-time two-year college students…

This study compared doctoral students at three stages of their graduate career in the areas of relations with faculty, relations with peers, emphases of classes and other program experiences, personal gains due to the program, and attitudes toward the program. A sample of 596 doctoral students at the University of Illinois (Chicago) were surveyed…

A survey of 130 students in 2 community colleges measured perceived differences in educational experiences as high school seniors and college freshmen, academic and personal skills perceived as needed at college entry, and perceived development of those skills. Respondents felt overall academic instruction was better in college. (Author/MSE)

This paper describes the development of the University of Georgia's Division of Developmental Studies--a program providing special developmental instruction to students who otherwise would not have been admitted to the school. It consists of four components: English, mathematics, reading, and counseling. The objectives of each of these components…