Contents
", "contentType": "application/pdf", "charset": "", "filename": "Gray et al_2014_Student voice and engagement.pdf", "md5": "1b8f043cfe6ad857d4c25ac869368d2c", "mtime": 1480956997000, "tags": [], "relations": {}, "dateAdded": "2016-12-05T16:56:28Z", "dateModified": "2016-12-05T16:56:40Z" } }, { "key": "A3H7E25S", "version": 60, "library": { "type": "group", "id": 648412, "name": "Bibliographies for Education Students & Researchers", "links": { "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/648412/items/A3H7E25S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers/items/A3H7E25S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2008040, "username": "feenstka", "name": "Kyle Feenstra", "links": { "alternate": { "href": "https://www.zotero.org/feenstka", "type": "text/html" } } }, "creatorSummary": "Gray et al.", "parsedDate": "2014-01-02", "numChildren": 2 }, "data": { "key": "A3H7E25S", "version": 60, "itemType": "journalArticle", "title": "Student voice and engagement: connecting through partnership", "creators": [ { "creatorType": "author", "firstName": "Claire", "lastName": "Gray" }, { "creatorType": "author", "firstName": "Julie", "lastName": "Swain" }, { "creatorType": "author", "firstName": "Sue", "lastName": "Rodway-Dyer" } ], "abstractNote": "This paper draws on research conducted across an English higher education partnership to investigate the ways in which student voice was engaged in further education colleges offering university awards through partnership arrangements. Such collaborations are characterised by the marginal presence of higher education students in an environment that is dominated by further education structures, culture and practice. This provides challenges for both colleges and universities in developing higher education student identity and appropriate mechanisms of student engagement that comply with expectations within the higher education sector but also recognise the contextual situation of students within the college environment. It is argued that student partnership collaboration can be a positive driver in an increasingly marketised global environment, where student voice and feedback mechanisms are at the forefront of quality assessments and institutional reputation. An ideal types framework is suggested as a heuristic device for the evaluation of college strategies of engagement.", "publicationTitle": "Tertiary Education and Management", "publisher": "", "place": "", "date": "January 2, 2014", "volume": "20", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "57-71", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13583883.2013.878852", "citationKey": "", "url": "http://dx.doi.org/10.1080/13583883.2013.878852", "accessDate": "2016-12-05T16:56:28Z", "PMID": "", "PMCID": "", "ISSN": "1358-3883", "archive": "", "archiveLocation": "", "shortTitle": "Student voice and engagement", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "feedback", "type": 1 }, { "tag": "higher education in further education", "type": 1 }, { "tag": "ideal types", "type": 1 }, { "tag": "student experience", "type": 1 }, { "tag": 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"Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. 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2 }, "data": { "key": "BNFQDRHP", "version": 57, "itemType": "journalArticle", "title": "Theorising student engagement in higher education", "creators": [ { "creatorType": "author", "firstName": "Peter E.", "lastName": "Kahn" } ], "abstractNote": "Student engagement has become problematic following the rise of mass and universal forms of higher education. Significant attention has been devoted to identifying factors that are associated with higher levels of engagement, but it remains the case that the underlying reasons for student engagement and, indeed, the notion itself of ‘student engagement’ remain weakly theorised. In this article, we seek to develop the theoretical basis for student engagement in a way that highlights the student's own contribution. We explore how learning involves students taking responsibility for action in the face of uncertainty, whether in pursuit of personal or communal concerns. Drawing on perspectives primarily from realist social theory, we suggest that student engagement may be shaped by extended, restricted and fractured modes of reflexivity and co-reflexivity. In this way student engagement in higher education is theorised as a form of distributed agency, with the impact of a learning environment on this agency mediated by reflexivity. Reflexivity itself is further influenced by the tasks and social relations encountered by students in a given learning environment. The role that social relations play in students' responses to learning specifically offers a means to strengthen the moral basis for education. Our account provides an explanation as to why specific educational practices, such as those termed ‘high impact’, might lead to higher levels of student engagement within the wider context of a knowledge society. We thus offer insights towards new forms of educational practice and relations that have the potential to engage students more fully.", "publicationTitle": "British Educational Research Journal", "publisher": "", "place": "", "date": "December 1, 2014", "volume": "40", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "1005-1018", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Br Educ Res J", "DOI": "10.1002/berj.3121", "citationKey": "", "url": "http://onlinelibrary.wiley.com.uml.idm.oclc.org/doi/10.1002/berj.3121/abstract", "accessDate": "2016-12-05T15:53:29Z", "PMID": "", "PMCID": "", "ISSN": "1469-3518", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-12-05T15:53:29Z", "dateModified": "2016-12-05T15:53:29Z" } }, { "key": "7H52HWKR", "version": 54, "library": { "type": "group", "id": 648412, "name": "Bibliographies for Education Students & Researchers", "links": { "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/648412/items/7H52HWKR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers/items/7H52HWKR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2008040, "username": "feenstka", "name": "Kyle Feenstra", "links": { "alternate": { "href": "https://www.zotero.org/feenstka", "type": "text/html" } } }, "creatorSummary": "Wigfield and Eccles", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "7H52HWKR", "version": 54, "itemType": "book", "title": "Development of achievement motivation", "creators": [ { "creatorType": "author", "firstName": "Allan", "lastName": "Wigfield" }, { "creatorType": "author", "firstName": "Jacquelynne S.", "lastName": "Eccles" } ], "abstractNote": "This book discusses research and theory on how motivation changes as children progress through school, gender differences in motivation, and motivational differences as an aspect of ethnicity. Motivation is discussed within the context of school achievement as well as athletic and musical performance.", "series": "Educational psychology series", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2002", "publisher": "Academic Press", "place": "San Diego", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "xvii+366", "ISBN": "9780127500539", "DOI": "", "citationKey": "", "url": "http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=91143", "accessDate": "2016-12-02T20:30:06Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "primo-pmtna01.com", "callNumber": "LB 1065 D355 2002", "rights": "", "extra": "", "tags": [ { "tag": "Academic achievement.", "type": 1 }, { "tag": "Achievement motivation in children.", "type": 1 }, { "tag": "Electronic books.", "type": 1 }, { "tag": "Motivation d'accomplissement chez l'enfant.", "type": 1 }, { "tag": "Motivation en éducation.", "type": 1 }, { "tag": "Motivation in education.", "type": 1 }, { "tag": "Succès scolaire.", "type": 1 } ], "collections": [ "CWMG4883" ], "relations": {}, "dateAdded": "2016-12-02T20:30:06Z", "dateModified": "2016-12-02T20:30:06Z" } }, { "key": "P5JEZUTX", "version": 53, "library": { "type": "group", "id": 648412, "name": "Bibliographies for Education Students & Researchers", "links": { "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/648412/items/P5JEZUTX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers/items/P5JEZUTX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2008040, "username": "feenstka", "name": "Kyle Feenstra", "links": { "alternate": { "href": "https://www.zotero.org/feenstka", "type": "text/html" } } }, "creatorSummary": "Zimmerman et al.", "parsedDate": "1992", "numChildren": 0 }, "data": { "key": "P5JEZUTX", "version": 53, "itemType": "journalArticle", "title": "Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting", "creators": [ { "creatorType": "author", "firstName": "Barry J.", "lastName": "Zimmerman" }, { "creatorType": "author", "firstName": "Albert", "lastName": "Bandura" }, { "creatorType": "author", "firstName": "Manuel", "lastName": "Martinez-Pons" } ], "abstractNote": "The causal role of students' self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students' self-efficacy and personal goals at the beginning of the semester served as predictors of students' final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students' final grades in social studies, R = .56. Students' beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students' prior grades were predictive of their parents' grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation.", "publicationTitle": "American Educational Research Journal", "publisher": "", "place": "", "date": "1992", "volume": "29", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "663-676", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "American Educational Research Journal", "DOI": "10.2307/1163261", "citationKey": "", "url": "http://www.jstor.org/stable/1163261", "accessDate": "2016-12-02T20:26:32Z", "PMID": "", "PMCID": "", "ISSN": "0002-8312", "archive": "", "archiveLocation": "", "shortTitle": "Self-Motivation for Academic Attainment", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "CWMG4883" ], "relations": {}, "dateAdded": "2016-12-02T20:26:32Z", "dateModified": "2016-12-02T20:26:32Z" } }, { "key": "E8W38Z39", "version": 52, "library": { "type": "group", "id": 648412, "name": "Bibliographies for Education Students & Researchers", "links": { "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/648412/items/E8W38Z39", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/bibliographies_for_education_students__researchers/items/E8W38Z39", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2008040, "username": "feenstka", "name": "Kyle Feenstra", "links": { "alternate": { "href": "https://www.zotero.org/feenstka", "type": "text/html" } } }, "creatorSummary": "Bandura", "parsedDate": "1977", "numChildren": 0 }, "data": { "key": "E8W38Z39", "version": 52, "itemType": "book", "title": "Social learning theory", "creators": [ { "creatorType": "author", "firstName": "Albert", "lastName": "Bandura" } ], "abstractNote": "", "series": "Prentice-Hall series in social learning theory", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1977", "publisher": "Prentice Hall", "place": "Englewood Cliffs, NJ", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "viii+247", "ISBN": "9780138167516", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "primo-pmtna01.com", "callNumber": "LB 1084 B357", "rights": "", "extra": "", "tags": [ { "tag": "Learning.", "type": 1 }, { "tag": "Socialization", "type": 1 } ], "collections": [ "CWMG4883" ], "relations": {}, "dateAdded": "2016-12-02T20:24:47Z", "dateModified": "2016-12-02T20:24:47Z" } } ]