Nenz

STUDY HABITS Researched by: Evalaroza

AB Two experiments involving 153 college students indicated that, given enough time, students studying graphic organizers learned more hierarchical and coordinate relations. As a result, they were more successful in applying the knowledge and in writing integrated essays than were students studying outlines or text alone. (SLD).

AB The use of cognitive social learning theory to help students plan independent study projects is examined and illustrated in the context of a Manchester Metropolitan University (England) senior project program. The theoretical model drawn from the theory focuses on self-regulated learning, and its application emphasizes students' development of efficient selfregulation skills. (MSE).AB A study of the transition from high school to university of 16 freshman track and field athletes investigated academic, athletic, and social aspects. Student challenges included feeling overwhelmed by responsibilities, loneliness, and need to balance freedom and responsibility. Students used two main strategies to maintain perspective: (1) time management and organizational skill; and (2) evolution of the team. (Author/MSE). AB A study profiled freshmen with diagnosed learning disabilities at a large, state-supported university. Results are summarized concerning this population's educational aspirations, selfreported study habits and academic weaknesses, decision to attend college, adjustment expectations, anticipated involvement or affiliation with campus groups, study and academic skills, social competence, and expectations of faculty. (MSE). AB This study focused on the experiences of cooperating teachers beyond their immediate work with student teachers. The study was a major 1 part of a collaborative action research project in which 172 cooperating teachers experienced the new role of "University Associate" as part of the University of California-Irvine Professional Development Schools (PDS) program, a partnership with 41 schools in which cooperating teachers play a pivotal role in mentoring student teachers as well as serving as a link between the university and the school. A review of recent literature indicated that PDSs reflect a significant shift in clinical teacher education. The process for preparation and support of university associates included cognitive coaching seminars, student teacher orientations, and dialogue meetings with other university associates. The study findings suggested five categories of reflection regarding University Associates experiences: (1) attitudes and perceptions, including renewed enthusiasm about classroom teaching and increased respect for the university faculty; (2) pragmatic application, including cognitive coaching techniques, more effective use of technology, approaches to time planning, classroom management and discipline, and brainstorming with other teachers; (3) professional image, including more confidence in training others, being seen as a colleague by the university, and more commitment to the development of quality teacher education; (4) human relations, including improved social interaction and communication skills; and (5) personal reflections, including sense of pride as an individual, and motivation to remain in the profession. The study demonstrated that this approach to the Professional Development School partnership with teacher education programs provides a strong basis for change and renewal not only in the work of student teachers but also in the lives of individual teachers and their schools. Statements from study participants are included. (Contains 15 references. ) (ND).

AB The abstracts in this volume describe innovative approaches to teaching and learning in the community college. Topics covered include: (1) the use of message mapping for speaking and writing instruction; (2) group projects and portfolios as evaluation tools; (3) helping students become strategic learners; (4) using writing assignments to ensure that students read class materials; (5) using indicators of excellence in institutional outcomes assessment; (6) utilizing technology for professional development and daily communication tasks; (7) a project to help teachers share ideas; (8) the functions of a community college Ombudsman Service; (9) college orientation for new students; (10) providing feedback to students with a word processor; (11) strategies for improving lecture format classes; (12) assigning relevant writing topics based on current events; (13) the validity of prerequisite courses for student success; (14) difficulties of using a controlled vocabulary in electronic research; (15) team teaching; (16) competencies classes; (17) improving teaching effectiveness through selfobservation; (18) having students create posters of main ideas of readings; (19) an institute for intercultural understanding to promote diversity; (20) tutoring services at an innovative learning center; (21) the value of interdisciplinary studies; (22) using electronic mail as an evaluation tool; (23) teacher-student collaboration in writing instruction; (24) teaching research skills through interviews of English as a Second Language students; (25) using community-based writing assignments in introductory composition; (26) feedback 1 sessions to discuss exam results with students; (27) strategies for establishing wellness programs; (28) integrating study skills into the college curriculum; (29) grading collaborative activities; (30) the role of grammar in developmental writing classes; and (31) a staff retreat for improving communication skills. (BCY). AB Retention strategies at New York's Bronx Community College (BCC) aim to keep students enrolled long enough to realize their educational or occupational goals. Actual practices, however, can be categorized into distinct patterns which can provide a basis for planning the future mission of counseling. Some strategies are designed to sort the student body into meaningful subsets (e. g. students at risk, undecided students, or monolingual students), with possible new directions at BCC being the assessment of high- and moderate-risk students and students on probation or suspension waiver. Other strategies can be categorized as supporting in that they strive to ease students' problems with everyday life to help them maintain their status as students. Possible avenues for improvement related to supporting include psychological assessment, more study skills workshops, and more career and job placement workshops. Other strategies are aimed at helping students connect to the institution. BCC should consider the use of academic advising student mentors and computer literacy peer support programs to enhance these efforts. Finally, other strategies are aimed at transforming students from passive to active or failure threatened to achievement motivated students. New directions related to transformation strategies include a summer bridge program to offer classes between spring and fall requiring self-empowerment assignments in computer workshops. Contains 61 references. (TGI). TI I Know My Stuff: Motivating Your Own Learning in College.

AB This book is a guide to helping college students take charge of their learning in their school environment, by capitalizing on their motivation arising from curiosity. It helps students gain independence from the lecture-study-exam system, with a resulting sense of thinking "I know my stuff". The guide argues that many students who do not work to their potential have a low awareness of behaviors that contribute to academic success. Chapter 1 urges students to do one thing at a time and to relax all tensions so their minds can work effectively. Chapter 2 looks at motivation and self-motivation and distinguishes between learning and academic achievement. Chapter 3 describes lack of curiosity and dependency in learning and their causes, such as the need for authority, the need to hold others responsible, the need for assurance, and other factors. Chapter 4 looks at self-reliance in learning based on functioning curiosity. This chapter explores the acceptance of uncertainty and vulnerability and the development of responsible action and self-confidence. Chapter 5 focuses on students' awareness about learning. Chapter 6 gives some practical examples of learning with a functioning curiosity in English, mathematics, problem solving, science, and history. This section also offers suggestions about organizing term papers and classroom notes and writing 1 laboratory reports. (JB). TI Academic Listening: Research Perspectives. AB A collection of essays address a variety of issues in listening in the academic context, particularly in a foreign or second language. Articles include: "Research of Relevance to Second Language Lecture Comprehension--An Overview" (John Flowerdew); "ExpectationDriven Understanding in Information Systems Lecture Comprehension" (Steve Tauroza, Desmond Allison); "The Effects of Rhetorical Signalling Cues on the Recall of English Lecture Information by Speakers of English as a Native or Second Language" (Patricia A. Dunkel, James N. Davis); "Second Language Listening Comprehension and Lecture NoteTaking" (Craig Chaudron, Lester Loschky, Janice Cook); "On-line Summaries as Representations of Lecture Understanding" (Michael Rost); "Topic Identification in Lecture Discourse" (Christa Hansen); "Variations in the Discourse Patterns Favoured by Different Disciplines and Their Pedagogical Implications" (Tony Dudley-Evans); "University Lectures-Macro-Structure and Micro-Features" (Lynne Young); "Lecture Listening in an Ethnographic Perspective" (Malcolm J. Benson); "By Dint Of: Student and Lecturer Perceptions of Lecture Comprehension in First-Term Graduate Study" (Abelle Mason); "Visual and Verbal Messages in the Engineering Lecture: Notetaking by Postgraduate L2 Students" (Philip King); "Evaluating Lecture Comprehension" (Christa Hansen, Christine Jensen); and "Training Lecturers for International Audiences" (Tony Lynch). Contents are indexed by citation and subject. (MSE). TI Curricular Change Using an ID (Instructional Development) Model: Application within a Malaysian/American Cooperative University Setting.

AB A project to improve a program in English for academic purposes in Malaysia is described. The program is a university preparatory curriculum for Malaysian students wishing to attend colleges in the United States. In the program, students are placed in one of three tracks based on English language proficiency. The project was intended to integrate critical thinking, learning strategies, and study skills into the curriculum. The instructional development model used to accomplish this has three stages and nine functions. The first stage is that of definition, during which the problem is identified, learning environment and participants are analyzed and described, and management tasks and time lines are decided. In the second stage, development, objectives are identified, methods are specified, and prototypes are constructed. The third stage is that of evaluation, during which prototypes are tested, results are analyzed, and the processes of revision and recycling are conducted. The procedures used in this project are chronicled according to these stages and functions. It was found that in using this approach, teachers learned to view themselves as instructional developers rather than as content specialists. Problems encountered and positive effects of the project on teachers are discussed briefly. (MSE). TI Gender Roles and Study Habits. AB Many studies have been conducted regarding biological sex and its impact on academic achievement. However, they report conflicting results. Even when research has suggested there is a relation between sex roles and achievement, there has been little exploration of what components of achievement are most related to masculine and feminine gender types. This study examined the relationship between gender identity and study skills in undergraduates from a Mid-South University. Masculine characteristics were more strongly related to effective study habits than were feminine characteristics. Moreover, this relationship was more true for females than for males. Thus females having more masculine traits than feminine traits more than likely utilize effective study habits; however, in males, masculine traits are no better a predictor of effective study habits than are feminine traits. Genderrelated characteristics, especially instrumentality, appear to be important for academic achievement. Two figures provide samples of the instrumentation used in the study: Study Habits Inventory and Personal Attributes Questionnaire. Two tables report results of the study. (JBJ). TI Is Depression Related to Study Habits. AB Results of a 1992 survey showed that up to 39% of adolescents and colleges students may be affected by nonclinical depression. While research shows that depression is related to achievement, it is not yet clear how depression and achievement are related. However, current data do indicate that depressed individuals may show a general malaise about studying and utilizing effective study habits. This study investigated the relation between study habits and depression in college students (n=129). Students with more depressive symptoms did not have greater difficulty with specific study behaviors, but did with off-task behaviors (i. e. with getting focused on studying). Females reported significantly more depressive symptoms than did males, which in turn significantly lowered the productivity of their study habits. The results help pinpoint specific problems exhibited by students with depressive symptoms, as well as sex differences in problems. Two figures provide samples of the instruments used in the study: Study Habits Inventory and Center for Epidemiologic Studies Depression Scale. Two tables report results of the study. (JBJ). TI Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

SO Journal of College Student Development; v36 n5 p422-30 Sep-Oct 1995. 95. AB A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive, goal-oriented, and effort-related strategies. (Author/JBJ). SO College Teaching; v43 n3 p106-09 Sum 1995. 95. AB To help college teachers assist students in approaching reference materials to obtain citations, basic points that students should identify within citations are specified, and useful classroom techniques and materials are suggested. Common errors in search strategies are also noted. Some suggestions are made for selection of indexes for searching. (MSE). TI New Student Inventory Survey Results, FY 1995. Research Monograph II. AB In the 1994-95 academic year, the Southeast Campus of Tulsa Junior College, in Oklahoma, conducted a survey of new students to determine differences in educational perceptions and expectations based upon the educational background of the students' parents. Questionnaires were distributed to all incoming students, with 1,579 completed questionnaires being received. Respondents were divided into four groups according to their parent's educational background: (1) high school or less, comprising 29.5% of the sample; (2) come college, comprising 34.5%; (3) Bachelor's degree, comprising 20.5%; and (4) post Bachelor's degree, comprising 15.5%. The questionnaire contained 30 questions designed to assess 6 basic components: general information, academic needs, study skills, career planning, social involvement, and financial needs. An analysis of responses indicated that students whose parents had no college background (i. e. first generation students) were more likely to perceive their abilities and skills somewhat lower than other groups. First generation students were also less likely to have a social support network helping them adjust to the demands of college life and were more likely to have applied for financial aid than other groups. Finally, first generation students were more likely to have an associate degree as their primary educational goal than other groups, indicating a lower expectancy for success. The survey instrument and tables of responses are appended. (TGI). TI Expanding the Volitional Resources of Urban Community College Students. SO New Directions for Teaching and Learning; n63 p57-70 Fall 1995. 95. AB Research suggests urban community college students have ineffective study approaches and habits. A program teaching how to regulate behavior, cognition, and affect can be an important resource. One such program helps students monitor and control external and internal aspects of the learning environment, task and setting, others in the task situation; and personal attention and motivation. (MSE). TI Self-Monitoring during Collegiate Studying: An Invaluable Tool for Academic SelfRegulation. SO New Directions for Teaching and Learning; n63 p13-27 Fall 1995. 95.

AB Self-monitoring is an important part of self-regulated learning. While researchers agree on the overt features of self-monitoring, its 1 psychological dimensions are disputed. Faculty can help college students learn formal, systematic techniques by teaching it in four phases: baseline, structured, independent, and self-regulated self-monitoring. A sample protocol is presented. (MSE). TI Can Students Be Helped to Learn How to Learn? An Evaluation of an Approaches to Learning Programme for First Year Degree Students. SO Higher Education; v29 n3 p307-28 Apr 1995. 95. AB Results of a British program of eight learning strategy workshops for university freshmen are discussed. The workshops focused on essay writing and test-taking skills. Regular attendees had significantly more sophisticated conceptions of learning than irregular attendees and had higher essay and examination scores. However, differences in overall academic achievement results were not as clear-cut. (Author/MSE). TI Does JOBSWORK Work? Assessing the Effect of Student Involvement on Outcomes. AIR 1995 Annual Forum Paper. AB This study of 528 Tennessee welfare recipients enrolled in regular community college vocational or technical programs examined academic background, personal characteristics, student attitudes, college experiences, and learning outcomes. These students were primarily single parents who received Aid to Families with Dependent Children benefits and were voluntarily attending the community college. The Community College Student Experiences Questionnaire was used to obtain: demographic information, measures of student involvement, satisfaction with the community college experience, involvement with clubs and organizations, and participation in learning and study skills instruction. Multiple regression analyses were undertaken to determine predictors of grade point average (GPA), students' self-assessments of gains in career preparation, and self-assessed growth in personal and social development. Student involvement in course activities and clubs were significant predictors of students' self-assessments of progress in personal and social development. For gains in career preparation, involvement in clubs and vocational courses were significant predictors. Satisfaction with the college environment as well as instruction in learning and study skills were significant predictors of both self-assessed career preparation and personal development. (Contains 32 references and 3 tables. ) (SW). TI Tutor Resource Manual: Tutoring Students in the Community College. Includes Section on Disabilities.

AB This manual for peer tutors on tutoring community college students was developed as part of the EASE (Equal Access for Students to Education and Experience) Project at seven community colleges in northeastern Minnesota. The manual provides a general overview of policies, benefits, and responsibilities related to peer tutoring. It then offers guidelines and procedures for accomplishing the task. The latter part of the manual deals with students with special needs such as physical disabilities and/or learning differences, followed by suggestions and strategies for tutoring special needs students. 1 Individual sections address the following topics: the community college learning center, the peer tutor, benefits of being a peer tutor, roles of the tutor, improving interpersonal effectiveness, policies on sexual harassment, a code of ethics for tutors, 21 guidelines for peer tutoring, learning styles, time management, the questioning circle, teaching the writing process, graphic organizers, spelling, math, difficult tutoring situations, learning strategies, assistive technology, compliance with Section 504 of the Rehabilitation Act of 1973, a quick reference guide to preferred terminology in speaking of people with disabilities, general suggestions for working with people who have disabilities, characteristics of various disabilities, notetaking, test accommodations, and recording of textbooks. An appendix provides reproducible forms. (Contains 16 references. ) (DB). TI A Current Events Approach to Academic Reading. SO TESOL Journal; v4 n4 p27-30 Sum 1995. 95. AB Presents a current events course designed to teach students in Israel both English language skills as well as the advanced reading and study skills they need to comprehend university level texts and journal articles. A current events approach to academic reading enlivens the foreign language classroom and motivates and broadens the horizons of students. (16 references) (CK). TI Independence vs. Dependence: A Study of Service Providers' Intervention Methods for College Students with Learning Disabilities. AB This study evaluated the extent to which practitioners in higher education settings employ interventions that promote independence among students with learning disabilities. A survey was developed and sent to 694 practitioners across the United States involved in service delivery to students with learning disabilities at the postsecondary level. Of respondents (N=510), 43 percent were from two-year institutions and 55 percent from four-year institutions. Analysis of survey responses found that practitioners who employ independenceoriented methods to a high degree tend to employ dependence-oriented methods to an equally high degree, indicating that the independence-dependence dichotomy is of almost no heuristic value in describing the present state of support services to these students. Overall, results suggested that, as practitioners develop and expand postsecondary services for students with learning disabilities, they fail to discriminate between those services that foster independence and those that do not. Several tables and graphs illustrate the study's findings. (Contains 38 references and 2 tables. ) (DB). TI College Study Skill Text Analysis Based on Validated Research Recommendations.

AB Ten randomly sampled college reading/study skill texts published since 1987 were analyzed based on external text aids and validated research recommendations. Many articles exist that contain a 1 detailed description of one specific skill such as mapping, underlining, sequencing, etc. but only one recent article, "Ten Recommendations from Research for Teaching High-Risk College Students" (N. Stahl and others), contained a wide variety of instructional suggestions which could accommodate these researched skills. The criteria were drawn from the above mentioned article and "Content Area Reading" by R. T. and J. L. Vacca (1989), and the results were charted, tabulated, and discussed. Research suggests that instructors should select a text that contains a wide variety of skills, but many published texts do not. Fifteen students who were in college or were college-bound selected a book of their choice and commented freely. The students overwhelmingly found most texts to be "boring, unmotivating, and unhelpful". The survey findings suggest that to select an appropriate text instructors of remedial study skills courses should have a good knowledge base of the latest research, as well as a strong concept of the method they wish to incorporate into their program. Findings suggest (and earlier research states) that the usage of a wide variety of texts may prove to be beneficial for the instructor of college remedial reading courses in order to incorporate research recommendations. (Contains a list of works cited for analyzed texts and 16 references. Three appendixes of data are attached. ) (RS).