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Character development, according to Elliot Eisner, is the implicit curriculum: the school's hidden agenda. [34] Character traits and attributes include resilience, self-discipline, empathy and compassion, focusing on the social and emotional development of each student. [35]
The National Science Education Standards proposes to teach elementary school students how to construct their own experiments, whereas traditionally high school students and even college students were typically taught how to perform pre-designed experiments, but not to construct their own experiments. In the DAP environment, through intentional ...
Basic needs of students must be satisfied before they are ready or capable of learning. Students who are exhausted or in ill health cannot learn much. If they are distracted by outside responsibilities, interests, or worries, have overcrowded schedules, or other unresolved issues, students may have little interest in learning. For example, we ...
The earliest manifestation of student development theory—or tradition—in Europe was in loco parentis. [7] Loosely translated, this concept refers to the manner in which children's schools acted on behalf of and in partnership with parents for the moral and ethical development and improvement of students' character development.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Structural features of the school, such as the temperature and age of the building, can affect student performance and school attendance. In a study of students' exposure to adverse school building conditions and absenteeism, researchers found that student absenteeism was associated with visible mold and poor ventilation, among other factors. [32]
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades and qualifications), but in understanding the material and incorporating or internalizing it in their lives."
Learning development describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education, which assess the progress of knowledge acquired by the means of structural approaches (Tejero, 2020).