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ERIC Number: EJ899307
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1812-9129
Supporting the Development of Persistence: Strategies for Teachers of First Year Undergraduate Students
Huntly, Helen; Donovan, Jenny
International Journal of Teaching and Learning in Higher Education, v21 n2 p210-220 2009
The first year of university study has a major impact on later participation and performance. Transitioning to university from school or other contexts requires first year students to become self-directed learners, entering an environment with minimal constraints and expectations of self-motivation and individual effort. In 1991, Costa named the "habits of mind", suggesting that demonstration of these habits will enhance the academic success of learners. This research project aimed to identify teaching and learning strategies with potential to assist first year university students to "persist at a task". Persistence is one of Costa's (1991) habits, and it supports one of the "Seven Principles of Good Practice in Undergraduate Education", recently adopted by Central Queensland University. This paper outlines data gathered from two participating tutors of first year teacher education students at a Queensland regional campus. Participant journals and individual interviews were the data sources. Analysis revealed that student persistence can be developed and enhanced through teaching and learning strategies focusing on reflection on learning, shared experiences, and positive feedback, even though different pedagogical approaches were adopted. Specifically, one tutor addressed the habit of persistence explicitly, the other did not, yet both groups of students showed evidence of having persisted at their tasks. (Contains 1 figure and 2 tables.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia