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Academic Questions for Students: Challenges, Opportunities, and Fostering Critical Thinking
Author: Dr. Eleanor Vance, PhD in Educational Psychology, Professor of Curriculum and Instruction at the University of California, Berkeley. Dr. Vance has over 20 years of experience researching and teaching on effective pedagogical strategies, with a particular focus on inquiry-based learning and the development of critical thinking skills in students.
Keywords: academic questions for students, critical thinking, inquiry-based learning, higher-order thinking skills, effective questioning, student engagement, assessment, pedagogical strategies, educational psychology.
Abstract: This article explores the crucial role of "academic questions for students" in fostering critical thinking and deeper learning. It examines the challenges involved in crafting effective questions, including catering to diverse learning styles and promoting inclusive classrooms. Furthermore, it highlights opportunities presented by well-designed academic questions to enhance student engagement, knowledge retention, and problem-solving abilities. The article concludes by offering practical strategies for educators to develop and utilize high-quality academic questions that stimulate intellectual curiosity and cultivate a robust learning environment.
Introduction: The Power of the Question
The art of asking effective "academic questions for students" is paramount to successful teaching and learning. Moving beyond rote memorization and superficial understanding, well-crafted questions unlock a student's potential for critical thinking, problem-solving, and intellectual growth. This article delves into the complexities of designing and implementing these crucial tools, exploring both the challenges and the vast opportunities they present.
1. Challenges in Developing Effective Academic Questions for Students
Creating truly effective "academic questions for students" presents several challenges:
Cognitive Load: Questions must be appropriately challenging, yet not overwhelming. Overly complex questions can lead to frustration and disengagement, while overly simplistic questions fail to stimulate deeper thinking. The cognitive load needs to be carefully calibrated to the student's existing knowledge and skill level.
Differentiated Instruction: Students possess diverse learning styles, prior knowledge, and learning abilities. Effective questioning requires catering to this diversity, employing a range of question types and adapting the language and complexity to individual needs. This often necessitates differentiating questions based on Bloom's Taxonomy, incorporating open-ended questions alongside more structured ones.
Promoting Inclusive Classrooms: Questioning techniques should be inclusive and avoid inadvertently marginalizing students from different backgrounds or with diverse learning needs. The language used should be accessible, and the questioning process must create a safe space for all students to participate without fear of judgment.
Assessment and Feedback: The purpose of "academic questions for students" extends beyond simple knowledge recall. Effective questions should be designed to assess deeper understanding, critical thinking skills, and problem-solving abilities. Providing timely and constructive feedback on student responses is essential for their learning.
Time Constraints: In a time-constrained classroom environment, effective questioning requires careful planning and execution. Teachers need to balance the time spent questioning with the need to cover curriculum content.
2. Opportunities Presented by Well-Designed Academic Questions for Students
Despite the challenges, effectively designed "academic questions for students" provide numerous opportunities for enriching the learning experience:
Enhanced Engagement: Thought-provoking questions stimulate curiosity and encourage active participation. Students are more likely to be engaged when they are actively involved in constructing meaning and making connections.
Deeper Understanding: Moving beyond superficial recall, well-crafted questions encourage students to analyze, synthesize, and evaluate information, leading to a more profound understanding of the subject matter.
Improved Knowledge Retention: Active engagement with material through questioning improves knowledge retention and recall. Students are more likely to remember information when they have actively processed it through discussion and critical analysis.
Development of Critical Thinking Skills: "Academic questions for students" are instrumental in developing crucial critical thinking skills, such as analysis, evaluation, inference, and problem-solving. This is crucial for success in higher education and beyond.
Collaborative Learning: Effective questioning can facilitate collaborative learning, encouraging students to work together, share ideas, and learn from each other. Peer interaction often leads to a richer and more nuanced understanding of complex concepts.
3. Strategies for Developing Effective Academic Questions for Students
To maximize the benefits of "academic questions for students," educators should consider the following strategies:
Employ Bloom's Taxonomy: Utilize Bloom's Taxonomy as a framework for designing questions that range in cognitive complexity, from simple recall to higher-order thinking skills like analysis and evaluation.
Use a Variety of Question Types: Incorporate open-ended questions to encourage creative thinking, closed-ended questions for assessing specific knowledge, and probing questions to delve deeper into student understanding.
Plan Questions in Advance: Careful planning ensures questions are aligned with learning objectives and appropriately challenging for the students.
Create a Safe and Supportive Environment: Foster a classroom culture where students feel comfortable sharing their thoughts and ideas without fear of judgment.
Provide Timely and Constructive Feedback: Offer feedback that is specific, actionable, and focused on improving student understanding and critical thinking skills.
Conclusion:
The development and use of effective "academic questions for students" is a vital aspect of creating a dynamic and engaging learning environment. By addressing the challenges and capitalizing on the opportunities presented by thoughtful questioning, educators can significantly enhance student learning, critical thinking skills, and overall academic success. The thoughtful design and implementation of varied and purposeful questions are not merely tools for assessment but rather catalysts for intellectual growth and the creation of lifelong learners.
FAQs:
1. What is the difference between low-order and high-order thinking questions? Low-order questions focus on recall and comprehension, while high-order questions require analysis, synthesis, evaluation, and creation.
2. How can I incorporate different questioning techniques into my teaching? Use a mix of open-ended, closed-ended, probing, and clarifying questions. Vary the question types depending on your learning objectives.
3. How do I create a safe space for students to answer questions? Establish classroom norms emphasizing respect, active listening, and valuing diverse perspectives. Encourage students to build on each other's ideas.
4. How can I assess student understanding through questioning? Observe student responses, both verbal and nonverbal. Use a combination of individual and group questioning techniques. Consider using formative assessments to gauge understanding throughout the learning process.
5. What if a student gives an incorrect answer? Use the incorrect answer as a learning opportunity. Ask follow-up questions to guide the student toward the correct answer. Avoid making the student feel embarrassed or discouraged.
6. How can I differentiate my questioning for diverse learners? Consider students' learning styles, prior knowledge, and abilities. Adjust the complexity of questions and the language used accordingly. Offer various ways for students to respond (e.g., orally, written, visually).
7. How can I effectively use technology to enhance questioning in the classroom? Utilize interactive whiteboards, online quizzes, and discussion forums to promote engagement and collaboration.
8. How can I incorporate feedback into my questioning strategies? Provide specific and constructive feedback on student responses. Offer opportunities for students to reflect on their own answers and improve their understanding.
9. How do I balance questioning with covering curriculum content? Plan your questions strategically to integrate them seamlessly into lesson plans. Use questioning to guide student exploration of key concepts, not as a separate activity.
Related Articles:
1. The Power of Open-Ended Questions in the Classroom: This article explores the benefits of open-ended questions in promoting deeper thinking and critical analysis.
2. Bloom's Taxonomy and Questioning Techniques: A detailed guide on using Bloom's Taxonomy to design questions that align with different cognitive levels.
3. Inquiry-Based Learning and the Role of Effective Questioning: This article examines the relationship between inquiry-based learning and the use of well-crafted questions to drive student investigation.
4. Differentiated Instruction and Questioning Strategies for Diverse Learners: A practical guide on adapting questioning techniques to meet the needs of diverse learners.
5. Assessing Critical Thinking Skills through Questioning: This article discusses strategies for assessing student critical thinking through the use of targeted questions.
6. The Use of Technology to Enhance Questioning in the Classroom: This article explores the use of technology to support effective questioning and collaborative learning.
7. Developing a Culture of Inquiry in the Classroom: This article examines how to cultivate a classroom environment where questioning is valued and encouraged.
8. Feedback and Assessment Through Questioning: This piece focuses on how to provide effective feedback using questions and how this feedback improves future student responses.
9. Effective Questioning Techniques for Online Learning: Adapting effective questioning strategies for the online learning environment.
Publisher: Sage Publications – A leading international publisher of scholarly journals, books, and other educational materials, known for its rigorous peer-review process and commitment to high-quality research.
Editor: Dr. James Carter, PhD in Educational Technology, Associate Professor of Instructional Design at Stanford University. Dr. Carter has extensive experience in educational technology and curriculum development.
| academic questions for students: Classroom Assessment Techniques Thomas A. Angelo, Patricia K. Cross, 2005-04 This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: What classroom assessment entails and how it works. How to plan, implement, and analyze assessment projects. Twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. Fifty classroom assessment techniques Step-by-step procedures for administering the techniques Practical advice on how to analyze your data Order your copy today. |
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| academic questions for students: What Should Schools Teach? Alka Sehgal Cuthbert , Alex Standis, 2021-01-07 The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes. |
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| academic questions for students: Essential Questions Jay McTighe, Grant Wiggins, 2013-03-27 What are essential questions, and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested response strategies to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages. |
| academic questions for students: Developing Questions for Focus Groups David L. Morgan, Richard A. Krueger, Jean A. King, 1998 Volume 3 of this series describes a practical process for identifying powerful themes, & offers a clear strategy for translating these themes into questions. It also makes the process of developing good questions a practical proposition. |
| academic questions for students: Why Don't Students Like School? Daniel T. Willingham, 2009-06-10 Easy-to-apply, scientifically-based approaches for engaging students in the classroom Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. Nine, easy-to-understand principles with clear applications for the classroom Includes surprising findings, such as that intelligence is malleable, and that you cannot develop thinking skills without facts How an understanding of the brain's workings can help teachers hone their teaching skills Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents -anyone who cares about how we learn-should find his book valuable reading. —Wall Street Journal |
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| academic questions for students: 100 Commonly Asked Questions in Math Class Alfred S. Posamentier, William Farber, Terri L. Germain-Williams, 2013-09-27 100 ways to get students hooked on math! It happens to the best of us: that one question thats got you stumped. Or maybe you have the answer, but its not all that compelling or convincing. Al Posamentier and his coauthors to the rescue with this handy reference containing fun answers to students 100 most frequently asked math questions. Even if you already have the answers, Als explanations are certain to keep kids hookedand thats what its all about. The questions are all organized around the Common Cores math content standards and relate directly to Numbers and Quantity, Functions, Algebra, Geometry, and Statistics and Probability. |
| academic questions for students: Student Questionnaire and Test Results by Academic Ability, Socioeconomic Status, and Region William B. Fetters, 1976 |
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| academic questions for students: Tools for Teaching in the Block Roberta Sejnost, 2009-04-09 Presents research-based best practices for teaching adolescent learners in extended sessions, with lesson plans and content area strategies designed to integrate reading, writing, and critical thinking, and reproducible blackline masters. |
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| academic questions for students: How People Learn National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, 2000-08-11 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. |
| academic questions for students: E-Learning in the 21st Century D. Randy Garrison, 2016-10-07 The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education. |
| academic questions for students: Shaping Higher Education with Students Vincent C. H. Tong, Alex Standen, Mina Sotiriou, 2018-03-06 Forging closer links between university research and teaching has become an important way to enhance the quality of higher education across the world. As student engagement takes centre stage in academic life, how can academics and university leaders engage with their students to connect research and teaching more effectively? In this highly accessible book, the contributors show how students and academics can work in partnership to shape research-based education. Featuring student perspectives, it offers academics and university leaders practical suggestions and inspiring ideas on higher education pedagogy, including principles of working with students as partners in higher education, connecting students with real-world outputs, transcending disciplinary boundaries in student research activities, connecting students with the workplace, and innovative assessment and teaching practices. Written and edited in full collaboration with students and leading educator-researchers from a wide spectrum of academic disciplines, this book poses fundamental questions about learning and learning communities in contemporary higher education. |
| academic questions for students: Reading At University Fairbairn, Gavin, Fairbairn, Susan, 2001-09-01 Reading as a student demands new skills and new disciplines. Students must read. They must read to inform themselves about the subjects they are studying and to allow them to write assignments, reports and dissertations. Though most students can read fairly well, few can make as much or as efficient use as possible of the time they devote to reading for academic purposes. Many guides to study offer a pot pourri of techniques for improving reading skills. None gives as full a treatment of this essential and underpinning area of academic life as Reading at University. The authors believe that students must change both the ways in which they read and the ways in which they think about reading. This book offers effective and efficient strategies for fulfilling students' reading and study potential. |
| academic questions for students: Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee on Recognizing, Evaluating, Rewarding, and Developing Excellence in Teaching of Undergraduate Science, Mathematics, Engineering, and Technology, 2003-01-19 Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields. |
| academic questions for students: The Theory and Practice of Group Discussion with Quality Talk Chao-Chen Chen, Mei-Lan Lo, 2021-08-02 This book explores the application of a significant discussion approach, Quality Talk, to English learning in Taiwanese college classrooms. Quality Talk has been found to successfully enhance students' reading comprehension and higher-level thinking in American contexts. It offers an introduction to Quality Talk and demonstrates how it can be implemented in college level English classes. It addresses students’ three levels of English proficiency: elementary, intermediate, and advanced. The respective chapters discuss a range of aspects: students' language proficiency levels, students' own viewpoints on the discussion approach, students' academic backgrounds, teaching materials, and culture-based learning. Readers will gain valuable insights into the Quality Talk approach and how it can be implemented in the classroom. |
| academic questions for students: Closing the Vocabulary Gap Alex Quigley, 2018-04-06 As teachers grapple with the challenge of a new, bigger and more challenging school curriculum, at every key stage and phase, success can feel beyond our reach. But what if there were 50,000 small solutions to help us bridge that gap? In Closing the Vocabulary Gap, the author explores the increased demands of an academic curriculum and how closing the vocabulary gap between our ‘word poor’ and ‘word rich’ students could prove the vital difference between school failure and success. This must-read book presents the case for teacher-led efforts to develop students' vocabulary and provides practical solutions for teachers across the curriculum, incorporating easy-to-use tools, resources and classroom activities. |
| academic questions for students: This Book Is Not Required Inge Bell, Bernard McGrane, John Gunderson, Terri L. Anderson, 2013-11-21 This edition continues to teach about the university experience as a whole - looking at the personal, social, intellectual, and spiritual demands and opportunities - while incorporating new material highly relevant to today's students. |
| academic questions for students: A Taxonomy for Learning, Teaching, and Assessing Lorin W. Anderson, David R. Krathwohl, 2001 This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected to learn in school. It explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C & I emphasis), and measurement and assessment experts (assessment emphasis). This revisited framework allows you to connect learning in all areas of curriculum. Educators, or others interested in educational psychology or educational methods for grades K-12. |
| academic questions for students: Academic Success Cristy Bartlett, Tyler Cawthray, Linda Clark, 2021 |
| academic questions for students: Experiential Learning David A. Kolb, 2014-12-17 Experiential learning is a powerful and proven approach to teaching and learning that is based on one incontrovertible reality: people learn best through experience. Now, in this extensively updated book, David A. Kolb offers a systematic and up-to-date statement of the theory of experiential learning and its modern applications to education, work, and adult development. Experiential Learning, Second Edition builds on the intellectual origins of experiential learning as defined by figures such as John Dewey, Kurt Lewin, Jean Piaget, and L.S. Vygotsky, while also reflecting three full decades of research and practice since the classic first edition. Kolb models the underlying structures of the learning process based on the latest insights in psychology, philosophy, and physiology. Building on his comprehensive structural model, he offers an exceptionally useful typology of individual learning styles and corresponding structures of knowledge in different academic disciplines and careers. Kolb also applies experiential learning to higher education and lifelong learning, especially with regard to adult education. This edition reviews recent applications and uses of experiential learning, updates Kolb's framework to address the current organizational and educational landscape, and features current examples of experiential learning both in the field and in the classroom. It will be an indispensable resource for everyone who wants to promote more effective learning: in higher education, training, organizational development, lifelong learning environments, and online. |
| academic questions for students: The Little Butterfly That Could (A Very Impatient Caterpillar Book) Ross Burach, 2021-04-06 WHAT IF I CAN'T? “Will elicit plenty of giggles. -- Kirkus Reviews Which way to the flowers? That way. 200 miles. How am I supposed to travel that far?! You fly. Can I take a plane? No. Then I'll never make it! This comical companion to Ross Burach's The Very Impatient Caterpillar pays loving homage to every child's struggle to persist through challenges while also delivering a lighthearted lesson on butterfly migration. Remember, if at first you don't succeed, fly, fly again! |
| academic questions for students: Questions of Cultural Identity Stuart Hall, Paul du Gay, 1996-04-04 Why and how do contemporary questions of culture so readily become highly charged questions of identity? The question of cultural identity lies at the heart of current debates in cultural studies and social theory. At issue is whether those identities which defined the social and cultural world of modern societies for so long - distinctive identities of gender, sexuality, race, class and nationality - are in decline, giving rise to new forms of identification and fragmenting the modern individual as a unified subject. Questions of Cultural Identity offers a wide-ranging exploration of this issue. Stuart Hall firstly outlines the reasons why the question of identity is so compelling and yet so problematic. The cast of outstanding contributors then interrogate different dimensions of the crisis of identity; in so doing, they provide both theoretical and substantive insights into different approaches to understanding identity. |
| academic questions for students: Constructing Research Questions Mats Alvesson, Jorgen Sandberg, 2013-02-28 All researchers want to produce interesting and influential theories. A key step in all theory development is formulating innovative research questions that will result in interesting and significant research. Traditional textbooks on research methods tend to ignore, or gloss over, actual ways of constructing research questions. In this text, Alvesson and Sandberg develop a problematization methodology for identifying and challenging the assumptions underlying existing theories and for generating research questions that can lead to more interesting and influential theories, using examples from across the social sciences. Established methods of generating research questions in the social sciences tend to focus on ′gap-spotting′, which means that existing literature remains largely unchallenged. The authors show the dangers of conventional approaches, providing detailed ideas for how one can work through such problems and formulate novel research questions that challenge existing theories and produce more imaginative empirical studies. Constructing Research Questions is essential reading for any researcher looking to formulate research questions that are interesting and novel. |
| academic questions for students: The Effective Engineer Edmond Lau, 2015-03-19 Introducing The Effective Engineer--the only book designed specifically for today's software engineers, based on extensive interviews with engineering leaders at top tech companies, and packed with hundreds of techniques to accelerate your career. |
| academic questions for students: Academic Writing Mathukutty M Monippally, Badrinarayan Shankar Pawar, 2010-05-19 This book addresses key features of the methodology involved in business and management academic writing. Characterizing academic writing as part of research, science and the knowledge generation process, it focuses on its three main aspects: understanding existing research, documenting and sharing the results of the acquired knowledge, and acknowledging the use of other people's ideas and works in the documentation. Written in lucid language, the authors use various examples of good as well as defective writing to help students understand the concepts. |
| academic questions for students: Academic Growth in Higher Education Helena Pedrosa-de-Jesus, Mike Watts, 2018-11-26 Many changes in higher education have derived from Europe-wide initiatives such as the Bologna process, and have given increasing attention to student-centred learning and teaching approaches, allied to growth in teachers’ scholarship and academic development. Academic Growth in Higher Education: Questions and Answers centers around a decade-long research project, which is one component of a long-standing programme focused on ways to promote academic development and scholarship in higher education. The purpose of the book is to highlight debates and issues important in teaching and learning at the tertiary level in universities, colleges and schools – exploring issues that teachers and lecturers will need to address throughout their professional lives. These issues surround acts of student-centred learning, inquiry-based learning, teachers’ own practices in the classroom and, every bit as significant, the activities generated by their students in the process of learning. The intention is to identify some of the debates relevant to teaching and learning, to challenge some of the orthodoxies within traditional forms of teaching and learning, and to suggest some solutions though current practice over a wide context of activity. |
| academic questions for students: Primary Science , 2002 |
| academic questions for students: Building Background Knowledge for Academic Achievement Robert J. Marzano, 2004-08-15 In Building Background Knowledge for Academic Achievement, Robert J. Marzano shows how a carefully structured combination of two approaches—sustained silent reading and instruction in subject-specific vocabulary terms—can help overcome the deficiencies in background knowledge that hamper the achievement of many children. Readers will learn * The principles that underlie an effective sustained silent reading program * A five-step process for using sustained silent reading to enhance background knowledge * The defining characteristics of effective vocabulary instruction * A six-step process for direct instruction in vocabulary in each discipline * The vocabulary terms critical to students' success in every academic subject Vignettes suggest how the recommended reading and vocabulary instruction programs might be implemented in elementary schools, middle and junior high schools, and high schools. The book also includes a list of 7,923 vocabulary terms culled from the national standards documents and other publications, organized into 11 subject areas and 4 grade-level categories. With its research-based recommendations and step-by-step approach, Building Background Knowledge equips educators with the tools they need to help close the achievement gap and enable all students to succeed. |
| academic questions for students: Literacy David Wray, 2004 This four-volume collection reprints key debates about exactly what it means to be literate and how literacy can best be taught. Rather than centering on the emotional reaction of mass media debates, this set focuses on research findings into processes and pedagogy. The themes covered include Literacy : its nature and its teaching, Reading - processes and teaching, Writing - processes and teaching and New Literacies - the impact of technologies. |
| academic questions for students: Taxonomy of Educational Objectives Benjamin Samuel Bloom, David R. Krathwohl, 1984 Taxonomy-- 'Classification, esp. of animals and plants according to their natural relationships...'Most readers will have heard of the biological taxonomies which permit classification into such categories as phyllum, class, order, family, genus, species, variety. Biologist have found their taxonomy markedly helpful as a means of insuring accuracy of communication about their science and as a means of understanding the organization and interrelation of the various parts of the animal and plant world. |
| academic questions for students: You Are Enough: A Book About Inclusion Margaret O'Hair, Sofia Sanchez, 2021-03-02 A beautiful and inclusive picture book all about celebrating being yourself from Down syndrome advocate and viral sensation Sofia Sanchez! It can be hard to be different -- whether because of how you look, where you live, or what you can or can't do. But wouldn't it be boring if we were all the same? Being different is great! Being different is what makes you YOU. This inclusive and empowering picture book from Sofia Sanchez -- an 11-year-old model and actress with Down syndrome -- reminds readers how important it is to embrace your differences, be confident, and be proud of who you are. Imagine all of the wonderful things you can do if you don't let anyone stop you! You are enough just how you are. Sofia is unique, but her message is universal: We all belong. So each spread will feature beautiful, full-color illustrations of a full cast of kid characters with all kinds of backgrounds, experiences, and abilities. This book will also include back matter with a brief bio of Sofia and her journey so far, as well as additional information about Down syndrome and how we can all be more accepting, more inclusive, and more kind. |
ACADEMIC Definition & Meaning - Merriam-Webster
The meaning of ACADEMIC is of, relating to, or associated with an academy or school especially of higher learning. How to use academic in a sentence.
ACADEMIC | English meaning - Cambridge Dictionary
ACADEMIC definition: 1. relating to schools, colleges, and universities, or connected with studying and thinking, not…. Learn more.
Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. Search across a wide variety of disciplines and sources: articles, theses, books, abstracts and court opinions.
Academia.edu - Find Research Papers, Topics, Researchers
Academia.edu is the platform to share, find, and explore 50 Million research papers. Join us to accelerate your research needs & academic interests.
Academic Definition & Meaning | Britannica Dictionary
ACADEMIC meaning: 1 : of or relating to schools and education; 2 : having no practical importance not involving or relating to anything real or practical
Academic - definition of academic by The Free Dictionary
1. of or pertaining to a school, esp. one for higher education. 2. of or pertaining to areas of study that are not primarily vocational or applied, as the humanities or pure mathematics. 3. …
academic, n. & adj. meanings, etymology and more | Oxford ...
What does the word academic mean? There are 12 meanings listed in OED's entry for the word academic. See ‘Meaning & use’ for definitions, usage, and quotation evidence. academic has …
ACADEMIC Definition & Meaning - Merriam-Webster
The meaning of ACADEMIC is of, relating to, or associated with an academy or school especially of higher learning. How to use academic in a sentence.
ACADEMIC | English meaning - Cambridge Dictionary
ACADEMIC definition: 1. relating to schools, colleges, and universities, or connected with studying and thinking, not…. Learn more.
Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. Search across a wide variety of disciplines and sources: articles, theses, books, abstracts and court opinions.
Academia.edu - Find Research Papers, Topics, Researchers
Academia.edu is the platform to share, find, and explore 50 Million research papers. Join us to accelerate your research needs & academic interests.
Academic Definition & Meaning | Britannica Dictionary
ACADEMIC meaning: 1 : of or relating to schools and education; 2 : having no practical importance not involving or relating to anything real or practical
Academic - definition of academic by The Free Dictionary
1. of or pertaining to a school, esp. one for higher education. 2. of or pertaining to areas of study that are not primarily vocational or applied, as the humanities or pure mathematics. 3. …
academic, n. & adj. meanings, etymology and more | Oxford ...
What does the word academic mean? There are 12 meanings listed in OED's entry for the word academic. See ‘Meaning & use’ for definitions, usage, and quotation evidence. academic has …
