Flexibility of Iranian Teachers Teaching Methods and High School Students’ Gains

The teaching skills are the key element for all teachers. The main objective of this descriptive study was to investigate the relationship between Flexibility of Iranian Teachers Teaching Methods and High school Students’ emotional, social and intellectual gains as a model. The study population included all Shiraz high schools teachers and their students. By stratified random sampling, 100 teachers and for each of them, 4 students were selected. Data instruments were flexible personal style questionnaires (Taggart & Hausladen, 1993) and students gains subscale of college student experiences questionnaire (Kuh & pace, 2002). After measurement of validity and reliability of instruments, they were distributed among sample and data was collected. Data was analyzed by inferential statistical methods included Pearson correlation coefficient and multiple regression. The results showed that: 1. There is a relationship between teachers’ intuitive and logical teaching style and student gains. 2. The intuitive teaching style of teachers is stronger predictor of student gains.

The Role of the Academic Library in Promoting Student Engagement in Learning

This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.

Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?

Prior research on interacting with diverse peers focuses on pooled samples including all racial/ethnic groups or specific subpopulations such as women and White men. Research on sense of belonging has tended to include part-time learners, Asians, and Latinos, but no studies were readily uncovered that focus on Black men. Addressing this gap in the literature, College Student Experiences Questionnaire data were analyzed for 231 Black and 300 White men (N = 531). Results suggest that cross-racial interactions were significant predictors for both groups; however, interactions with peers who have different interests was significant for Black men only. Implications for future practice and research are discussed.

The Role of the Academic Library in Promoting Student Engagement in Learning

This study examines the nature and value of undergraduate students’ experiences with the academic library. The data represent responses from more than 300,000 students between 1984 and 2002 to the College Student Experiences Questionnaire. Although library use did not appear to make independent contributions to desirable outcomes of college, such experiences were related to important educationally valuable activities. Because the emphasis a campus places on information literacy is a strong predictor of students becoming information literate, librarians should redouble their collaborative efforts to promote the value of information literacy and help create opportunities for students to evaluate the quality of the information they obtain.