Supporting the development of persistence: strategies for teachers of first year undergraduate students

Article


Huntly, Helen and Donovan, Jenny. 2009. "Supporting the development of persistence: strategies for teachers of first year undergraduate students." International Journal of Teaching and Learning in Higher Education. 21 (2), pp. 210-220.
Article Title

Supporting the development of persistence: strategies for teachers of first year undergraduate students

ERA Journal ID20354
Article CategoryArticle
AuthorsHuntly, Helen (Author) and Donovan, Jenny (Author)
Journal TitleInternational Journal of Teaching and Learning in Higher Education
Journal Citation21 (2), pp. 210-220
Number of Pages11
Year2009
Place of PublicationBlacksburg, VA. United States
ISSN1812-9129
Web Address (URL)http://www.isetl.org/ijtlhe/pdf/IJTLHE689.pdf
Abstract

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 selfdirected learners, entering an environment with minimal constraints and expectations of selfmotivation 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.

Keywordsacademic persistence; habits of mind; transitioning to university; Seven Principles of Good Practice; higher education research
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390303. Higher education
390102. Curriculum and pedagogy theory and development
Public Notes

This publication is open access under Creative Commons Attribution-NoDerivs 3.0 Unported License. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsCentral Queensland University
University of Western Australia
Institution of OriginUniversity of Southern Queensland
Permalink -

https://research.usq.edu.au/item/q2840/supporting-the-development-of-persistence-strategies-for-teachers-of-first-year-undergraduate-students

Download files


Published Version
Huntly_Donovan_IJTLHE_v21n2_PV.pdf
License: CC BY-ND
File access level: Anyone


Accepted Version
Huntly_Donovan_IJTLHE_v21n3_PV.pdf
License: CC BY-ND
File access level: Anyone

  • 1715
    total views
  • 152
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Children versus curriculum: who wins?
Haeusler, Carole, Donovan, Jennifer and Venville, Grady. 2020. "Children versus curriculum: who wins?" Donovan, Jennifer, Trimmer, Karen and Flegg, Nicholas (ed.) Curriculum, schooling and applied research: challenges and tensions for researchers. Cham, Switzerland. Palgrave Macmillan. pp. 143-164
Educational innovation: challenges of conducting and applying research in schools
Trimmer, Karen, Donovan, Jennifer and Flegg, Nicholas. 2020. "Educational innovation: challenges of conducting and applying research in schools." Donovan, Jennifer, Trimmer, Karen and Flegg, Nicholas (ed.) Curriculum, schooling and applied research: challenges and tensions for researchers. Cham, Switzerland. Palgrave Macmillan. pp. 1-17
Realising the vision of technology integration: a case study of K-12 private schools in the United Arab Emirates
Mahmoud, Kheder, Arden, Catherine and Donovan, Jennifer. 2020. "Realising the vision of technology integration: a case study of K-12 private schools in the United Arab Emirates." Al Mahdi, Osama (ed.) Innovations in educational leadership and continuous teachers’ professional development. India. CSMFL Publications.
Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory
Haeusler, Carole and Donovan, Jennifer. 2020. "Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory." Research in Science Education. 50 (1), pp. 23-52. https://doi.org/10.1007/s11165-017-9679-2
Master teachers as leaders in school-based action research
Trimmer, Karen, Donovan, Jennifer, Findlay, Yvonne S. and Mohamed, Kamariah. 2017. "Master teachers as leaders in school-based action research." Leading and Managing. 23 (2), pp. 1-12.
Searching for scientific Mozarts: get em' while they're young
Donovan, Jennifer, Haeusler, Carole and Stewart, Ian. 2013. "Searching for scientific Mozarts: get em' while they're young." The Conversation. 18 June 2013, pp. 1-4.
You catch criminals with DNA: what kids know (and don't know) about genetics
Donovan, Jennifer. 2013. "You catch criminals with DNA: what kids know (and don't know) about genetics." The Conversation. 16 May 2013, pp. 1-4.
Online professional development for Australian science teachers: developing and deploying a curriculum evaluation model
Spence, Karen, Donovan, Jennifer and Danaher, P. A.. 2016. "Online professional development for Australian science teachers: developing and deploying a curriculum evaluation model." Kennepohl, Dietmar K. (ed.) Teaching science online: practical guidance for effective instruction and lab work. Sterling, Virginia, United States. Stylus Publishing. pp. 210-222
Margins for error: a discussion of barriers preventing the connection of mainstream and margins when conducting in-school research
Donovan, Jennifer. 2015. "Margins for error: a discussion of barriers preventing the connection of mainstream and margins when conducting in-school research." Trimmer, Karen, Black, Alison L. and Riddle, Stewart (ed.) Mainstreams, margins and the spaces in-between: new possibilities for education research. Abingdon, Oxford. Routledge. pp. 223-238
The influence of the mass media on Australian primary students' understandings of genes and DNA
Donovan, Jennifer. 2014. The influence of the mass media on Australian primary students' understandings of genes and DNA. PhD Thesis Doctor of Philosophy. University of Western Australia.
Developing scientific literacy: introducing primary aged children to atomic-molecular theory
Donovan, Jennifer and Haeusler, Carole. 2015. "Developing scientific literacy: introducing primary aged children to atomic-molecular theory." de Silva, Eugene (ed.) Cases on research-based teaching methods in science education. Hershey, PA. United States. IGI Global. pp. 30-63
Blood and bones: the influence of the mass media on Australian primary school children’s understandings of genes and DNA
Donovan, Jennifer and Venville, Grady. 2014. "Blood and bones: the influence of the mass media on Australian primary school children’s understandings of genes and DNA." Science and Education. 23 (2), pp. 325-360. https://doi.org/10.1007/s11191-012-9491-3
Exploring the influence of the mass media on primary students' conceptual understanding of genetics
Donovan, Jennifer and Venville, Grady. 2012. "Exploring the influence of the mass media on primary students' conceptual understanding of genetics." Education 3-13: the professional journal for primary education. 40 (1), pp. 75-95. https://doi.org/10.1080/03004279.2012.635058
Is persistence taught or caught?: two contrasting case studies in the context of first year university teaching
Huntly, Helen and Donovan, Jenny. 2010. "Is persistence taught or caught?: two contrasting case studies in the context of first year university teaching." The International Journal of Learning. 17 (1), pp. 411-420.
Developing academic persistence in first year tertiary students: a case study
Huntly, Helen and Donovan, Jenny. 2009. "Developing academic persistence in first year tertiary students: a case study." Studies in Learning Evaluation Innovation and Development. 6 (1), pp. 1-14.
How pupils use a model for abstract concepts in genetics
Venville, Grady and Donovan, Jenny. 2008. "How pupils use a model for abstract concepts in genetics." Journal of Biological Education. 43 (1), pp. 6-14. https://doi.org/10.1080/00219266.2008.9656143