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. ISSN 1447-9494

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Abstract

This paper examines contrasting case studies involving two tutors of first year students enrolled in an undergraduate education program at an Australian University. Both tutors were given the same brief of designing a semester-long course that would foster the development of the habit of mind of persistence in their students. The two tutors went about it within different content areas and chose different approaches. Both worked within the principles of good practice to select their teaching strategies, but one explicitly taught her students about the habits of mind in general and persistence specifically, whereas the other did not mention it at all. Both sought to model the habit for their students, though the tutor who did not explicitly mention it to her class was more deliberate about the modeling. Given that the two courses were different it is not possible to compare student results to see if one
approach worked better than the other. However, in both cases, the tutors felt that the students had demonstrated more persistence than previous groups they had taught. The tutors also commented that they had personally learned a lot from engaging with this specific focus and would seek to continue to incorporate it into their teaching and learning plans.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Common Ground, Helen Huntly, Jenny Donovan. Permanent restricted access to published version in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 29 Jul 2014 02:49
Last Modified: 02 Dec 2015 05:30
Uncontrolled Keywords: academic persistence; habits of mind; principles of good practice; higher education research
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
URI: http://eprints.usq.edu.au/id/eprint/25627

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