This qualitative study explored the process of academic companioning as experienced by five undergraduate probationary students and as supported by two professional resource persons. Data was collected through multiple in-depth interviews and analyzed using a threedimensional narrative inquiry space, which provided a fitting framework for a thematic narrative analysis. A document analysis was also used to determine how the conceptual foundation of the academic companioning program aligned with the students’ experience. Our analysis suggests congruence between the multiple sources of data examined. Key findings shed light on the nature of the companion’s role defined by a specific form of guidance and attendance to students’ self-confidence. Findings also illustrate how the program’s structure caters to students experience by facilitating an acknowledgement their own needs, helping them better understand the university context, and offering personal support.

The goal of the study is to share the development and maintenance of a Critical Friendship. Critical Friendship is a model of educator-educator relationship that offers an informal forum for low-risk, open-ended, and non-analytic collegiate interactions in professional-personal development. In this self-study, using exploratory research methods, the authors investigate a CF action process in a higher education teacher context based on anecdotal evidence, reflection on practice, peer observation and action research. Following on the work of Towndrow, and Curry, the authors develop a pathway to CF and compare this small-scale study to similar results achieved in a broad-based CF program initiated in Latvia. This CF developed at a teacher education college in the change-rich GCC (Gulf Cooperation Council) education reform, 2009-2011. This study demonstrates that CF establishes shared practice into a cohesive learning focus for productive action, and leads to a renewed pro-personal teacher identity. Results indicate that CF processes stimulate approaches to learning, and lead tutors to different ways of framing situations. The authors demonstrate the importance of CF in the development of new concepts, such as “educational cultural convergence”. This participatory, mutuallyinforming, CF is scaffolded by processes: peer observation, conduct, action research, and reflection. The authors conclude by outlining the benefits and potentiality of CF.

The study seeks to ascertain whether co-operative learning model is equally effective for students with mastery and performance goals. The study uses quasi-experimental and factorial design for conducting the experiment. The experiment was conducted on 153 students of standard IX studying in schools affiliated to the SSC Board and with English as the medium of instruction. It has used two tools, namely, achievement test in mathematics and learning goals inventory both developed by the researcher. The researcher has also developed an instructional programme for co-operative learning. The techniques used to test the hypotheses include the ttest, ANOVA and ANCOVA. The study found that the effect of the co-operative learning model on students’ academic achievement is maximum. Co-operative learning model was found to be more effective for students with mastery goals whereas the traditional lecture method is found to be more effective for students with performance goals.

This paper reports findings with regard to approaches to learning of Turkish students. The term “approaches to learning” refers to the idea that learners perceive and process information in very different ways. The study is set out to (i) explore and describe the approaches of learning of university students; (ii) explore the relationship between approaches to learning constructs, (iii) explore how the learning approaches of Turkish higher education students in combination with gender and academic discipline, year affect and academic performance; Employing a correlational research design- 44-item 1995 version of the RASI and the cumulative grade point, the study was conducted in two departments in two institutions of higher education: one humanities and one engineering. Total 160 students participated. This paper discusses firstly the findings of this study in the light of other research carried out in this area and secondly, and more importantly, in the light of its contribution towards a better understanding of the learning needs of Turkish university students.

This is a qualitative study which the participants were seven students from an Elementary Mathematics Teaching department of a Turkish University. This study primarily aimed that creating a cognitive conflict, observing their feedbacks during this period and determining how this cognitive conflict being solved. The secondary aim is recording and researching the participants’ ability and behavior of using dynamic mathematics software as a cognitive tool. These participants were asked to construct a hexagon whose every sides are 5 units by using GeoGebra the dynamic mathematics software and record the whole process by Wink the screen capturing software. 15 constructions were recorded in total by 7 students. The records were uploaded to a Wiki space. The screen records were examined by the method of video analysis. Besides, the confirmation of this analysis was also done via clinical interviews. At the end of the research, it is found that students have the misconception of wrong classification of equilateral and regular polygons like in some literature knowledge. At the same time, it is observed that students misrepresented the irrational length coming from the behavior of trying to use dynamic mathematics software with an easier way. Interviewing processes clearly asserted that this type of experience helps preservice teachers to evolve their mathematical understanding and reflected on the reasons had led them to the misconception they had developed in the past.