Learner Empowerment Measure

Frymier, Ann Bainbridge; Shulman, Gary M.; Houser, Marian L.

doi:10.1037/t54802-000

Cited by 59 publications

(125 citation statements)

References 13 publications

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“…In HE today, the focus is often more on enabling students to have an active role in their own education and to take responsibility for their learning (Frymier, shulman, & Houser, 1996;Thomas & velthouse, 1990). Writing of learner empowerment, Houser and Frymier (2009) discuss the importance of teacher behaviour in motivating students to perform meaningful and challenging tasks.…”

Section: Collaboration and Empowermentmentioning

confidence: 99%

Learning to change: the rationale for the use of motivational interviewing in higher education

Wells

Jones

2016

Innovations in Education and Teaching International

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a Medical school, university of Manchester, Manchester, uK; b centre for research in lifelong learning, glasgow caledonian university, glasgow, uK ABSTRACTMotivational interviewing is a technique developed for use in clinical contexts in order to help people change unhealthy behaviours. However, because it is centred on change, is non-judgemental and collaborative, it is ideal to be adapted for use in teaching. This paper considers the theoretical basis for its use in higher education settings by examining the underpinnings of the technique and the ways in which it fits within thinking about education. We address some of the challenges to the use of motivational interviewing and consider how it can be conceptualised for use in teaching.

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Section: Collaboration and Empowermentmentioning

confidence: 99%

Learning to change: the rationale for the use of motivational interviewing in higher education

Wells

Jones

2016

Innovations in Education and Teaching International

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“…In addition empowered students have more positive perceptions toward the course content, instructors, and perform more activities that believe reflect learning (Zraa et al, 2011). Frymier et al (1996) expanded traditional views of motivation to create the construct of learner empowerment that is defined as a student's feeling of competence to perform a task that is meaningful and has an impact on the situation.…”

Section: Introductionmentioning

confidence: 99%

“…The empowerment concept in the instructional context were examined by Frymier et al (1996), Tibbles et al (2008), Weber et al (2005), and Weber and Patterson (2000). Frymier et al (1996) applied the concept of empowerment to the classroom context, and defined learner empowerment as consisting of three dimensions: meaningfulness, competence, and impact.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Frymier et al (1996) applied the concept of empowerment to the classroom context, and defined learner empowerment as consisting of three dimensions: meaningfulness, competence, and impact. This measure is called the Learner Empowerment Scale (LES) (Frymier et al, 1996). Houser and Frymier (2009) examined the role of student characteristics on empowerment, along with the impact of instructor communication behaviour.…”

Section: Introductionmentioning

confidence: 99%

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Students’ empowerment model: An approach to the establishment of gen-3 and 4 universities

Fazel

Harandi²,

Farahani

2016

Int. j. adv. appl. sci

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In spite of the vast applications of the empowerment models, its dimensions and factors for higher education are still relatively unclear. This paper aims to provide an empowerment model for students with the approach of establishing the 3 rd and 4 th generation universities in the higher education sector of Iran, providing the necessary foundations for empowerment of human and social resources of the universities. This research utilizes documentary research and Fuzzy Delphi technique for filtering the dimensions and factors of the subject. From the 181 identified factors, 44 factors selected for Fuzzy Delphi technique. The statistical group of study consists of 15 experts. The survey has been conducted in four stages and the results of each stage are filtered via the Fuzzy Delphi method. Eventually, the student's empowerment model is designed in 4 dimensions and 20 factors, and is proposed as an empowerment model for the students in Iran's higher education tiers. It helps the universities with analyzing the current circumstances and undertake optimizations based on successful experiences.

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Action groups as a participative strategy for leading whole‐school health promotion: Results on implementation from theINCLUSIVEtrial in English secondary schools

Warren

Bevilacqua

Opondo

et al. 2019

British Educational Res J

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Education policy increasingly promotes action groups as a key strategy for student and/or staff participation in school improvement and whole‐school health promotion. Such groups can coordinate multi‐component interventions, increase participation and engagement, and enable local adaptations, but few process evaluations have assessed this. We evaluated fidelity, feasibility and acceptability of action groups as part of a trial of a whole‐school intervention to reduce bullying and aggression and promote health in English secondary schools, which reported multiple health and educational impacts. Action groups involved students and staff, supported by external facilitators, and drew on data on student needs. They aimed to: coordinate implementation of restorative practices and a social and emotional competencies curriculum; review policies and rules; and enact local decisions to modify school environments. Our process evaluation used interviews, focus groups, observations and questionnaires to assess action groups’ fidelity, role in coordination, role in local adaptation, support from external facilitators and data on student needs, and acceptability in engaging members. Fidelity was high in the first two years but lower in the third year when external facilitators withdrew. Student needs data were perceived as useful, but views on external facilitators were mixed. Groups successfully reviewed policies and rules, planned activities and coordinated restorative practices, but were less successful in implementing the curriculum. Success was facilitated by the involvement of school leaders. Members reported high satisfaction and empowerment. Action groups are a promising strategy for leading whole‐school health promotion. Implementation is supported by external facilitation, local data and involvement of senior managers.

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Learner Empowerment Measure

Cited by 59 publications

References 13 publications

Learning to change: the rationale for the use of motivational interviewing in higher education

Learning to change: the rationale for the use of motivational interviewing in higher education

Students’ empowerment model: An approach to the establishment of gen-3 and 4 universities

Action groups as a participative strategy for leading whole‐school health promotion: Results on implementation from theINCLUSIVEtrial in English secondary schools

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