The Effects Of Regulatory Orientation On Subjective Task Values, Ability Beliefs, And Gameplay In A Grammar Editing Computer Game, 2018 University of Central Florida
The Effects Of Regulatory Orientation On Subjective Task Values, Ability Beliefs, And Gameplay In A Grammar Editing Computer Game, Stephen Strnad
Electronic Theses and Dissertations
This study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an independent variable was added in the form of an in-game punishment. In the middle of each game version, students completed a modified version of the Expectancy-value Questionnaire. Independent samples t-tests were …
Designing A Virtual Embedded Scenario-Based Military Simulation Training Program Using Educational And Design Instructional Strategies, 2018 University of Central Florida
Designing A Virtual Embedded Scenario-Based Military Simulation Training Program Using Educational And Design Instructional Strategies, Christina Cook
Electronic Theses and Dissertations
The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in …
A Classroom-Based Physical Activity Intervention For Adolescents: Is There A Relationship With Self-Efficacy, Physical Activity, And On-Task Behavior?, 2018 University of Kentucky
A Classroom-Based Physical Activity Intervention For Adolescents: Is There A Relationship With Self-Efficacy, Physical Activity, And On-Task Behavior?, Colleen Cornelius
Theses and Dissertations--Educational, School, and Counseling Psychology
Classroom-based physical activity is a newly explored avenue for providing physical activity opportunities to children within the school, but it is one that is showing academic gains in areas such as on-task behavior. The purpose of this study was to explore the impact of pedal desks placed in high school classrooms. Three main objectives were examined: 1) The possible increase in physical activity self-efficacy among high school students in the classroom, 2) the effectiveness of pedal desks on increased physical activity among high school students, and 3) the impact of pedal desks on increasing classroom on-task behavior. Participants included 114 …
Double Chins And Double Standards: A Meta-Analysis Of Weight-Based Bullying Amongst Female Adolescents, 2018 University of Windsor
Double Chins And Double Standards: A Meta-Analysis Of Weight-Based Bullying Amongst Female Adolescents, Juliah Distefano
Major Papers
Scholars are beginning to explore and understand the experiences of adolescent females in regards to weight-based bullying in their elementary school setting (Puhl, R. M., Luedicke, J., & Heuer, C. (2011). Weight‐based victimization toward overweight adolescents: observations and reactions of peers. Journal of School Health, 81(11), 696-703). The educational and social implications that weight-based bullying has amongst female adolescents can include: poor academic achievement coupled with a low degree of comfort when participating vocally in the classroom, the inability to initiate and maintain friendships, and an unwillingness to participate in extracurricular sports and activities. This should be cause …
Investigating Student Engagement In Technology-Enhanced Learning At The Intersection Of Business And Law, 2018 University of Windsor
Investigating Student Engagement In Technology-Enhanced Learning At The Intersection Of Business And Law, Werner H. Keller
Office of Open Learning Publications
This project investigated student engagement in technology-enhanced learning. The main research question of this mixed-method study is: “How can instructors use flipped classroom pedagogy in blended and online courses in business law to foster engagement and participation among diverse, non-law students in an upper year B.Comm course?” The study explored the effects of redesigning a traditional lecture course to a flipped class.
Reading Curriculums And Interventions, 2018 Minnesota State University, Mankato
Reading Curriculums And Interventions, Andrew P. Johnson
Elementary and Literacy Education Department Publications
This paper describes some ideas for designing and implementing research-based reading interventions for struggling readers (mild, moderate, and severe).
A Case For Inclusion: A Study Of The Relationship Between Students Of Color In Private Progressive Institution, 2018 Bard College
A Case For Inclusion: A Study Of The Relationship Between Students Of Color In Private Progressive Institution, Aasiyah A. Ali
Senior Projects Spring 2018
Senior Project submitted to The Division of Social Studies of Bard College.
Exploring Transformative Usability In The Professional Writing Classroom, 2018 Murray State University
Exploring Transformative Usability In The Professional Writing Classroom, Danielle Nielsen
Faculty & Staff Research and Creative Activity
This article addresses the importance of teaching transformative usability and accessibility concepts through the lens of disability studies in general business and professional communication courses. It argues that when students learn to analyze audiences, include diverse users, and foresee accessibility before the final draft because they practice user-centered design, their documents become more accessible for all users and situations. It presents a four-unit course plan that integrates disability studies and usability, including legal requirements. The unit plan advocates considering disability and diverse users and uses at the beginning of the design process.
E & I Academics - A Business Plan, 2018 Liberty University
E & I Academics - A Business Plan, Rosalyn Mccoy
Senior Honors Theses
Starting a school presents many difficulties, but a business plan provides a method by which to work through many of these issues. The following business plan for Encourage & Inspire Academics, hereafter referred to as E & I Academics, explains many aspects of the proposed business from operations to competition to target market. E & I Academics is a proposed business that will offer both afterschool tutoring and homeschool tutoring services to families who wish to invest in a quality education for their children. E & I Academics will offer more personalized services than a typical public school and will …
Are We Winning?! A Team Challenge To Engage Students In The Large Lecture Introductory Communication Course, 2018 Minnesota State University, Mankato
Are We Winning?! A Team Challenge To Engage Students In The Large Lecture Introductory Communication Course, Laura Jacobi
Communication Studies Department Publications
The development and implementation of a semester‐long team challenge in an introductory level communication course is described. The team challenge was developed to encourage active engagement of students with large lecture material and to build community within lab sections of the course. Teaching assistants were trained to observe and record participation, distraction, and attendance levels in the large lecture portion of a hybrid course, ‘Fundamentals of Communication.’ Assessment of the team challenge as a case study reveals higher levels of verbal participation and attendance, and lower levels of distractions (i.e. use of cell phones, side conversations, late arrivals …
"Breaking Barriers In Teaching And Learning"- Foreword, 2018 Westminster College
"Breaking Barriers In Teaching And Learning"- Foreword, Richard Badenhausen
National Collegiate Honors Council Monographs: Chapters
When I first stumbled upon honors education over two decades ago while team-teaching a seminar called “Poetry and the Condition of Music,” it was the freedom inside and outside the classroom that most caught my attention. Sprung from the shackles of my usual British Literature survey, one in which students trudged through a rigid chronology of canonical authors, I was free to design a course with the university’s choral director that put ancient oral poets in dialogue with rap musicians; that explored the collaboration between W. H. Auden and Benjamin Britten; that set Langston Hughes against crucial jazz influences. Additionally, …
"Breaking Barriers In Teaching And Learning" -Reading To Improve Teaching And Learning, 2018 Columbia College
"Breaking Barriers In Teaching And Learning" -Reading To Improve Teaching And Learning, John Zubizarreta
National Collegiate Honors Council Monographs: Chapters
Scholarship on teaching and learning has exploded in volume and influence in recent decades, providing all of us who are dedicated to improving our roles as professors with a dizzying array of books and other resources. Faculty development as a specific area of study and professional growth and centers designed to promote and support better teaching (often called CETLs for Center for Excellence in Teaching and Learning or CATLs for Center for the Advancement of Teaching and Learning) have multiplied on campuses around the globe.
"Breaking Barriers In Teaching And Learning"- The Honors Professional Development Portfolio: Claiming The Value Of Honors For Improvement, Tenure, And Promotion, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning"- The Honors Professional Development Portfolio: Claiming The Value Of Honors For Improvement, Tenure, And Promotion
National Collegiate Honors Council Monographs: Chapters
All of us working in honors face a similar challenge when we are asked to account for the value of our efforts as teachers or leaders in our honors programs or colleges. Much of what we do is invisible to all but the most discerning and appreciative eyes: hours spent designing new courses and pedagogical approaches; advising students on curricular, career, and personal matters; coordinating faculty and student development opportunities; forging beneficial alliances across campus to grow and strengthen our institutional areas; collaborating with students on research projects; drafting grants and other proposals; maintaining alumnae relations; leading students to academic …
"Breaking Barriers In Teaching And Learning"- Teaching For Learning In Honors Courses: Identifying And Implementing Effective Educational Practices, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning"- Teaching For Learning In Honors Courses: Identifying And Implementing Effective Educational Practices
National Collegiate Honors Council Monographs: Chapters
Teaching and learning are interesting endeavors. As faculty members, we spend a great deal of time working with students to help them understand a concept, a fact, or a point of view, but we often do not spend equal time better understanding and improving teaching and learning. Time and again, individual educators note that they were trained in a given discipline, not in the process of teaching. In most states, it takes more credentialing in teaching to become a first-grade instructor in math than it does to teach a graduate seminar in psychology. Because of the assumption that those who …
"Breaking Barriers In Teaching And Learning" - Honors Components In Honors Faculty Development, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning" - Honors Components In Honors Faculty Development
National Collegiate Honors Council Monographs: Chapters
In this chapter we describe the design characteristics of a professional development course about honors teaching. We claim that the principles of learning and teaching in honors are also applicable to the design of a course for honors faculty.
The context of our research is Utrecht University in The Netherlands, a large and high-ranking research university that offers undergraduate and graduate programs in a wide variety of academic disciplines. Dutch higher education does not have a longstanding
tradition in honors; Utrecht University was among the first research universities that started experimenting with honors programs in the 1990s. The rationale was …
"Breaking Barriers In Teaching And Learning"- Perspectives On Twentieth-Century American Identity, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning"- Perspectives On Twentieth-Century American Identity
National Collegiate Honors Council Monographs: Chapters
At Southern Oregon University, a course designated as HON 315: Perspectives on Twentieth-Century American Identity has been developed and offered with a high degree of success for several terms. Its pedagogical flexibility, high level of student participation, and exceptionally high course-evaluation ratings from students indicate that it might serve as a useful model for honors programs and colleges as a lower-level honors course in United States history or perhaps adapted to other disciplines. The course description is as follows:
This course is a study of the development of the United States in the twentieth century and early twenty-first century, focusing …
"Breaking Barriers In Teaching And Learning"- Growing Pains In Honors Education: Two Courses Designed To Build Community, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning"- Growing Pains In Honors Education: Two Courses Designed To Build Community
National Collegiate Honors Council Monographs: Chapters
Honors programs and colleges that seek substantial growth face a number of challenges. Two of the most prominent are maintaining a strong sense of community within the honors student population and finding sufficient faculty to teach honors courses. A different, but not entirely unrelated, challenge is presented by part-time students, some of whom may be excellent candidates for honors but whose outside commitments make it impossible for them to carry a full course load or regularly attend classes during business hours. In what follows, I will provide an overview of two honors courses whose design can help meet the two …
"Breaking Barriers In Teaching And Learning" - Innovative Discussion-Based Pedagogy, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning" - Innovative Discussion-Based Pedagogy
National Collegiate Honors Council Monographs: Chapters
Psychologists have identified a series of specific kinds of learning experiences that confer broad and lasting educational benefits, contributing to overall professional success regardless of field. These benefits include developing creativity, problem-solving, cognitive complexity, and flexibility (Maddux et al.); working well in diverse or dispersed groups; negotiating interpersonal problems (Tadmor et al.); tolerating ambiguity; pursuing cultural engagement; appreciating diversity; and being open to experience (Shadowen et al.). This research is important because it provides evidence for the longterm impact of certain experiences on ways of thinking rather than their short-term ability to help students pass exams. The research argues powerfully …
"Breaking Barriers In Teaching And Learning" - Using Student-Generated Questions To Promote Learning, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning" - Using Student-Generated Questions To Promote Learning
National Collegiate Honors Council Monographs: Chapters
Faculty who teach gifted honors students often ask themselves, “How can I ask questions that foster higher-order thinking?” “How can I get more students to respond?” “How can I ensure that students are learning from question-based discussions?” Another key concern: “How can I get students to begin interacting with each other rather than conducting a discussion much like a ping-pong match where the rapid exchanges occur only between a single student and me and then another student and me?” This last question can lead faculty to a different model of questioning, one in which students generate questions that are then …
"Breaking Barriers In Teaching And Learning"- Introduction, 2018 University of Nebraska - Lincoln
"Breaking Barriers In Teaching And Learning"- Introduction
National Collegiate Honors Council Monographs: Chapters
At times, when honors education comes up in academic or popular conversations, a common and automatic response seems to prevail: an assumption that honors means faster, broader, more complicated, and more expert delivery of content information on the part of the teacher and greater, more efficient acquisition of disciplinary knowledge and higher achievement on tests or essays on the part of the student. What the instructor teaches in terms of countable amounts of information and what the student produces in terms of quantitatively measurable outcomes rule the day.