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University of Nebraska at Omaha

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2005

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Articles 31 - 40 of 40

Full-Text Articles in Education

Community Service Work-Study Program (Cswsp) Student Handbook - For Student Employees 2005-2006, Center For Service And Learning At Oberlin College Jan 2005

Community Service Work-Study Program (Cswsp) Student Handbook - For Student Employees 2005-2006, Center For Service And Learning At Oberlin College

Curriculum

This document contains: Introduction; Community Service Partners; Financial Information; Training; Student Resources; Frequently Asked Questions; and Contact Information.

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Graduate Policies (2005-2007), University Of Nebraska At Omaha Jan 2005

Graduate Policies (2005-2007), University Of Nebraska At Omaha

Graduate Catalogs

2005-2007 Graduate Policies

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Graduate Program Requirements (2005-2007), University Of Nebraska At Omaha Jan 2005

Graduate Program Requirements (2005-2007), University Of Nebraska At Omaha

Graduate Catalogs

2005-2007 Graduate Program Requirements

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Modeling Learning: The Role Of Leaders, Judith A. Ramaley, Barbara A. Holland Jan 2005

Modeling Learning: The Role Of Leaders, Judith A. Ramaley, Barbara A. Holland

Higher Education

What follows is the Portland State University story, a reflection on change as a scholarly act within a learning community using techniques from organizational learning.

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Engaged And Engaging Science: A Component Of A Good Liberal Education, Judith A. Ramaley, Rosemary R. Haggett Jan 2005

Engaged And Engaging Science: A Component Of A Good Liberal Education, Judith A. Ramaley, Rosemary R. Haggett

Higher Education

We live in a period of rapid and complex socioeconomic change. The forces driving this change are reshaping the educational landscape in ways that we are only beginning to understand. Many recent reports and books, including the 2002 report from the Association of American Colleges and Universities (AAC&U), Greater Expectations: A New Vision for Learning as a Nation Goes to College, have explored the implications of these changes and have identified growing gaps between the intentions and assumptions of faculty, the actual experiences of students, and the demands of the workplace. The lack of clarity of purpose in undergraduate education …

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Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach With Service Learning, Rudy M. Garcia, Gail Robinson Jan 2005

Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach With Service Learning, Rudy M. Garcia, Gail Robinson

Higher Education

Service learning as a teaching methodology has a growing following among faculty in higher education. Service learning combines community service with classroom instruction, focusing on critical, reflective thinking as well as personal and civic responsibility. Service learning programs involve students in activities that address local needs while developing their academic skills and commitment to their communities.

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Services Report Fy 2005, Uno Office Of Research And Creative Activity Jan 2005

Services Report Fy 2005, Uno Office Of Research And Creative Activity

Services Reports

This Service Report features: Information about The Office of Sponsored Programs and Research; Submissions by College/Unit, FY 2003 - 2005; Awards by College/Unit FY 2003 - 2005; University of Nebraska at Omaha Accumulative Awards Per Fiscal Year; University of Nebraska at Omaha Accumulative Submissions Per Fiscal Year; UNOmaha FY2005 External Grant Awards; UNO FY 2005 Nebraska Research Initiative (NRI) Submissions; and UNO FY 2005 External Submissions.

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Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal Jan 2005

Emotional/Behavioral Disorders: A Retrospective Examination Of Social Skills, Linguistics, And Student Outcomes, John W. Hill, Kathy L. Coufal

Educational Leadership Faculty Publications

A language-based social skills instruction intervention used to prepare middle and high school students with emotional/behavioral disorders for return to less restrictive public school placements was evaluated. The daily 50-minute intervention focused on repetitive readings, recitations, and role-playing of skill step procedures until students achieved mastery on each required task in five broad dimensions: peer relations, self-management, academic, compliance, and assertion. The students were divided into three groups according to the length of intervention (under 2 years, 2 to 3 years, and more than 3 years). Dependent t tests were used to test the effects of prolonged intervention on past …

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Implementing Handheld Computers As Tools For First-Grade Writers, Wilma Kuhlman, Kathy Everts Danielson, Elizabeth J. Campbell, Neal Topp Jan 2005

Implementing Handheld Computers As Tools For First-Grade Writers, Wilma Kuhlman, Kathy Everts Danielson, Elizabeth J. Campbell, Neal Topp

Teacher Education Faculty Publications

All humans use objects in their environment as tools for actions. Some tools are more useful than others for certain people and populations. This paper describes how different first-graders used handheld computers as tools when writing. While all 17 children in the observed classroom were competent users of their handheld computers, their use of handhelds for pre-writing differed among the students. Some students’ thinking was clearly enhanced with the use of handhelds before writing. Other students showed writing competence without referring back to their pre-writing work on the handheld. No students were unable to operate their handhelds in the pre-writing …

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A Comparison Of School-Based And Community-Based Adherence To Wraparound During Family Planning Meetings, Philip D. Nordness Jan 2005

A Comparison Of School-Based And Community-Based Adherence To Wraparound During Family Planning Meetings, Philip D. Nordness

Special Education and Communication Disorders Faculty Publications

Recently a number of studies have begun to examine how the wraparound approach is adhered to during family planning meetings in community-based settings. However, no studies have compared wraparound family planning meetings across community-based and school-based settings. The purpose of this study was to examine adherence to the wraparound approach during family planning meetings across school-based and community-based settings to determine if there is a difference in the participants, domains discussed, and key characteristics of wraparound. Over the course of 9 months, observations were conducted on community-based (N = 85) and school-based (N = 109) wraparound family planning meetings. Results …

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