Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Active learning (2)
- Capstone project presentation (2)
- Collaborative learning (2)
- Cooperative learning (2)
- Effective learning (2)
-
- Georgia Southern University (2)
- Honors Research Symposium (2)
- Human-pet interactions (2)
- Social media (2)
- Stroke rehabilitation (2)
- Thesis presentations (2)
- Undergraduate research (2)
- University Honors Program (2)
- Academic motivation scale (1)
- Academic performance (1)
- Adult educators (1)
- Animal behavior (1)
- Animal-assisted therapy (1)
- Aristotle (1)
- Arithmetic (1)
- Athletic training emergencies (1)
- Beaver dams (1)
- Betrayal (1)
- Bipedal locomotion (1)
- Business planning (1)
- Cancer therapy (1)
- Ceramics (1)
- Cobalt (1)
- Cognitive conflict (1)
- College students (1)
- Publication
- Publication Type
- File Type
Articles 1 - 11 of 11
Full-Text Articles in Education
Improving Reading Compliance And Quiz Scores Through The Use Of Reading Guides, Judith Longfield, Trent W. Maurer
Improving Reading Compliance And Quiz Scores Through The Use Of Reading Guides, Judith Longfield, Trent W. Maurer
Centers for Teaching Excellence Staff Presentations
Questions & Rationale: This session will present an inquiry into student learning as measured by reading compliance and quiz scores. Students’ reading compliance has declined substantially over the past 30 years from over 80% to less than 20% (Burchfield & Sappington, 2000). Even in textbook-reliant introductory courses, students read less than 1/3 of the assigned pages (Gurung & Martin, 2011), and reading compliance significantly predicts exam scores and final grades (Sappington et al., 2002). Students who have not completed the readings are unprepared for class activities based on that material, which makes it difficult for instructors to move beyond content-delivery …
Honors Research Symposium Program [Fall 2013], University Honors Program Students And Staff
Honors Research Symposium Program [Fall 2013], University Honors Program Students And Staff
University Honors Research Symposium Programs
No abstract provided.
A Comparison Of Student Academic Motivations Across Three Course Disciplines, Trent W. Maurer, Deborah Allen, Delena Bell Gatch, Padmini Shankar, Diana Sturges
A Comparison Of Student Academic Motivations Across Three Course Disciplines, Trent W. Maurer, Deborah Allen, Delena Bell Gatch, Padmini Shankar, Diana Sturges
School of Human Ecology Faculty Publications
Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students’ study habits and efforts, and final course grades were also collected. Results revealed the adapted versions of the Academic Motivation Scale had comparable reliabilities to previous investigations, significant differences in motivations across the students enrolled in the three courses and significant influences of motivation on academic behaviors and course performance.
From Theory To College Classrooms: Collaborative/Cooperative Learning Techniques That Work, Judith Longfield
From Theory To College Classrooms: Collaborative/Cooperative Learning Techniques That Work, Judith Longfield
Centers for Teaching Excellence Staff Presentations
Research demonstrates that engaging students in the learning process leads to improved attitudes, enhanced learning and student retention. In this session attendees will learn about the research behind cooperative and collaborative learning, how to form groups and create effective learning tasks, and be introduced to a variety of active learning techniques. Participant will also practice integrating collaborative learning techniques (CoLTs) into a course by developing a plan for using, grading and evaluating one or more CoLTs.
Using Collaborative Learning Techniques (Colts) To Promote Engaged Student Learning, Judith Longfield
Using Collaborative Learning Techniques (Colts) To Promote Engaged Student Learning, Judith Longfield
Centers for Teaching Excellence Staff Presentations
Research demonstrates that engaging students in the learning process leads to improved attitudes, enhanced learning and student retention. In this interactive session you will learn about collaborative and cooperative learning, how to form groups and create effective learning tasks, and be introduced to a variety of active learning techniques. You will also practice integrating collaborative learning techniques (CoLTs) into a course by developing a plan for using, grading and evaluating one or more CoLTs.
Honors Research Symposium Program [Spring 2013], University Honors Program Students And Staff
Honors Research Symposium Program [Spring 2013], University Honors Program Students And Staff
University Honors Research Symposium Programs
No abstract provided.
Teaching Certification Programs: Key Questions For Design & Refinement, Judith Longfield
Teaching Certification Programs: Key Questions For Design & Refinement, Judith Longfield
Centers for Teaching Excellence Staff Presentations
In addition to learning about two Teaching Certification Programs at Georgia Southern, one for faculty and another for TAs, attendees will be asked to share their experiences with Teaching Certification Programs.
Changing Their Idea Of “Studying ” Into Our Idea Of “Learning ” - The Efficacy Of Interactive Online Programs, Leslie S. Jones
Changing Their Idea Of “Studying ” Into Our Idea Of “Learning ” - The Efficacy Of Interactive Online Programs, Leslie S. Jones
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
One of the most frustrating aspects of college teaching is facing a lecture hall full of students who sit in class trying to figure out the easiest ways to pass rather than the best way to actually learn. New online platforms provided by publishers are an effective way to beat these passive learners at their own game. Picture the joy of walking into your class knowing that students have read the text before your lecture. Imagine how you can teach if you do not have to assume you start with one big tabula rasa. Building assignments into course requirements will …
Examining The Role Of Facilitated Conflict On Student Learning Outcomes In A Diversity Education Course, Sabrina N. Ross
Examining The Role Of Facilitated Conflict On Student Learning Outcomes In A Diversity Education Course, Sabrina N. Ross
Department of Curriculum, Foundations, & Reading Faculty Publications
Building on the Piagetian concept of disequilibrium (i.e., cognitive conflict) and empirical research documenting relationships between cognitive conflict and transformative learning, this article explores the influence of facilitated conflict (i.e., intentional efforts by the instructor to help students reflect on and work through the intergroup conflict they experienced in the course) on the learning outcomes of female students enrolled in an exploratory diversity education course. Various forms of student writing including free-writing exercises and reflective papers were used in addition to two survey response questions to identify sources of cognitive conflict and assess student learning outcomes. Findings revealed that strategies …
Forced To Learn: Community-Based Correctional Education, Ron Mottern, C. Amelia Davis, Mary F. Ziegler
Forced To Learn: Community-Based Correctional Education, Ron Mottern, C. Amelia Davis, Mary F. Ziegler
Department of Curriculum, Foundations, & Reading Faculty Publications
Community-based correctional education has received scant attention in adult literacy research yet mandatory education is a growing part of the legal system and is fueled by research that suggests a link between correctional education and lower rates of recidivism. Growth in alternative to prison programs affects local ABE and GED programs. Adults who attend community-based correctional programs as a condition of their probation or parole face many challenges. The purpose of this existential-phenomenological study was to understand the experience of those adults. Findings describe students’ experiences of being forced to attend a GED program. Opening a space for these stories …
Teachers' Perceptions And Satisfaction With Pbis In A Southeast Georgia School District, Deidra C. Martin
Teachers' Perceptions And Satisfaction With Pbis In A Southeast Georgia School District, Deidra C. Martin
Electronic Theses and Dissertations
In today’s educational system, an important concern is student behavior. Problem behaviors can affect students’ academic learning as well as teachers’ instructional time. Many programs and approaches are available to improve student behavior in schools. One school-wide program known as Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. PBIS is a national framework schools can use to help them design and implement behavioral practices for students. It involves all the faculty, staff, and students in a school system. Teachers are important stakeholders in implementing PBIS. If they do not …