Education Commons^™

Storytelling: A Natural Mnemonic: A Study Of A Storytelling Method To Positively Influence Student Recall Of Instruction, Tommy Oaks

Doctoral Dissertations

The purpose of this dissertation was to determine what, if any, effect storytelling as a method of teaching has on retention of information. More specifically, this work was designed to determine if storytelling is more effective than a more traditional lecture method in influencing student recall of lesson content. In the Spring Semester of 1994, experiments were conducted to test the following hypothesis: College Students who receive instruction in a storytelling fashion will demonstrate significantly greater recall of instructional content than students who receive the same instruction in a more traditional lecture method.

One hundred fourteen students were randomly selected …

Comparison Of The Effect Of Instructional Versus Industry-Specific Computer Simulation On Students Learning In A Front Office Management Course, Mohamed Abdul-Ghani

Doctoral Dissertations

A survey was administered to assess the current and future state of academic computer use in teaching front office management courses, and to evaluate the degree of importance educators of these courses placed in various features of educational software. In addition, an instructional or industry-specific computer simulation program was integrated in a front office management course for undergraduate students. The purpose of this experiment was to determine if there were any differences in students' knowledge of the subject matter, attitude toward computers, and ability to transfer the learned skills to another industry-specific software, which could be attributed to the usage …

The Effect Of School Size And The Interaction Of School Size And Class Type On Selected Student Achievement Measures In Tennessee Elementary Schools, Kenneth Earl Nye

Doctoral Dissertations

The purpose of this study was to analyze student academic achievement in reading and mathematics for grades K through 3 to determine if there was a school-size effect. This study further analyzed whether the school-size effect differed across the three class types: small (S), regular (R), and regular with aide (RA), to which students had been assigned. Several null hypotheses were posited regarding the effect of school size and interaction of the school-size effect with each of the three class types on the academic achievement of students.

This study of school size benefited from having an extant database of information …

An Analysis Of Study Abroad Administration At U.S. Colleges And Universities, Trevor Nelson

Doctoral Dissertations

The purpose of this study was to determine the organizational structures and practices that appear to characterize successful study abroad operations in U.S. colleges and universities. The researcher was also interested to know if these differ from the organizational structures and practices of less successful operations. Institutional members of NAFSA: Association of International Educators affiliatied with the Section on U.S. Students Studying Abroad (SECUSSA) were surveyed by means of a questionnaire. A total of 348 usable questionnaires (a 52.6% response rate) were returned from universities and four year colleges which were then placed into four groups-large private, smallprivate, large public …

Dropping A Line Into A Creek And Pulling Out A Whale: A Phenomenological Study Of Six Teachers' Experiences Of Their Students' Stories Of Learning, Mary Kathryn Kramp

Doctoral Dissertations

This is a study of six college teachers' narratives of their experiences of their students' stories of learning. These six teachers took part in a two year project supported by Fund for the Improvement of Post-Secondary Education (FIPSE), in which participants created opportunities in their courses for their students to tell their stories of learning, thereby allowing their students to self-assess their learning and senses of self as learners. Their students' stories became a context for these teachers to reflect upon their teaching and senses of self as teachers. Results of the FIPSE project showed they made significant changes in …

The Undergraduate Experience And Giving: What Makes A Donor?, Laura C. Simic

Masters Theses

Private support of public higher education has become increasingly important for institutions to remain competitive in times of decreasing tax support. Among scholars, there is general agreement that private support has become the vital ingredient which provides the difference between adequate and great institutions. There is little agreement, however, about the primary factors that motivate donors to give to colleges and universities.

To help answer the question, "Why do people give?" a study was conducted of University of Tennessee, Knoxville College of Communications alumni with regard to aspects of their undergraduate experience. The alumni were divided into non-donor and donor …

The Relationship Between Insulin Resistance And Glucose Transport And Transporter (Glut4) Levels In A Rodent Model Of Syndrome X, William Joseph Banz

Doctoral Dissertations

(Part I.) The purpose of this study was to measure insulin regulated glucose transport and GLUT4 protein in aortic tissue from insulin-resistant vs. sensitive rats. We assessed basal and insulin-stimulated [³H]-2-deoxyglucose transport in aorta from lean vs. obese Zucker rats. In a muscle-bath system, insulin significantly stimulated aortic 2-deoxyglucose transport by 30% in lean and obese animals. Further, in the perfusion system with only luminal vessel exposed, insulin significantly stimulated 2-deoxyglucose transport in aorta of lean animals. Western blot analysis demonstrated that aorta contained substantial concentrations of GLUT4 protein. These data demonstrate that the aorta is insulin-sensitive and …

Fact Book: 1995-1996, The Office Of Institutional Research And Assessment

UTK Fact Book

Welcome to the sixth annual Fact Book of the University of Tennessee, Knoxville. This edition features a slightly expanded student enrollments section.

As with all the previous issues, the staff of the Office of Institutional Research is grateful for the assistance we receive from our colleagues who collect and maintain the various university data bases. The amount of effort required to manage the information of the university is not always fully appreciated. Most of the tables and graphs herein identify the source from whom more detailed information may be obtained.

It is our goal with each new edition of the …

Jaepl, Vol. 1, Winter 1995-1996, Alice G. Brand (Editor)

The Journal of the Assembly for Expanded Perspectives on Learning

Essays

Mary C. Doane. Writing Reality: Constructivism, Metaphor, and Cosmology. Two philosophies of metaphor are contrasted in constructing discourse and reality.

Derek Owens. Earthworm Hermeneutics. As an alternative to recent misreadings of boundary politics, a more responsible, outsider pedagogy needs to be cultivated.

Tim Doherty. Strictly Ballroom? Dancing Along the Borders of Movement and Writing. Multiple intelligences are exercised when movement and writing intersect in the composition curriculum.

Ellen W. Kaplan. The Subversive Play: Using Play, Dream, and the Body in the Classroom. The as-if world of play brings body-centered knowledge into the expressive writing class. …

Earthworm Hermeneutics, Derek Owens

The Journal of the Assembly for Expanded Perspectives on Learning

As an alternative to recent misreadings of boundary politics, a more responsible, outsider pedagogy needs to be cultivated.

Strictly Ballroom? Dancing Along The Borders Of Movement And Writing, Tim Doherty

The Journal of the Assembly for Expanded Perspectives on Learning

Multiple intelligences are exercised when movement and writing intersect in the composition curriculum.

The Found Play: Learning And Teaching The Value Of Interpretive Reading And Writing, Randi Patterson, Kim Jernigan

The Journal of the Assembly for Expanded Perspectives on Learning

The "found" play is designed to make explicit the interpretive strategies that students use in everyday life, in a literary work, and in critical reading and writing.

Subjectivity And Academic Discourse: Apples, Cupcakes, And Beige, Frances Jo Grossman

The Journal of the Assembly for Expanded Perspectives on Learning

The relationship between intentional autobiographical reference and academic research yields a discourse called the writer-scholar's story of knowing.

Emotional Implication: Performing Within Emotional Gaps, Kristie S. Fleckenstein

The Journal of the Assembly for Expanded Perspectives on Learning

The role of emotional implication is a process by which writers leave and fill emotional gaps within a text, thus creating their readers, text worlds, and themselves.

A Plea For Re-Form: Aesthetics In The Writing Classroom, Anne Mullin

The Journal of the Assembly for Expanded Perspectives on Learning

The emphasis on meaning and ideas should be refocused on form as an important aesthetic element in writing.

Mental Imagery, Psychology, And Rhetoric: An Examination Of Recurring Problems, Linda T. Calendrillo

The Journal of the Assembly for Expanded Perspectives on Learning

The parallel debates on mental imagery in contemporary psychology and classical rhetoric have led to its marginal status in composition studies.

Mastery: Or, Where Does True Wisdom Lie?, Martha Goff Stoner

The Journal of the Assembly for Expanded Perspectives on Learning

Zen philosophy and contemporary physics heighten awareness of wisdom as a process not a product.

Images At The Heart Of Things: The Writer's Unconscious Speaking, Hildy Miller

The Journal of the Assembly for Expanded Perspectives on Learning

Two case studies depict ways in which mental imagery from a Jungian perspective influences writing.

Reviews, Zoe Keithley, Gerd Bräuer, Larry Anderson, Deborah F. Van Hoorn, Susan Becker

The Journal of the Assembly for Expanded Perspectives on Learning

Reviews

Zoe Keithley. The Peaceable Classroom. (Mary Rose O'Reilley, 1993).

Gerd Bräuer. Presence of Mind: Writing and the Domain Beyond the Cognitive. (Alice G. Brand and Richard L. Graves, Eds., 1994).

Larry Anderson. A History of the Mind: Evolution and the Birth of Consciousness. (Nicholas Humphrey, 1992).

Deborah F. Van Hoorn. Writing from the Inner Self. (Elaine Farris Hughes, 1994).

Susan Becker. Reclaiming the Tacit Dimension: Symbolic Form in the Rhetoric of Silence. (George Kalamaras, 1994).

Back Matter, Alice G. Brand

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.

Theory And Practice On Preparing Human Resource Development Professionals, John A. Henschke Edd

IACE Hall of Fame Repository

Theory and practice in college and university academic programs preparing Human Resource Development (HRD) Professional Practitioners have seldom been addressed in the same places or times. This paper clarifies the terms, theory, practice, academic program, learning, learning organization; traces some history of the issues; provides a case illustration of how an HRD professional prepared in a program advocating a supportive connection between theory and practice, modeled that in his own professional career and developed support within the university setting.

Developing A Mentoring Program Improvement Evaluation Model, John A. Henschke Edd

IACE Hall of Fame Repository

Formal adult teacher model mentoring programs tend to have a predictable set of elements: policies, mentor selection procedures, mentor training activities, mentor role expectations, mentor-adult teacher matching, and secondary development relationships. Mentoring is an individualized, long-term, teaching/learning relationship between two people used to accomplish a variety of purposes. Yet, little evaluation has been conducted to determine its results, or the effectiveness of the current process, with an eye to making program improvements. The purpose of this qualitative research study was to: develop a program improvement model for an adult teacher mentoring program; apply the model to a formal adult teacher …

Writing Reality: Constructivism, Metaphor, And Cosmology, Mary C. Daane

The Journal of the Assembly for Expanded Perspectives on Learning

Two philosophies of metaphor are contrasted in constructing discourse and reality.

Front Matter, Alice G. Brand (Editor)

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's Message

The prospect of bringing off a new journal is character building, I have come to believe—particularly when it is published only once a year and by a fledging organization. The Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) had to be good, very good, especially the inaugural issue. That this was the first issue also meant, I hoped, that readers would tolerate mistakes. Surely, mistakes could be corrected with the next issue. But on second thought, that was a long year away.

Nonetheless, I celebrate the occasion of the inaugural issue of JAEPL. …

The Subversive Element Of Play: Using Play, Dream And The B Ody In The Classroom, Ellen W. Kaplan

The Journal of the Assembly for Expanded Perspectives on Learning

The as-if world of play brings body-centered knowledge into the expressive writing class.

Writing Ritual And The Cultural Unconscious: The Great Mother Archetype In The Composition Classroom, Cramer Cauthen

The Journal of the Assembly for Expanded Perspectives on Learning

Jungian theory and feminist epistemology can be synthesized through their mythopoetic ways of making knowledge.