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Articles 1 - 9 of 9
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.
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 …