Growth No. 9 (2010) - Full Issue,
2010
Taylor University
Growth No. 9 (2010) - Full Issue
Growth: The Journal of the Association for Christians in Student Development
The full issue of the ninth edition of Growth: The Journal of the Association for Christians in Student Development.
An Assessment Of Academic Support Service Needs,
2010
Azusa Pacific University
An Assessment Of Academic Support Service Needs, Christy M. Tanious
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Vocationalism In Higher Education,
2010
Tabor College
Vocationalism In Higher Education, Joshua Arnold
Growth: The Journal of the Association for Christians in Student Development
In their recent book, The Outrageous Idea of Academic Faithfulness, Donald Opitz and Derek Melleby (2007) note how “expectations have profound implications on what students actually find when they arrive at college” (p. 15). In recent decades, a paradigmatic shift has occurred among college students concerning their views of the purpose of a college education. Student expectations have grown increasingly pragmatic, utilitarian, and vocational in nature. This shift toward a vocational emphasis has had a profound impact on the landscape of higher education, changing the shape of many institutions and how higher education is both viewed and offered in …
Hooking Up,
2010
Union University
Hooking Up, Kimberly C. Thornbury
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Desiring The Kingdom: Worship, Worldview, And Cultural Formation,
2010
Taylor University
Desiring The Kingdom: Worship, Worldview, And Cultural Formation, Laura M. Rodeheaver
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Christian Higher Education In The Global Context: Implications For Curriculum, Pedagogy And Administration,
2010
Abilene Christian University
Christian Higher Education In The Global Context: Implications For Curriculum, Pedagogy And Administration, Kevin Kehl
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Assessment Methods For Student Affairs,
2010
Messiah College
Assessment Methods For Student Affairs, Robert C. Pepper
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
A Qualitative Exploration Of Student Spiritual Development In A Living-Learning Community,
2010
Abilene Christian University
A Qualitative Exploration Of Student Spiritual Development In A Living-Learning Community, Jason Morris, Mimi Barnard, Greg Morris, Julie Williamson
Growth: The Journal of the Association for Christians in Student Development
The purpose of this study is to examine the spiritual development of eight participants in a living-learning community at Abilene Christian University. Using a qualitative methodology, this study attempted to capture the voices of participants as they concluded a year together in a Barrett Hall living-learning community (LCC). Data were collected over a period of 2-3 weeks through individual semi-structured interviews, as well as one focus group comprised of all eight community members. Data were analyzed to capture meaningful themes and categories. Implications for practice are discussed.
Religion In The National Agenda: What We Mean By Religious, Spiritual, Secular,
2010
University of Memphis
Religion In The National Agenda: What We Mean By Religious, Spiritual, Secular, Leslie C. Poe
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
The Student Leadership Challenge: Five Practices For Exemplary Leaders,
2010
LeTourneau University
The Student Leadership Challenge: Five Practices For Exemplary Leaders, Anthony D. Zappasodi
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
Turnaround Leadership For Higher Education,
2010
Malone University
Turnaround Leadership For Higher Education, Chris Abrams
Growth: The Journal of the Association for Christians in Student Development
No abstract provided.
The Boys Like Action And The Girls Like Emotion,
2010
University of South Carolina - Aiken
The Boys Like Action And The Girls Like Emotion, Timothy Lintner
Faculty Publications
No abstract provided.
Evidence Of Metacognitive Control By Humans And Monkeys In A Perceptual Categorization Task,
2010
Boise State University
Evidence Of Metacognitive Control By Humans And Monkeys In A Perceptual Categorization Task, Joshua Redford
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Metacognition research has focused on the degree to which nonhuman primates share humans’ capacity to monitor their cognitive processes. Convincing evidence now exists that monkeys can engage in metacognitive monitoring. By contrast, few studies have explored metacognitive control in monkeys and the available evidence of metacognitive control supports multiple explanations. The current study addresses this situation by exploring the capacity of human participants and rhesus monkeys (Macaca mulatta) to adjust their study behavior in a perceptual categorization task. Humans and monkeys were found to increase their study for high-difficulty categories suggesting that both share the capacity to exert …
Multiple-Choice Questions You Wouldn’T Put On A Test: Promoting Deep Learning Using Clickers,
2010
Vanderbilt University
Multiple-Choice Questions You Wouldn’T Put On A Test: Promoting Deep Learning Using Clickers, Derek Bruff
Professional and Organizational Development Network in Higher Education: Archives
Classroom response systems (“clickers”) can turn multiple-choice questions—often seen to be as limited as assessment tools—into effective tools for engaging students during class. When using this technology, an instructor first poses a multiple-choice question. Each student responds using a handheld transmitter (or “clicker”). Software on the classroom computer displays the distribution of student responses. Although many multiple-choice questions found on exams work well as clicker questions, there are several kinds of multiple-choice questions less appropriate for exams that function very well to promote learning, particularly deep learning, during class when used with clickers.
Cognitive Conflict And Situational Interest As Factors Influencing Conceptual Change,
2010
Chuncheon National University of Education, Korea
Cognitive Conflict And Situational Interest As Factors Influencing Conceptual Change, Hunsik Kang, Lawrence C. Scharmann, Sukjin Kang, Taehee Noh
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In this study, we investigated the relationships among cognitive conflict and situational interest induced by a discrepant event, attention and effort allocated to learning, and conceptual change in learning the concept of density. Subjects were 183 seventh graders from six middle schools in Seoul, Korea. A preconception test, a test of responses to a dis-crepant event, and a questionnaire of situational interest were administered as pretests. Computer-assisted instruction was then provided to the students as a conceptual change in-tervention. Questionnaires regarding attention and effort, and a conception test were admin-istered as posttests. The conception test was administered once more as …
Mentoring In Teacher Education: Building Nurturing Contexts And Teaching Communities For Rural Primary School Teachers In Sindh, Pakistan,
2010
Aga Khan University
Mentoring In Teacher Education: Building Nurturing Contexts And Teaching Communities For Rural Primary School Teachers In Sindh, Pakistan, Nilofar Vazir, Rakhshinda Meher
Institute for Educational Development, Karachi
This paper examines how mentoring can improve the performance and level of teacher education in Pakistan, especially in rural areas. It presents a qualitative case study that focuses on two teachers from rural Sindh; one male and the other female. These teachers were participants in the Mentoring Program at the Aga Khan University – Institute for Educational Development (AKU-IED). Data was collected through participant observations, from structured and unstructured interviews, in the classroom and the field, and from reflective journals. The program focused on reconceptualizing the role of these teachers as mentors, developing relevant skills through critical thinking and reflective …
Production Of A Prototype Online Leadership Learning Tool And System For Australian Universities,
2010
University of Western Sydney
Production Of A Prototype Online Leadership Learning Tool And System For Australian Universities, Geoff Scott, Hamish Coates, Michelle Anderson
Higher education research
This ALTC project has involved more than 600 experienced leaders in higher education within and beyond Australia in the production of a comprehensive Online Leadership Learning System (OLLS) for our universities. The report outlines the project's outcomes, approach and methodology; indicates its contribution to the field; identifies key factors assisting and constraining success; summarises its achievements in terms of dissemination and linkages; and evaluates its quality and impact.
The Forgiveness Classroom: Bringing Together Students From Both Sides Of The Walls Through Deep Listening,
2010
Boston University
The Forgiveness Classroom: Bringing Together Students From Both Sides Of The Walls Through Deep Listening, Ruth Henderson
The Journal of the Assembly for Expanded Perspectives on Learning
This essay describes a forgiveness course taught in prisons and on college campuses. The course served as a bridge for Endicott College students and inmates from the Maine Correctional Center at Windham, highlighting how deep listening may reduce violence and promote understanding.
Back Matter,
2010
University of Tennessee, Knoxville
Back Matter
The Journal of the Assembly for Expanded Perspectives on Learning
Back matter.
Embracing The Vision: Our Work With Teachers Implementing Gps,
2010
Kennesaw State University
Embracing The Vision: Our Work With Teachers Implementing Gps, Sarah Ledford, Wendy B. Sanchez
Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators
Abstract: In 2005, three Kennesaw State University mathematics education faculty members began a series of workshops titled “Implementing the Georgia Performance Standards [GPS]: Embracing the Vision.” This workshop series has been underwritten by Georgia’s Teacher Quality Higher Education Program. The first series of workshops began with 6th grade teachers the first year the GPS was implemented and the project has been funded each subsequent year since its inception. Currently, we are working with Math III teachers as they implement the course for the first time. The initial focus for the project was on conceptual understanding versus procedural understanding, writing tasks …
