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Full-Text Articles in Education
Mixed-Reality Simulations To Build Capacity For Advocating For Diversity, Equity, And Inclusion In Geosciences, Jason A. Chen, M. Shane Tutwiler, Jerlando F. L. Jackson
Mixed-Reality Simulations To Build Capacity For Advocating For Diversity, Equity, And Inclusion In Geosciences, Jason A. Chen, M. Shane Tutwiler, Jerlando F. L. Jackson
School of Education Articles
We report on data collected at 3 time points during a 1-year intervention designed to teach a purposive sample of geoscience faculty members (n = 29) from 27 universities throughout the United States how to identify and address issues related to diversity, equity, and inclusion in their departments. For the intervention we used mixed-reality simulations to help participants practice specific skills to address common situations in geoscience departments. The intervention also included an intensive 3-day workshop and 3 journal clubs. Using a Bayesian analytical approach we explored: (a) general trends in participants’ self- and collective efficacy for identifying and …
Advancing Inclusion In The Geosciences: An Overview Of The Nsf-Gold Program, Julie R. Posselt, Jason A. Chen, Grady Dixon, Jerlando F. L. Jackson, Robert Kirsch, Anne-Marie Nuñez, Brian J. Teppen
Advancing Inclusion In The Geosciences: An Overview Of The Nsf-Gold Program, Julie R. Posselt, Jason A. Chen, Grady Dixon, Jerlando F. L. Jackson, Robert Kirsch, Anne-Marie Nuñez, Brian J. Teppen
School of Education Articles
Here we report on five pilot projects working to develop effective professional development aimed at improving diversity, equity, and inclusion within the geosciences. All five projects were funded by the NSF GEO Opportunities for Leadership in Diversity (GOLD) program, which was designed to bring together geoscientists and social scientists to create innovative pilot programs for preparing and empowering geoscientists as change agents for increasing diversity. Each project has different objectives and applies different combinations of methods, but focuses on professional development, bystander intervention training, and the formation of new networks in the pursuit of systemic, institutional change. This article describes …
Graduate Counseling Students' Learning, Development, And Retention Of Knowledge, Glenn W. Lambie, Kara P. Ieva, Patrick R. Mullen
Graduate Counseling Students' Learning, Development, And Retention Of Knowledge, Glenn W. Lambie, Kara P. Ieva, Patrick R. Mullen
School of Education Articles
The present study investigated 52 graduate counseling students’ levels of ethical and legal knowledge (Lambie, Hagedorn, & Ieva, 2010) and social cognitive development (Hy & Loevinger, 1996) at three points: (a) prior to a counseling ethics course, (b) at the completion of the course, and (c) four months later. Students’ ethical and legal knowledge scores increased and they retained their learning; however, their social-cognitive development did not change. Implications for the scholarship of teaching and learning are discussed.
Using Clickers In Large College Psychology Classes: Academic Achievement And Perceptions, Selma Powell, Carrie Straub, Jacqueline Rodriguez, Barbara Vanhorn
Using Clickers In Large College Psychology Classes: Academic Achievement And Perceptions, Selma Powell, Carrie Straub, Jacqueline Rodriguez, Barbara Vanhorn
School of Education Articles
This research study explored the effects of the use of clicker technology as a means of formative assessment in large, college introductory psychology courses. Academic achievement, as measured by performance on tests of knowledge, was compared between students who used clickers and students that did not use clickers. There was a significant difference between the two groups, although a small effect was noted. Students using the clickers responded to survey items created to solicit information regarding student perceptions of increased understanding, ability to self-identify content deficits, fun, and financial value of clickers. Data from the survey indicated that the majority …
Online Support For The Self-Regulated Learning Of Gifted Students, Judi Harris
Online Support For The Self-Regulated Learning Of Gifted Students, Judi Harris
School of Education Articles
No abstract provided.