Education Commons^™

Students' Perception Of Value Of Interactive Oral Communication As Part Of Writing Course Papers, Meredyth Krych Appelbaum, Joanna Musial

Department of Psychology Faculty Scholarship and Creative Works

Every day students are able to discuss complex ideas relatively easily in spontaneous conversation, yet when they attempt to express complex ideas in a written paper, students often experience great difficulty. The features of face-to-face conversation and of written communication differ in a number of respects. This study examines student's perceptions of peer evaluation through interactive conversation as compared to non-interactive written peer feedback. This study provides evidence that students perceive value in actively talking with others about their paper. In particular, students often prefer to talk to someone who has investment in their success and who can give them …

Proctored Vs. Un-Proctored Exams In A Hybrid Course: A Brief Comparison Of Student Results, Kimberly Hollister

Department of Information Management and Business Analytics Faculty Scholarship and Creative Works

The research aims to examine whether there is a difference in undergraduate student performance on skill-based exams in an introductory computer literacy course at a state comprehensive university when exams are administered in-class vs. online. Two samples, each consisting of approximately 107 students, are considered for this study. A comparison of exam scores will be used to identify differences in exam performance between the two groups.

What's In A Grade: Faculty Responsibility For Grade Inflation, Tamerah Hunt, Fredrick Gardin

Department of Exercise Science and Physical Education Scholarship and Creative Works

No abstract provided.

Teaching And Learning Argumentation, Alina Reznitskaya, Richard C. Anderson, Li Jen Kuo

Department of Educational Foundations Scholarship and Creative Works

This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128 fourth- and fifth-grade students from 2 schools completed the same argument-related tasks, after receiving different instructional treatments. In the first treatment condition, students engaged in group discussions of moral and social issues raised in their readings. In the second treatment condition, we supported group discussions with explicit instruction in abstract principles of …

Locked Up Means Locked Out: Women, Addiction And Incarceration, Vanessa Alleyne

Department of Counseling Scholarship and Creative Works

In one of the quietest but most significant social phenomena of our time, national statistics indicate that the number of incarcerated women has quadrupled over the last 20 years. The status of women of color in America, already precarious, is further eroded under this new world order, as 54% of the incarcerated female population is African American or Latina. Harsh drug laws, mandatory sentencing, and policing strategies which focus on smaller crimes have succeeded in netting large numbers of mothers, grandmothers, single breadwinners and other women whose primary offenses prior to arrest were being poor and often having a substance …

Assessing Technology Skills In An Undergraduate Business Course, Kimberly Hollister, Nicole B. Koppel

Department of Information Management and Business Analytics Faculty Scholarship and Creative Works

This article focuses on how an undergraduate program of an Association to Advance Collegiate Schools of Business (AACSB), an accredited business school, incorporates assessment on the use of information technology in a computer business course. To meet the new AACSB standards regarding assessment and adequately determine "if and what students are learning?" This article presents the technology learning goals, the associated learning objectives and the specific technology-related behaviors and actions that are assessed. In addition, specific examples of student assignments are presented as well as how these assignments are designed and assessed in relation to the learning objectives for the …

The Pond You Fish In Determines The Fish You Catch: Exploring Strategies For Qualitative Data Collection, Muninder Kaur Ahluwalia, Lisa A. Suzuki, Agnes Kwong Arora, Jacqueline S. Mattis

Department of Counseling Scholarship and Creative Works

Qualitative research has increased in popularity among social scientists. While substantial attention has been given to various methods of qualitative analysis, there is a need to focus on strategies for collecting diverse forms of qualitative data. In this article, the authors discuss four sources of qualitative data: participant observation, interviews, physical data, and electronic data. Although counseling psychology researchers often use interviewing, participant observation and physical and electronic data are also beneficial ways of collecting qualitative data that have been underutilized.

Pigs And Packers, A. Calabrese Barton, Jaime Grinberg, K. Richardson Bruna

Department of Educational Foundations Scholarship and Creative Works

This study presents us with a number of issues that add complexity to the taken-for-granted practices of teaching immigrant children in the US. Furthermore, by contextualizing the events and dialogs within the larger contexts and contradictory discourses of the purposes of schooling vis-à-vis the globalizing dimension of ethnoscapes, the debate forces us to engage in theorizing within the discourses of correspondence (reproduction), resistance, agency, and hope. In what follows we engage in conversation where we each take turns interrogating, problematizing, and playing the role of the provocateur in order to elicit dialog among us and to advance the tremendous ideas …

Evaluating Classroom Dialogue Reconciling Internal And External Accountability, Megan Laverty, Maughn Gregory

Department of Educational Foundations Scholarship and Creative Works

In this article we present an instrument to be used by students and professors to evaluate classroom dialogue. We begin with an explanation of the classroom community of inquiry and why we value it as a pedagogical approach. We then describe our different reasons for evaluating classroom dialogue — including institutional, professional and pedagogical accountability — and describe the inherent conflicts among these reasons. We explain how our evaluation instrument was designed to ameliorate these conflicts. We recount a number of theoretical and practical problems we encountered in designing and implementing the instrument and explain how we attempted to overcome …

Volume 18, No. 3

Thinking: The Journal of Philosophy for Children

Carter, Fern­-Chantele. “Developing Communities of Inquiry in the Creative Arts Classroom.” 43-­48.

Dobashi, Takar. “The First Children’s Philosopher of Japan: Takeji Hayashi.” 35-­42.

Glina, Monica. “A Community of Barbarians: The Community of Inquiry as Strong Democracy.” 12­-17.

Ronhuis, Tecla. “Philosophical quality of children’s thinking patterns.” 18-­24.

Trickey, Steve & Keith Topping. “Collaborative Philosophical Enquiry for School Children: Participant Evaluation at Eleven Years.” 25-­34.

Wartenberg, Thomas. “Review: The Well of Being: Childhood, Subjectivity and Education by David Kennedy.” 1­-3.

Weber, Barbara. “Subjective Time and Encounter in the Moment: Towards an Ethical Attitude for Intergenerational Dialogue within the Context of Various Theories …