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Full-Text Articles in Education
Catholic Institutions Of Higher Education And K-12 Schools Partnering For Social Justice: A Call For Scholarship, Joan Whipp, Martin Scanlan
Catholic Institutions Of Higher Education And K-12 Schools Partnering For Social Justice: A Call For Scholarship, Joan Whipp, Martin Scanlan
College of Education Faculty Research and Publications
This article calls for scholarship on emerging partnerships between Catholic institutions of higher education and Catholic K-12 schools that aim at socially just schooling. Justice, ethical care, learning, and social entrepreneurship are explored as possible conceptual frameworks for this research.
Exploring Students' Perceptions Of Academically Based Living-Learning Communities, Matthew R. Wawrzynski, Jody Jessup-Anger, Katherine Stolz, Cynthia Helman, Jacqueline Beaulieu
Exploring Students' Perceptions Of Academically Based Living-Learning Communities, Matthew R. Wawrzynski, Jody Jessup-Anger, Katherine Stolz, Cynthia Helman, Jacqueline Beaulieu
College of Education Faculty Research and Publications
This qualitative study employed focus group interviews to explore students' perceptions of three well established academically based living-learning communities at a large, land-grant university in the Midwest. Three themes emerged that illustrated students' perceptions of a culture that promoted seamless learning, a scholarly environment, and an ethos of relatedness among faculty, staff, and peers. Implications for practice and future research are discussed.
Assessing Student Exposure To And Use Of Computer Technologies Through An Examination Of Course Syllabi, Michael B. Madson, Timothy P. Melchert, Joan Whipp
Assessing Student Exposure To And Use Of Computer Technologies Through An Examination Of Course Syllabi, Michael B. Madson, Timothy P. Melchert, Joan Whipp
College of Education Faculty Research and Publications
A syllabus analysis instrument was developed to assist program evaluators, administrators and faculty in the identification of skills that students use as they complete their college coursework. While this instrument can be tailored for use with a variety of learning domains, we used it to assess students' use of and exposure to computer technology skills. The reliability and validity of the instrument was examined through an analysis of 88 syllabi from courses within the teacher education program and the core curriculum at a private Midwest US university. Results indicate that the instrument has good inter‐rater reliability and ratings by and …