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Articles 12871 - 12884 of 12884
Full-Text Articles in Education
Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study, Emmanuel Adjei-Boateng
Experiences Of Beginning Teachers In A Resident Teacher Program: A Phenomenological Study, Emmanuel Adjei-Boateng
Theses and Dissertations
There has been considerable attention and focus, in the field of education, on development support for beginning teachers. Beginning teachers are very important to the success and future of education. Their success in the classroom is very critical. The Resident Teacher Program or a teacher residency is a comprehensive means of providing beginning teachers with developmental support. This initiative is usually organized through the concerted efforts of a college of education and school district. Within this dissertation, attention is given to the potential or real benefits and to the successes and challenges of an existing Resident Teacher Program. In a …
Standardized Assessment Of Information Literacy Skills: What The Sails Tests Reveal Over Time, Carolyn J. Radcliff, Kevin Ross, Annie Knight
Standardized Assessment Of Information Literacy Skills: What The Sails Tests Reveal Over Time, Carolyn J. Radcliff, Kevin Ross, Annie Knight
Library Presentations, Posters, and Audiovisual Materials
What can standardized assessments tell us about the information literacy levels of our students? When an institution chooses to use a national assessment, the institution is faced with negotiating the existing testing process and making sense of the results within the local context. Chapman University and its sister institution Brandman University have measured information literacy for several years with the Standardized Assessment of Information Literacy Skills (SAILS). In this presentation we compare three models of implementation: (1) administering the SAILS cohort test to incoming freshmen; (2) giving the SAILS individual-scores test to freshmen and seniors; and (3) administering the SAILS …
A Review Of Common Drug-Drug And Food-Drug Interactions Associated With Cardiovascular Medications, Raymond Kho, Sarah Kim, Stacy Lee, Laura Tsu
A Review Of Common Drug-Drug And Food-Drug Interactions Associated With Cardiovascular Medications, Raymond Kho, Sarah Kim, Stacy Lee, Laura Tsu
Pharmacy Faculty Articles and Research
This home-study CPE activity has been developed to educate pharmacists on the common drug-drug and food-drug interactions associated with cardiovascular medications.
Chemical Reactions As Petite Rendezvous: The Use Of Metaphor In Materials Science Education, Vuk Uskoković
Chemical Reactions As Petite Rendezvous: The Use Of Metaphor In Materials Science Education, Vuk Uskoković
Pharmacy Faculty Articles and Research
Every time we communicate our science, we are involuntarily involved in an educational activity, affecting the listeners’ methodology and motivation. In a beautiful metaphor, late Nobel Laureate, Richard E. Smalley compared interacting atoms and molecules to boys and girls falling in love. Elaborated and exemplified with a couple of entertaining analogies in this discourse is the effectiveness of the use of metaphors in illustrating scientific concepts to both scientific novices and peers. Human brain has been considered to be a complex neural circuitry for the computation of metaphors, which explains the naturalness of their usage, especially when solid arguments could …
A 5-Year Review Of Aahperd Poster Presentations In The Area Of Sport Education, David C. Barney, Brad Strand
A 5-Year Review Of Aahperd Poster Presentations In The Area Of Sport Education, David C. Barney, Brad Strand
Faculty Publications
One desired outcome of k-12 physical education is that all students will have positive experiences during their classes. If students have positive experiences in physical education, they will physically likely be physically active throughout their lives (Barney & Strand, 2008). Unfortunately, for some students the physical education experience has been boring, unnecessary, a waste of time, or just not cool (Rice, 1988). One tool physical educators can manipulate to ensure that student's have positive experiences in physical education, is the curriculum. Barney and Deutsch (2009) found that the curriculum used in a middle school program played a major role in …
A Comparison Of Middle School Students Steps Per Minute (Spm) In Five Physical Education Curriculum Units Utilizing Pedometers: An Overall Contribution To Attaining The Recommended Step Counts Per Day In Children, David C. Barney, Francis T. Pleban, Jenny Pleban, Justin Dekupier
A Comparison Of Middle School Students Steps Per Minute (Spm) In Five Physical Education Curriculum Units Utilizing Pedometers: An Overall Contribution To Attaining The Recommended Step Counts Per Day In Children, David C. Barney, Francis T. Pleban, Jenny Pleban, Justin Dekupier
Faculty Publications
The purpose of this study was to compare pedometer steps per minute from five different curriculum units (basketball, volleyball, indoor soccer, pickle ball, and fitness activities) in middle school physical education classes as they relate to contributing to the recommended 12,000 to 16,000 steps per day for healthy children. Two hundred and thirty-two male and female middle school students participated in this study, 115 males and 117 females, respectively. Steps per minute were measured with pedometers in five curriculum units in middle school physical education classes; over 36 minutes of activity time. Overall, physical education classroom activities such as basketball, …
A Process For The Critical Analysis Of Instructional Theory, Jay A. Bostwick, Isaac W. Calvert, J. Francis, Melissa Hawkley, Curtis Henrie, Fred R. Hyatt, Janele Juncker, Andrew S. Gibbons Iii
A Process For The Critical Analysis Of Instructional Theory, Jay A. Bostwick, Isaac W. Calvert, J. Francis, Melissa Hawkley, Curtis Henrie, Fred R. Hyatt, Janele Juncker, Andrew S. Gibbons Iii
Faculty Publications
Some have argued for a common language of theory in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it would inhibit further theoretical development. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of ontological categories that emerge from the literature, and the comparison of theories using these categories. Such a process can reveal broader concepts that exist beyond specific theoretical …
Blended Learning In Higher Education: Institutional Adoption And Implementation, Wendy W. Porter, Charles R. Graham, Kristian A. Spring, Kyle R. Welch
Blended Learning In Higher Education: Institutional Adoption And Implementation, Wendy W. Porter, Charles R. Graham, Kristian A. Spring, Kyle R. Welch
Faculty Publications
Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/ growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation …
The Nature Of Teacher Engagement At An Online High School, Jered Borup, Charles R. Graham, Jeffrey S. Drysdale
The Nature Of Teacher Engagement At An Online High School, Jered Borup, Charles R. Graham, Jeffrey S. Drysdale
Faculty Publications
Little research has examined the critical components of successful K-12 online schools, due in part to the theoretical focus of current frameworks on higher education rather than characteristics of K-12 online learners and environments. Using K-12 online research, this paper examined teaching presence as explained by the Community of Inquiry framework and identified additional teacher roles that needed stronger emphasis. We termed the new construct teacher engagement. Teacher engagement was shown to be helpful in describing and identifying effective teacher practices at the Open High School of Utah (OHSU), a successful online charter school. Through a series of 22 interviews …
An Online High School “Shepherding” Program: Teacher Roles And Experiences Mentoring Online Students, Jeffrey S. Drysdale, Charles R. Graham, Jered Borup
An Online High School “Shepherding” Program: Teacher Roles And Experiences Mentoring Online Students, Jeffrey S. Drysdale, Charles R. Graham, Jered Borup
Faculty Publications
Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, little research addresses how programs that are fully online can provide their students with comparable support. This case study analyzed a “shepherding program” at Mountain Heights Academy, a fully online high school. We found that the shepherding program enabled fully online teachers to provide their students with many of the services typical of on-site facilitators. The roles of the shepherding program included building caring relationships, facilitating content interaction, and providing students with the communication links they needed to be successful. In addition, …
Chemistry Students’ Attitudes About Peer-Led Team Learning Workshops: Comparison To The Six Critical Components, A.E. Dreyfuss, Janet Liou-Mark, Leo Gafney
Chemistry Students’ Attitudes About Peer-Led Team Learning Workshops: Comparison To The Six Critical Components, A.E. Dreyfuss, Janet Liou-Mark, Leo Gafney
Publications and Research
While tracking students’ performance and perseverance is important to determine the effect of the incorporation of workshops in courses, little has been published on students’ attitudes toward workshops: How do students feel about PLTL workshops? One method of examining this question is through a questionnaire developed by Gafney. This paper will present the results of a three-semester study using this questionnaire on how students view workshop in their introductory chemistry courses.
Students’ Attitudes About Peer-Led Team Learning Workshops In General Chemistry: A Critical Incident Study, A.E. Dreyfuss, Janet Liou-Mark
Students’ Attitudes About Peer-Led Team Learning Workshops In General Chemistry: A Critical Incident Study, A.E. Dreyfuss, Janet Liou-Mark
Publications and Research
How would students respond to open-ended questions regarding their experiences with PLTL workshops? This paper will present the results of a two-semester qualitative study on how students view workshop in their introductory chemistry courses, using Brookfield’s (1995) Critical Incident Questionnaire (CIQ). The five questions probe what stands out in the affirmative and negative, using key words: engaged, distanced, affirmed, puzzled or confused, and surprising. Collecting key moments from students in workshop, after several weeks of meeting, allow a grounded sense of how students view the workshop experience.
Peer Leaders’ Views On A General Chemistry Workshop Program, A.E. Dreyfuss, Janet Liou-Mark
Peer Leaders’ Views On A General Chemistry Workshop Program, A.E. Dreyfuss, Janet Liou-Mark
Publications and Research
How do Peer Leaders feel about their role organizationally? What motivates them to serve? Peer Leaders are the heartbeat of the PLTL instructional model. To improve any PLTL program, feedback from Peer Leaders is necessary and beneficial. Their experiences, ideas, and honest critiques will assist in shaping the program to meet its ultimate goal: To ensure all students are engaged in their learning process through an active community setting.
Review Of Principles To Actions: Ensuring Mathematical Success For All, Eric L. Mann
Review Of Principles To Actions: Ensuring Mathematical Success For All, Eric L. Mann
Faculty Publications
No abstract provided.