Service Learning Experiences in University Science Degree Courses     

Ann Sherman  Leo MacDonald 《Innovative Higher Education》2009,34(4):235-244

This article describes a study about a service learning project at a small undergraduate university. We examined how professors and students became involved in service learning through course work and related activities. This study sought to find out why participation in service learning is low in post-secondary education science and mathematics courses. Participants described challenges to participation as well as benefits which, if emphasized, may allow for some growth in participation by science degree students.  相似文献   

Exploring “Other Body(s)” of Knowledge: Getting to the Heart of the Story About Aging and Physical Activity     

Bevan C. Grant  Mary Ann Kluge 《Quest (Human Kinetics)》2013,65(4):398-414

Aging is a complex and multidimensional phenomenon subject to a continual redefining of the physical, social, psychological, and cultural self. The collective of these subtleties poses a number of challenges for policy makers, program and community leaders, health professionals, and researchers when trying to enhance quality of life for older adults through physical activity. In this article we reflect on how we have come to know about aging and physical activity and argue why expanding the research agenda will better get to the “heart” of active living in the later years.  相似文献   

Ethelda     

Ann Stutts 《Quest (Human Kinetics)》2013,65(2)

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An exploratory study of argument in the jury decision‐making process     

Ann Burnett  Diane M. Badzinski 《Communication quarterly》2013,61(4):380-396

Different from most other group decision‐making contexts, courtroom jurors face two distinct layers of argument— arguments made during the trial and arguments made during deliberation. The juror often makes an individual decision prior to deliberation based on arguments heard in court and then, using that decision, creates arguments with the other jurors about “what really happened.” The researchers used Canary, Tanita‐Ratledge and Seibold's (1982) coding scheme to analyze arguments in 80 mock juries. The results revealed that jurors’ arguments were not complex; they used assertions and acknowledgments most frequently, followed by propositions, elaborations, and non‐related arguments. The conclusions suggest practical applications for attorneys as well as a model of argument in jury decision‐making.  相似文献   

A German child's first day of school: “Der Ernst des Lebens hat begonnen” (“The seriousness of life has begun”)     

James O. Schnur  Mary Ann Schnur 《Early Childhood Education Journal》1994,22(2):16-18

Photos by Dorit Baudman of the German School in Potomac, MD.  相似文献   

Web & wild     

Beth Ann Miller 《TechTrends》2002,46(4):64-64

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The Content of Writing in the Early Years: Issues of Gender     

Ann Browne 《Literacy》1994,28(3):2-8

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The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication     

Laura J. Gurak  Ann Hill Duin 《Technical Communication Quarterly》2004,13(2):187-198

Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering.  相似文献   

Using Knowledge Decrement to Compare Medical Students’ Long-term Retention of Self-study Reading and Lecture Materials     

Ann Harrison 《Assessment & Evaluation in Higher Education》1995,20(2):149-159

The purpose of the current study was to contrast the long-term retention of material acquired primarily through lectures and assigned self-study readings. Sixteen third-year female medical students took part in the study, and the material tested was from a six week Behavioural Sciences Module which incorporated social science, medical science and clinical information. A specially constructed examination paper was used to measure retention one year later. Knowledge decrement (the percentage of material lost) was one of the measures employed. The two study methods did not differ consistently in terms of knowledge decrement or class performance. The top students (in terms of module performance) remembered more than the weakest students, but not because they were less prone to knowledge decrement. Individuals differed substantially in terms of the relative percentages of lecture and reading material forgotten. Using knowledge decrement to identify which study approaches best suit an individual student is discussed.  相似文献   

Do the Lengths of Pebbles on Hastings Beach Follow a Normal Distribution?     

Ann Brooks 《Teaching Statistics》2000,22(3):73-76

This article describes a practical activity involving seven 16‐ to 17‐year‐old students, a trainee teacher and the author.  相似文献