Do-It-Yourself for Course Reserves: A Student-Driven Service in an Academic Library     

Jared Hoppenfeld  Wendi Arant-Kaspar 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):353-361

Texas A&M University Libraries has been hard at work putting the power of course reserves in the hands of its users. Reserves services have traditionally been restrictive, granting only faculty the authority to place items on reserve or allowing students access to items only after they have been checked out. From faculty adding streaming content to their e-reserves to students having hands-on access to their course reserves, this article tells the story of how an academic library system is allowing its patrons to “do-it-themselves.”  相似文献   

A tool for helping veterinary students learn diagnostic problem solving     

Jared A. Danielson  Holly S. Bender  Eric M. Mills  Pamela J. Vermeer  Barbara B. Lockee 《Educational technology research and development : ETR & D》2003,51(3):63-81

  相似文献   

文字排列游戏     

宗南屏 《英语辅导》2003,(10):13-13

同学们，你们想知道怎样和别人打招呼吗?想知道怎样询问一些私人问题吗?我们一起来看看这些问题吧!  相似文献   

Cardboard Cities,Real Mathematics: Employing Quantitative Literacy to Study Gentrification in NYC     

Forest Fisher  Jared Warner  Nate Mickelson 《PRIMUS》2019,29(9):908-927

Abstract

Gentrification is a complex issue with very real repercussions for urban youth. Games make learning fun and provide a way for students to explore complex systems through recursive play. We describe a board game designed to help students explore ratios and proportional reasoning while simultaneously engaging the causes and effects of gentrification. Situated within a multidisciplinary first-semester learning community course, the game provides a model for later experiential learning opportunities as students are asked to study the effects of gentrification in one New York City neighborhood.  相似文献   

Implementation of a project-based engineering school: increasing student motivation and relevant learning     

María-José Terrón-López  María-José García-García  Paloma-Julia Velasco-Quintana  Jared Ocampo  María-Reyes Vigil Montaño  María-Cruz Gaya-López 《European Journal of Engineering Education》2017,42(6):618-631

The School of Engineering at Universidad Europea de Madrid (UEM) implemented, starting in the 2012–2013 period, a unified academic model based on project-based learning as the methodology used throughout the entire School. This model expects that every year, in each grade, all the students should participate in a capstone project integrating the contents and competencies of several courses. This paper presents the academic context under which this experience has been implemented, and a summary of the work done to design and implement the Project-Based Engineering School at the UEM. The steps followed, the structure used, some sample projects, as well as the difficulties and benefits of implementing the programme are discussed in this paper. The results are encouraging as students are more motivated and the initial set objectives were accomplished.  相似文献   

“I am Out of My Comfort Zone”: Self-study of the Struggle of Adapting to the Professional Identity of a Teacher Educator     

Jared Allen  Meredith Park Rogers  Rebecca Borowski 《Studying Teacher Education》2016,12(3):320-332

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed.  相似文献   

School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning     

Jared S. Warren  Hank M. Bohanon-Edmonson  Ann P. Turnbull  Wayne Sailor  Donna Wickham  Peter Griggs  Shelly E. Beech 《Educational Psychology Review》2006,18(2):187-198

The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.  相似文献   

Reactions to “barriers to the implementation of career education for special education”     

Hoyt  Kenneth B.  Burch  Pat  Stewart  Mike  Bierl  Ronald  Monger  Deb  Vibeto  Betty 《Journal of Career Development》1992,18(4):283-288

Journal of Career Development -  相似文献   

Technology Integration Barriers: Urban School Mathematics Teachers Perspectives   总被引：1，自引：0，他引：1  

Patrick Wachira  Jared Keengwe 《Journal of Science Education and Technology》2011,20(1):17-25

Despite the promise of technology in education, many practicing teachers face several challenges when trying to effectively integrate technology into their classroom instruction. Additionally, while national statistics cite a remarkable improvement in access to computer technology tools in schools, teacher surveys show consistent declines in the use and integration of computer technology to enhance student learning. This article reports on primary technology integration barriers that mathematics teachers identified when using technology in their classrooms. Suggestions to overcome some of these barriers are also provided.  相似文献   

Use of the MSJCC: A content analysis of ACA journals     

Alexandra Gantt-Howrey  Alexander Becnel  Yun Shi  Jared Lau 《Counselor Education & Supervision》2023,62(1):40-51

Using quantitative content analysis, we examined the prevalence and use of the Multicultural Social Justice Counseling Competencies (MSJCC) in 21 ACA journals between June 2015 and July 2021. We found that only 7.62% of the articles (n = 2860) referenced the MSJCC. Implications for counselor educators are discussed.  相似文献