Understanding the Use of Student-Centered Teaching Methods in Undergraduate Chemistry Courses     

Yoder  Ryan J.  Bobbitt-Zeher  Donna  Sawicki  Vanessa 《Research in Science Education》2019,51(2):845-863

A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors’ professional development toward further implementation of these methods.

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If we build it,will they come? The effect of new athletic facilities on recruiting rankings for power five football and men's basketball programs     

Matt Ryan Huml  N David Pifer  Caitlin Towle  Cheryl R Rode 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):1-18

College athletics is currently in the midst of a building boom in which universities are competing with each other to reach an always-increasing standard of lavish athletic facilities. While these facilities are costing in the tens or hundreds of millions of dollars, little research is examining the return on investment for athletic programs. The purpose of this study was to examine the effect of new athletic facilities on recruiting rankings for Power Five football and men's basketball programs. Data was collected on athletic facilities newly constructed or renovated from 2005 through 2015 at Power Five NCAA Division I programs. Using LSDV fixed effects regression models, results found a lack of significant improvement within football and basketball recruiting rankings following the completion of new athletic facilities, but some significance in the two years before the project was completed. Significant control variables also highlighted the effects that coaching changes can have on recruiting.  相似文献   

Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Designing policy: collaborative policy development within the context of the European capital of culture bid process     

Stephen Kinsella  Annmarie Ryan 《Cultural Trends》2017,26(3):233-248

ABSTRACT

How do ideas become policies? What route do they take from inception to implementation and what criteria are used to evaluate one set of proposals against another? This paper examines the development of the Creative Work Fellowship policy proposal in Limerick, tracing the origins of the idea, itself a contended and negotiated object, from discussions between academics and policy-makers through to scoping, pitching and scaling the policy to its eventual users. This policy idea was designed during the Intelligence Unit (IU) commissioned by Limerick2020 as part of the city’s bid to become European Capital of Culture in 2020. The IU took the form of a policy think-tank, tasked with generating insights, ideas and policy proposals into the place of culture within Limerick city and region. The IU structure created a set of actors and an epistemic community capable of both generating and using ideas effectively, chiefly through two mechanisms. The first involved a robust critique and rebuilding process that every element of the policy was exposed to; the second involved feedback from interested parties at specific stages in the process. This created a series of “policy entrepreneurs” capable of taking a fully costed and modelled policy suggestion to government. The findings presented in the paper include an analysis of the collaborative nature of this policy development process, Based on this framework, we also consider the role of the European City of Culture bid process as catalyst for policy development in a regional context, and present findings on this subject.  相似文献   

“Stop sending your kids across our border:” Discursively constructing the unaccompanied youth migrant     

Mary Grace Antony  Ryan J. Thomas 《Journal of International and Intercultural Communication》2017,10(1):4-24

The recent migration of 65,000 children across the southwestern border, coupled with allegations of abuse by the U.S. Border Patrol, enables the investigation of an overlooked immigrant category: the unaccompanied youth migrant. Analyzing audience responses to news reports of the abuse, we find that established disparaging immigrant tropes apply, describing the children as an economic burden, disease carriers, and offspring of irresponsible families. We uncover two new themes: Youth migrants are channels whereby criminals may infiltrate the U.S., and manipulate legal authorities to remain in the U.S. Finally, we demonstrate how global compassion is strategically deployed to qualify harsh retaliatory measures.  相似文献   

Assessment of attention in school children: teachers' ratings related to tests of attention     

Timothy C. Papadopoulos  J. P. Das  H. M. Nelly Kodero  Veronica Solomon 《欧洲特需教育杂志》2013,28(1):15-32

The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献   

Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy About Schools and Schooling     

James M. Kauffman  Timothy R. Konold 《Exceptionality》2013,21(2):75-96

One wrong assumption about reality is sufficient to ensure the failure of education policy. For a variety of reasons, too many people have ignored realities in policies such as the No Child Left Behind Act. Individuals who are serious about reforming or improving education, general or special, must confront realities in at least the following areas: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training. Enacting or supporting education policy that is known to be seriously flawed is unacceptable and tantamount to the criminal conduct of someone who markets goods with known safety defects or harmful effects or of someone who ignores critical realities in the conduct of business.  相似文献   

Editor's comments     

Timothy J. Flanagan 《Journal of Criminal Justice Education》2013,24(2):129-133

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Politics,Civil Rights,and Disproportional Identification of Students with Emotional and Behavioral Disorders     

James M. Kauffman  Timothy J. Landrum 《Exceptionality》2013,21(4):177-188

The civil rights movements involving skin tone, gender or gender orientation, disability, and other physiognomic features remain important in securing the legal rights of individuals to equal treatment and equal opportunities regardless of their personal characteristics of color, origin, gender, and so on. Unfortunately, these welcome civil rights movements have led to a misunderstanding of unfairness in another group of individuals whose rights and opportunities have often been abridged—students with disabilities. Individual rights and opportunities must be insured, but doing so requires the discrimination of differences among differences. That is, not all differences require the same remedy to insure equal rights and opportunities. Misunderstanding of differences and their implications have led to political concerns about disproportional representation, particularly of students with emotional or behavioral disorders, which place unwarranted constraints on special education services.  相似文献   

Small Business and Entrepreneurship Websites     

Ryan Womack 《Journal of Business & Finance Librarianship》2013,18(1)

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