COLLABORATION FOR EXCELLENCE: ENGAGED SCHOLARSHIP AT COLLIN COUNTY COMMUNITY COLLEGE     

Gary Hodge  Ted Lewis  Kim Kramer  Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690

American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community.  相似文献   

Relations Among Two Teachers’ Practices and Beliefs,Conceptualizations of the Nature of Science,and their Implementation of Student Independent Inquiry Projects     

Deborah J. Trumbull  Grace Scarano  Rick Bonney 《International Journal of Science Education》2013,35(14):1717-1750

In this study we sought to understand factors that shaped teachers’ use of student inquiry projects. We examined, over 3 years, the practices and conceptions of two teachers involved in implementing student inquiry projects. Neither teacher was initially satisfied with her success at supporting student inquiry, but the two had very different responses to difficulties they faced. These responses related strongly to their ideas about how learning should be structured. There was less relation between their stated views about the nature of science and their use of inquiry than was expected. The teacher with espoused views about the nature of science generally in accord with reform documents did not support student inquiry projects that involved actual investigations. The teacher with views on the nature of science less aligned with reform documents worked hard to support student investigations in her classroom. Our findings support the claim that merely learning about the nature of science or about student inquiry may not generate changes in a teacher’s practice. On closer analysis, we found that the two teachers understood aspects of the nature of science from two quite different perspectives, the proximal and the distal. The proximal view of the nature of science was more closely aligned with implementation of actual student investigations. The efforts of these two teachers in implementing inquiry illustrate the dilemmas and challenges they faced as they attempted student inquiry projects.  相似文献   

The Short-Term Effects of a Computer-Based Pregnancy,STD, and HIV Prevention Program     

Anthony J. Roberto  Kellie E. Carlyle  Rick S. Zimmerman  Erin L. Abner  Pamela K. Cupp  Gary L. Hansen 《Communication quarterly》2013,61(1):29-48

A computer- and Internet-based intervention was designed to influence several variables related to the prevention of pregnancy, STDs, and HIV in rural adolescents. Three-hundred and thirty-eight tenth-graders enrolled in two rural public high schools participated in this field experiment. Results indicate that students in the experimental school had greater knowledge, greater condom negotiation efficacy, greater situational efficacy, and more favorable attitudes toward waiting to have sex than students in the control school. In tandem, the results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.  相似文献   

Embedded librarians: one library's model for decentralized service   总被引：1，自引：0，他引：1       下载免费PDF全文

Gary Freiburger  Sandra Kramer 《Medical Library and Historical Journal》2009,97(2):139-142

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Analysis of Students' Aptitude to Provide Meaning to Images that Represent Cellular Components at the Molecular Level     

Hassen-Reda Dahmani  Patricia Schneeberger  IJsbrand M. Kramer 《CBE life sciences education》2009,8(3):226-238

The number of experimentally derived structures of cellular components is rapidly expanding, and this phenomenon is accompanied by the development of a new semiotic system for teaching. The infographic approach is shifting from a schematic toward a more realistic representation of cellular components. By realistic we mean artist-prepared or computer graphic images that closely resemble experimentally derived structures and are characterized by a low level of styling and simplification. This change brings about a new challenge for teachers: designing course instructions that allow students to interpret these images in a meaningful way. To determine how students deal with this change, we designed several image-based, in-course assessments. The images were highly relevant for the cell biology course but did not resemble any of the images in the teaching documents. We asked students to label the cellular components, describe their function, or both. What we learned from these tests is that realistic images, with a higher apparent level of complexity, do not deter students from investigating their meaning. When given a choice, the students do not necessarily choose the most simplified representation, and they were sensitive to functional indications embedded in realistic images.  相似文献   

Factor structure,reliability and validity of the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS)     

Maria A. Rogers  Andrea Jane Hickey  Judith Wiener  Nancy Heath  Rick Noble 《Learning Environments Research》2018,21(3):423-431

Parental involvement in children’s learning has been found to influence academic success. However, very few tools exist for measuring parental involvement, particularly ones that target adolescents’ self-report. The present study assessed the factor structure, reliability and convergent validity of a new scale to assess adolescents’ perceptions of their mothers’ and fathers’ educational involvement: the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS). The PSLS-AS, as well as a questionnaire measuring the risk of high school drop-out, was administered to a sample of 825 youth (aged 13–14 years). Exploratory factor analysis revealed a two-factor structure representing parental involvement: Controlling Involvement and Autonomy Supportive Involvement. Adolescents’ perceptions of their parents’ involvement correlated with a risk of high school drop-out. Implications and future directions for further validation of the PSLS-AS are discussed.  相似文献   

虚拟国际规范文档——连接德国国家图书馆和美国国会图书馆的规范文档   总被引：2，自引：0，他引：2  

Rick Bennett  顾犇 《国家图书馆学刊》2006,15(4):87-91

德国国家图书馆、美国国会图书馆和OCLC联机计算机图书馆中心联合开发了一个个人名称的虚拟国际规范文档(VIAF),它连接世界各国国家书目机构的规范记录,并免费提供网上检索,以证明自动连接不同国家规范文档的规范记录的可行性和优点.美国国会图书馆和德国国家图书馆的规范文档和书目文档被用来创建初始的VIAF,其中包括600多万个名称和50多万个连接.该项目的一个关键点是利用规范记录和其对应书目记录的信息开发自动名称匹配算法.该项目显示了用算法建立不同国家规范文档的个人名称之间连接的实用性.VIAF项目的长远目标是将许多国家图书馆和其他重要来源的规范名称结合起来,形成一个共享的全球规范服务.参考文献3.  相似文献   

Parent involvement in an early childhood special education program: A descriptive analysis of parent demographics and level of involvement     

Mark D. Shriver  Jack J. Kramer 《Psychology in the schools》1993,30(3):255-263

The present study was conducted to evaluate the level of parent involvement in an early childhood special education program in a large midwestern urban school district. Areas surveyed included parents' current input, participation, and desired level of participation in the initial eligibility evaluation, the Multi-Disciplinary Team (MDT) meeting, and the initial Individual Education Plan (1EP). Additional areas assessed included parent-teacher contact, overall satisfaction with the early childhood program, and services the parent might be interested in receiving. Generally, parents were satisfied with their involvement and input in their child's educational program. Differences between parents' level of income, education, race, gender, and marital status and their subsequent level of involvement in their child's education were noted.  相似文献   

Early Parenthood: Tracking Parenting Teens After Graduation from High School   总被引：1，自引：0，他引：1  

Rick Caulfield  Malia Thomson 《Early Childhood Education Journal》1999,27(1):49-52

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Lighting the Path: Developing Leadership in Early Education     

Sharon Taba  Alfred Castle  Mari Vermeer  Keona Hanchett  Donna Flores  Rick Caulfield 《Early Childhood Education Journal》1999,26(3):173-177

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