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81.
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
82.
Ross Shegog Melanie M. Lazarus Nancy G. Murray Pamela M. Diamond Nathalie Sessions Eva Zsigmond 《Research in Science Education》2012,42(5):875-890
The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n?=?44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p?<?0.005). Significant increases continued to occur with additional use of the simulation (p?<?0.001). Students in the treatment group became more positive toward using computers for learning (p?<?0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a ??virtual?? laboratory experience as an adjunct to conventional educational approaches. 相似文献
83.
84.
This paper attempts to develop a set of generic questions the answers to which allow any given R&D activity to be correctly classified in one or another conventional R&D box—basic, applied, development, etc. Such systematic pigeon-holing allows latecomer countries to gauge the distance of their R&D activity from the world frontier, and how policies may be designed to overcome the hurdle that divides applied research and developmental research. 相似文献
85.
Marion Tillema Huub van den Bergh Gert Rijlaarsdam Ted Sanders 《Metacognition and Learning》2011,6(3):229-253
Current theory about writing states that the quality of (meta)cognitive processing (i.e. planning, text production, revising,
et cetera) is, at least partly, determined by the temporal distribution of (meta)cognitive activities across task execution.
Put simply, the quality of task execution is determined more by when activities are applied than by how often they are applied. Planning and revising are two extreme writing styles, in which (meta)cognitive activities are temporally differently distributed across the writing
process. Planners are writers who generate plans before text production. Revisers use text production as a means to arrive
at a content plan. The present study investigates the question whether the online (meta)cognitive processing of secondary
school students during writing tasks, as measured by think aloud techniques and keystroke logging, can be predicted by their
responses to an offline questionnaire which measures to what degree students considered themselves to be planners and revisers.
It was expected that different reported writing styles would entail different temporal distributions of six (meta)cognitive
activities: reading the assignment, planning, text production, reading own text, evaluating own text and revising. This hypothesis
was partly confirmed. The results show that the online temporal distributions of reading the assignment and planning are different
for different degrees of reported writing styles. On the basis of these results, the validity of both the questionnaire and
the concept of planner and reviser styles are discussed. 相似文献
86.
The University of Oxford has established a Commission of Inquiry, chaired by its Vice-Chancellor, to define the University's role in the Twenty-First Century. The purpose of this article is to explore the context within which the Commission has emerged and to suggest that it needs to tackle three broad tasks: to define the central purposes of the University, to show how it should be organized to achieve those purposes, and to consider how its activities are to be financed. The article ennumerates the problems that the Commission must tackle while addressing these tasks, and makes suggestions as to its likely recommendations. It concludes by raising the possibility that Oxford's attempt to define its role may help to generate a much needed debate on the future shape of higher education in Britain. 相似文献
87.
Ted Hipple 《Publishing Research Quarterly》1992,8(1):5-13
For young adult literature, a generation is not thirty years, but four or five. Books that last for several generations do
so because of inherent qualities, including well-drawn characters, important themes intelligently explored, and richness of
language. But they also survive because they are studied by researchers and used in college and school literature classes.
Ted Hipple, a founder and past president of ALAN (the Assembly on Literature for Adolescents of the National Council of Teachers
of English), currently serves that organization as its executive secretary. A professor of education at the University of
Tennessee, Hipple has written widely about young adult literature. 相似文献
88.
89.
Since the demise of the University Grants Committee (UGC) the Committee of Vice-Chancellors and Principals (CVCP) has had an opportunity to forge a new relationship to the state. While the Committee has continued to engage in elite negotiations with state institutions such as the funding and research councils, it has also become an active pressure group exerting its influence upon the political process in general. Perhaps more interesting than the recent change in the CVCP's role is the way in which, given the expansion of the university sector following the passage of the Further and Higher Education Act, 1992, it will develop in the future. This future role, so the article argues, is dependent upon the interaction of two factors: the nature of the funding context imposed by government, and the ability of the Committee to sustain its own internal cohesion. The article poses alternative outcomes dependent upon contrasting interpretations as to how these two variables could develop. 相似文献
90.
This article presents segments of a number of conversations between Georgia McMurray (above, right), former Commissioner of
the Agency for Child Development of the Human Resources Administration of the City of New York, currently serving as Chairperson
of the Alliance for Children, and Deborah Diamond (above, left), formerly of Teachers College, Columbia University, and the
Teaching Resource Center of the City University of New York's Graduate Center, currently Director of CHROMA/SPECTRUM Instructional
Products, Ltd. The highlights presented here are from their initial discussions concerning the need for a position paper on
day care...the state of the art, and actual directions in the field at the grass roots level. 相似文献