The Effects of School Gardens on Children's Science Knowledge: A randomized controlled trial of low-income elementary schools     

Nancy M. Wells  Beth M. Myers  Lauren E. Todd  Karen Barale  Brad Gaolach  Gretchen Ferenz 《International Journal of Science Education》2013,35(17):2858-2878

This randomized controlled trial or ‘true experiment' examines the effects of a school garden intervention on the science knowledge of elementary school children. Schools were randomly assigned to a group that received the garden intervention (n?=?25) or to a waitlist control group that received the garden intervention at the end of the study (n?=?24). The garden intervention consisted of both raised-bed garden kits and a series of 19 lessons. Schools, located in the US states of Arkansas, Iowa, Washington, and New York, were all low-income as defined by having 50% or more children qualifying for the federal school lunch program. Participants were students in second, fourth, and fifth grade (ages 6–12) at baseline (n?=?3,061). Science knowledge was measured using a 7-item questionnaire focused on nutritional science and plant science. The survey was administered at baseline (Fall 2011) and at three time points during the intervention (Spring 2012, Fall 2012, and Spring 2013). Garden intervention fidelity (GIF) captured the robustness or fidelity of the intervention delivered in each classroom based on both lessons delivered and garden activities. Analyses were conducted using general linear mixed models. Survey data indicated that among children in the garden intervention, science knowledge increased from baseline to follow-up more than among control group children. However, science knowledge scores were uniformly poor and gains were very modest. GIF, which takes into account the robustness of the intervention, revealed a dose–response relation with science knowledge: more robust or substantial intervention implementations corresponded to stronger treatment effects.  相似文献   

COLLEGE COURSES IN RELIGIOUS EDUCATION     

Brad Rothrock 《Religious education (Chicago, Ill.)》2013,108(2):241-244

The second decade of AIDS demands a response of new and creative efforts for HIV/AIDS prevention education and ministering to persons affected by and living with HIV/AIDS. Jewish and Christian theological and faith‐based arguments are presented to support the call to educate for prevention and the call to minister. The need to network and collaborate with public health for more effective programs is also outlined.  相似文献   

Statistics poster challenge for schools     

Brad Payne  Jenny Freeman  Eleanor Stillman 《Teaching Statistics》2013,35(1):43-45

The analysis and interpretation of data are important life skills. A poster challenge for schoolchildren provides an innovative outlet for these skills and demonstrates their relevance to daily life. We discuss our Statistics Poster Challenge and the lessons we have learned.  相似文献   

Should I Study English Grammar？     

Brad Franklin 《英语沙龙》2009,(7):39-39

在很多人眼里。英语语法枯燥乏味、复杂难学。如果说得一口漂亮的英语。是不是就不用学习英语语法了呢？Brad不这么认为。在他的眼里,语法是基础。“串联”起了词汇和句子。为文字的铺开提供了可能……  相似文献   

Naked: A Cultural History of American Nudism Brian Hoffman. New York: New York University Press, 2015.          下载免费PDF全文

Brad Eden 《Journal of American culture (Malden, Mass. : 2003)》2016,39(4):466-467

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Reflections on the origins and importance of our fields     

Luciano Boschiero  K. Brad Wray 《Metascience》2017,26(3):353-354

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Stephen Sondheim and the Reinvention of the American Musical Robert L. McLaughlin. University Press of Mississippi, 2016.          下载免费PDF全文

Brad Eden 《Journal of American culture (Malden, Mass. : 2003)》2017,40(4):426-427

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The New Mutants: Superheroes and the Radical Imagination of American Comics Ramzi Fawaz. New York University Press, 2016.          下载免费PDF全文

Brad Eden 《Journal of American culture (Malden, Mass. : 2003)》2017,40(2):202-202

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Assessing Student Openness to Inquiry-Based Learning in Precalculus     

Thomas Cooper  Brad Bailey  Karen Briggs  John Holliday 《PRIMUS》2017,27(7):736-753

Abstract

The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the students in each section. In this article, we provide a summary of those results with a particular focus on the Openness to IBL survey we developed for assessing student preferences for either student-centered or teacher-centered instruction. Although the majority of the students exhibited a strong preference for direct instruction, students whose scores favored student-centered approaches according to the survey also tended to perform better on the final exam, indicating that a key element to success in an IBL course may be students’ perceptions of the method.  相似文献   

Increasing Completion and Cutting Costs: An Examination of How the Flipped Classroom and One-Room Schoolhouse Models Benefit Community Colleges     

Brad Pulcini  Emily Dennett 《Community College Journal of Research & Practice》2018,42(10):708-711

Community colleges continue to operate in a society of accountability and efficiencies. Throughout the country, states have implemented performance-based funding and completion agendas while also tightening or restricting funding for higher education. The state of Ohio has implemented one of the boldest performance funding plans in the country while also mandating that higher education institutions limit spending and lower costs to students. This article explores how Central Ohio Technical College has implemented the flipped classroom and one-room school house models in college-level mathematics courses and how both models of instruction can help community colleges increase successful completion rates to meet performance-based funding completion metrics while also limiting instructional cost.  相似文献