Journal articles: 'Charged students'

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Lee, Lai Har Judy, and Yam San Chee. "Gestural Articulations of Embodied Spatiality." International Journal of Gaming and Computer-Mediated Simulations 5, no. 4 (October 2013): 17–47. http://dx.doi.org/10.4018/ijgcms.2013100102.

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The work described in this paper is part of a design-based research involving the use of a game-based learning curriculum to foster students' understanding of physics concepts and principles governing the motion of charged particles in electric and magnetic fields. Students engaged in game-play and discussed the dynamics of the charged particles within the 3D game environment. The discussion sessions were video-recorded and an analysis was carried out on the gestures used by a group of students attempting to generalize their observations of the phenomena. The students’ gestures were analyzed to gain insights on their embodied sense-making of charged particle dynamics. The analysis showed that the students used gestures to (1) establish a shared frame of reference, (2) enact embodied game experience, and (3) enable the development of new understanding that surpasses their own existing vocabulary. Implications are discussed with regard to how teachers may take students’ gestures into account when facilitating the development of concepts with a strong visuo-spatial core.

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Yuki, Librilianti Kurnia. "LOCAL-CHARGED FOLKLORE IN INNOVATIVE SOLE LEARNING." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (June 30, 2021): 32–45. http://dx.doi.org/10.21009/ijlecr.071.03.

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This study provides an overview of SOLE learning by using innovative learning with synchronous and asynchronous and teaching techniques in local content folklore teaching material models with an essential role in higher education as MKDU for Indonesian Language and Literature Learning in one of University in Cianjur, descriptive qualitative research with content analysis. The purpose of this study is to describe SOLE, namely the learning management system asynchronously; it is essential to familiarize students with student centre learning such as SOLE is an example of independent learning that can build an independent generation because students are used to having psychological responsibility the more roles and responsibilities the more significant character that will shape the student so that he is increasingly able to regulate himself and can make his own The content as the methodology is applied to describe the folklore teaching material model with local content in the Indonesian Language and Literature Learning. So that local content folklore on the innovative Indonesian Language and Literature learning model based on SOLE types of learning with the synchronous and asynchronous techniques produces "religious" character values in students that will be applied in Higher Education Cianjur.

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Hopkins, Shari L., and Stacy K. Dymond. "Factors Influencing Teachers' Decisions About Their Use of Community-Based Instruction." Intellectual and Developmental Disabilities 58, no. 5 (October 1, 2020): 432–46. http://dx.doi.org/10.1352/1934-9556-58.5.432.

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Abstract Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the factors 13 high school special education teachers considered when making decisions about whether to use CBI with 26 students with severe disabilities and the factors they considered when selecting skills to teach these students during CBI. Data were collected using in-depth interviews and analyzed using a constant comparative method. Findings indicate that program organization and individual student needs influenced teachers' decisions to use CBI. When selecting skills to teach during CBI, teachers considered the student's current and future needs, the classroom curriculum, skills needed in the community, and the student's ability to learn.

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Barnes, Candice Dowd, Patty Kohler-Evans, and Rachel A. Wingfield. "Are we Effectively Teaching Today’s College Student?" International Journal of Education (IJE) 8, no. 4 (December 30, 2020): 45–54. http://dx.doi.org/10.5121/ije.2020.8405.

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Evidence suggests that twenty first century college students have less aptitude and less interest in academic learning than their predecessors. This poses a challenge to faculty who are charged with passing knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a degree from a college or university. The authors examine this assertion by taking a closer look at how faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the complex relationship between faculty and students. Three broad themes are explored: helping students understand the higher education experience, keeping students engaged in and out of class, and continuously assessing for improvement in students’ relationships with those charged with educating them. Specific recommendations, grounded in research, are made for each area explored. The authors conclude that making changes in how faculty approach the experiences students have, will significantly improve the quality of those experiences.

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Gottfried, Michael A., and J. Jacob Kirksey. "“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance." Educational Researcher 46, no. 3 (April 2017): 119–30. http://dx.doi.org/10.3102/0013189x17703945.

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Policy and practice have charged forward with emphasizing the necessity to reduce school absenteeism in the fall (i.e., Attendance Awareness Month). However, no empirical basis served to bolster these efforts. This study examined whether fall versus spring absenteeism was linked to spring state exam scores for a sample of elementary students over 3 years. Using district data, the findings suggested spring absences were associated with lower testing performance, with the most critical period being the 30-day window leading up to the test. This study illustrates that most is at stake for student test performance by missing school in the days and months leading up to the test date and that different support systems are needed to address subgroups of students.

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Brzuszczak, Przemysław. "Education in Doctoral School and Fees." Białostockie Studia Prawnicze 25, no. 4 (December 1, 2020): 35–44. http://dx.doi.org/10.15290/bsp.2020.25.04.02.

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Abstract This article discusses the issue of fees that may be charged to doctoral students at doctoral schools. In compliance with Article 198 par. 8 of the Act – the Law on Higher Education and Science: “Doctoral education shall not be subject to fees.” This regulation may be prima facie interpreted as excluding the possibility of charging any fees to doctoral students at doctoral schools. However, this is an oversimplification. Whereas, indeed, any activities directly related to the education of doctoral students should be free of charge, doubts arise with regard to other types of fees enumerated in Article 79 of the referred Act. And so, in literature there is a consensus that three admissible types of fees potentially paid by doctoral students are those referred to in Article 79 par. 2 points 1–2 and 6 that is those charged for conducting the recruitment process (point 1), carrying out the verification of learning outcomes (point 2), using student dormitories and canteens (point 6). The interpretation of the regulations concerning fees in the entities running doctoral schools should not have an extensive or implicit character. Thus, in this context the objective scope of these regulations seems to be relatively narrow. In the practice of doctoral schools’ functioning, a certain problem, although potentially probably small, may prove to be the legislator’s waiver as of 1 October 2019 (as opposed to the fees charged at the hitherto doctoral studies) of fees due to repeating by a doctoral student of classes due to unsatisfactory academic performance and while issuing copies of certain documents. A lack of relevant provisions at a statutory level excludes charging fees in a situation when a doctoral student achieves unsatisfactory grades from taken classes or repeatedly loses such documents as, for instance, a doctoral student’s ID card, a student book, diplomas and copies thereof, supplements to diplomas. Therefore, the author postulates de lege ferenda relevant legislative amendments.

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Callister, Lynn Clark. "Ethical Reasoning in Capstone Students." International Journal of Human Caring 8, no. 2 (March 2004): 55–60. http://dx.doi.org/10.20467/1091-5710.8.2.65.

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Complex ethical issues characterize current healthcare environments. Nurse educators have been charged in the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Nursing Practice document with the responsibility to provide baccalaureate graduates with the knowledge and skills to apply ethical decision-making frameworks to clinical practice. However, there is a paucity of literature on ethical reasoning in nursing students. The purpose of this paper is to describe ethical reasoning in capstone students in an integrated baccalaureate nursing program. Themes identified from clinical journal entries include integration of ethics into both personal and professional life, strengthened commitment to professional integrity, and integration of the ethics of care with the ethics of justice. Helping students focus on empowered caring in nursing practice may be a significant way in which nurses can reform flawed healthcare delivery systems.

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Elmanazifa, Sintia, and S. Syamsurizal. "The Effect of Problem Based Learning (PBL) Charged Science Literacy Toward Students’ Learning Competences at XI Grade of SMAN 1 Lubuk Alung." Jurnal Atrium Pendidikan Biologi 3, no. 1 (November 26, 2018): 51. http://dx.doi.org/10.24036/apb.v3i1.4551.

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This research based on the problem on SMAN 1 Lubuk Alung, those are inappropriate learning model choices and low of students’ learning competencies. An efforts could done to solve it was implementation of problem based learning model charged with science literacy toward the students’ learning competencies on the topic of excretion system at XI grade of SMAN 1 Lubuk Alung. This research aimed to know the effects of Problem Based Learning (PBL) charged with science literacy toward the students’ learning competencies at XI grade of SMAN 1 Lubuk Alung. The type of this research was experimental research and designed on Control Group Posttest Only. The populations of this research were all of the students at grade XI MIPA of SMAN 1 Lubuk Alung academic years 2017/2018 that consisted of seven classes. This research used purposive sampling technique to take the samples; those are XI MIPA 3 as experiment group and XI MIPA 2 as control group. The research’s instruments used were test for cognitive competence and observation sheets for affective and psychomotor competence. Hypothesis was tested by using T-test method.Based on the thesis result by using t-test, it can be concluded that on students’ cognitive competence tscore 4,15> table 1,67, on students’ affective competence tscore 5,07 > table 1,67, and on students’ psychomotor competence tscore 1,69 > table 1,67. It showed that hypothesis was accepted. So it can be concluded that the implementation of Problem Based Learning (PBL) charged science literacy model improved toward students’ learning competences at XI grade of SMAN 1 Lubuk Alung significantly with 0,05 degrees of truthiness.

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Saleem, Khalid, Naila Siddiqua, and Mobeenul Islam. "FLEECING OR FACILITATING STUDENTS: COMPARISON OF FEE STRUCTURE AND ON-CAMPUS FACILITIES FOR SOCIAL SCIENCE STUDENTS IN PUBLIC AND PRIVATE SECTOR UNIVERSITIES OF PAKISTAN." Journal of Social Sciences and Humanities 54, no. 1 (June 30, 2015): 91–101. http://dx.doi.org/10.46568/jssh.v54i1.164.

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With the ever increasing demand of higher education in the country, several measures have been adopted to fill the gap between demand and supply. Therefore, to meet the challenge number of new universities had been established in both the public and private sector during the last decade. Consequently, there is a competition between public and private sector universities for attracting the students. Claims of providing high quality education at an affordable price are being promulgated by both the sectors. The present study is an attempt to compare the fee charged and on-campus facilities provided to students by public and private sector universities. To conduct the study a sample of 218 social sciences MS/MPhil level students from public and private sector universities were selected. Facility Identification Inventory was used to collect data. Analysis of the data reflected that very high fee is being charged by the private sector universities as compared to public sector. As far as the facilities are concerned the private sector is providing fewer facilities. Moreover, there existed no relationship between total fee and the facilities provided to students in the universities.

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Collins, H. L., and S. E. DiCarlo. "Physiology laboratory experience for high school students." Advances in Physiology Education 265, no. 6 (December 1993): S47. http://dx.doi.org/10.1152/advances.1993.265.6.s47.

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Recently, we were charged with providing a learning opportunity for high school students participating in the Upward Bound Regional Math and Science Program, a program designed to stimulate interest in mathematics and science for students from disadvantaged environments. Our challenge was to introduce students to the joys, excitement, and mystery of physiology and to stimulate their interest for future study. To this end, we developed a laboratory experience that examined basic physiological concepts in an animal model. This opportunity introduced students to how their bodies work and the importance of the use of animals in research. The students left the experience confident, motivated, and excited about learning.

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Brajkovic, Lucia. "Croatia’s New Linear Tuition System: Students’ Friend or Foe?" International Higher Education, no. 79 (January 1, 2015): 26–27. http://dx.doi.org/10.6017/ihe.2015.79.5849.

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A unique political situation predating Croatia’s ascension to the European Union, along with countrywide student protests, led to the adoption of a linear tuition model in which students are exempt from any tuition payment during their first year of college. After the first year, they are charged tuition according to merit-based criteria. This article discusses the benefits and potential unintended consequences of this policy, as well as the possible adoption of this model by other countries.

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Pradana, Adlan Bagus, Bima Wahyu K, Dian Kusuma J, Faisal Zeqlyw H, and Thalia Roza Y. "Rancang Bangun Pemutus Otomatis Charger Baterai Laptop dengan Algoritma Watchdog Berbasis Single Board Microcontroller." CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro 5, no. 2 (September 1, 2021): 166. http://dx.doi.org/10.22373/crc.v5i2.9332.

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Laptop is kind of device which recently used by students, teachers, workers, professionals or executives. As the electronics tools, Laptop is supported by a battery and charger. To save battery life, laptop users usually disconnect the charger from the laptop while the indicator shows the battery is fully charged or when the laptop is turned off. However, due to practicality considerations, it often happens that the AC side of the charger is still connected to the voltage source. However, it was a waste condition. Because even though it's small, when the battery is full the charger still dissipates power. In this study, a device was designed and built which has the ability to disconnect the AC source from the charger when the DC charger side is not connected to the laptop. The watchdog algorithm is used to determine when the current should be cut off. The device is realized by using a Single Board Microcontroller (SBM) and a current sensor ACS712.

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Jessup, Jennifer, Paul J. Ode, and Meena M. Balgopal. "Competition for Limiting Resources: Quantitative Reasoning in Evolutionary Ecology." American Biology Teacher 78, no. 4 (April 1, 2016): 300–309. http://dx.doi.org/10.1525/abt.2016.78.4.300.

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Teachers are charged with increasing students’ scientific literacy, which involves interpreting evidence and making sense of patterns. However, teachers need access to – or must be able to generate – authentic datasets if they are to help their students develop quantitative reasoning skills. We describe an evolutionary ecology lesson focused on resource competition in a parasitic wasp. Students use datasets to generate graphs and test hypotheses on resource competition and fitness.

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Ragulienė, Loreta, and Violeta Šlekienė. "DEMONSTRATION TASKS AND THEIR LOGICAL REASONING SCHEMES IN THE SECONDARY SCHOOL ELECTROSTATICS COURSE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (April 5, 2012): 35–47. http://dx.doi.org/10.48127/gu-nse/12.9.35.

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The article discloses the importance of demonstration tasks in physics teaching in sec-ondary schools. The place of the demonstration tasks and the possibilities of applying them during physics teaching are analyzed. Four demonstration tasks of electrostatics phenomena in the secondary school are presented and analyzed. They are: Two types of electrical charge; Distribution of surface-charge density; Electric field of electrified sphere; Electric field of two electrically charged plates. Logical reasoning schemes to these physics demo tasks are developed. The proposed reasoning schemes designed to improve students' thinking, explaining the observed demonstrations of physical phenomena which help students to: un-derstand the essence of the demo task, determine cause - effect relationships and dependen-cies, compare the conditions and findings, summarize the results and do conclusions. Such using of demonstration tasks is useful to both of teacher and pupil: teacher manages the con-tent of teaching and a learning of pupils, pupils - are focused to self-activities, encouraged to think, analyze, summarize and do conclusions. Key words: demonstration task, electrostatics phenomena, logical reasoning schemes, phys-ics teaching,

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Burcham, Barbara, Laurance Carlson, and Richard Milich. "Promising School-Based Practices for Students with Attention Deficit Disorder." Exceptional Children 60, no. 2 (October 1993): 174–80. http://dx.doi.org/10.1177/001440299306000211.

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The Federal Resource Center (FRC) at the University of Kentucky was charged with locating public school practices that were considered by practitioners to be successful in serving students with attention deficit disorder (ADD) and their families. The FRC formed teams of stakeholders, representing parents, school personnel, health care and family support professionals, and researchers, to develop criteria by which to judge practices and to select promising practices. This article reviews key features of the educational practices that showed strong promise in identification, intervention, and assessment.

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DeMatthews, David E., Roderick L. Carey, Arturo Olivarez, and Kevin Moussavi Saeedi. "Guilty as Charged? Principals’ Perspectives on Disciplinary Practices and the Racial Discipline Gap." Educational Administration Quarterly 53, no. 4 (June 6, 2017): 519–55. http://dx.doi.org/10.1177/0013161x17714844.

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Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students in identifying and exploring the systematic racism operating broadly in their districts and locally in their schools.

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Stewart, B. G. "The Exact Integration Solutions to Establish The Potential V and Also E= 0 At Points Within Uniformly Charged Spherical Shells and Infinite Cylinders." International Journal of Electrical Engineering & Education 29, no. 4 (October 1992): 297–307. http://dx.doi.org/10.1177/002072099202900402.

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The exact integration solutions to establish the potential V and also E = 0 at points within uniformly charged spherical shells and infinite cylinders Some students would like to see the exact integral solutions to substantiate continuity of V and E = 0 inside uniformly charged shells and infinite cylinders. Unfortunately no texts detail these solutions. This article outlines, for future reference, the exact (though complicated) formulations and integral evaluations, thus helping clarify and validate the simpler solutions.

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Wang, Zhemin, Zhijun Lin, and Sophia Ju. "Healthsouth Corporation: The First Case Against A Company Under The Sarbanes-Oxley Act." Journal of Business Case Studies (JBCS) 5, no. 1 (June 24, 2011): 9. http://dx.doi.org/10.19030/jbcs.v5i1.4689.

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HealthSouth Corporation, one of the nations largest healthcare providers, was the first company charged under the provisions of the Sarbanes-Oxley Act. HealthSouths CEO, Richard Scrushy, and 16 of its executives were indicted for allegedly using a sophisticated scheme to overstate the companys earnings by as much as $2.7 billion between 1986 and 2002. Fifteen of the sixteen indicted executives pleaded guilty and another was convicted by jurors. After five months of court hearing, Scrushy was acquitted of all criminal charges. However, he remains a defendant in 40 cases filed by former HealthSouth investors and creditors. This case is based on court materials and other publicly available information and has been used in several undergraduate and MBA courses. The case and the accompanying teaching notes have proven to be an effective tool in teaching students the Sarbanes-Oxley Act and in helping students become more ethically conscious.

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Endow, Tanuka. "Low Cost Private Schools: How Low Cost Really Are These?" Indian Journal of Human Development 13, no. 1 (April 2019): 102–8. http://dx.doi.org/10.1177/0973703019838704.

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Private schools account for a high and rising share of school enrolment at the elementary level in India. Among various types of private schools, low cost private schools (LCPS) are a segment which charge relatively low fees compared to other private schools. However, the students attending such schools are typically from households in low economic strata and with poor educational levels. This commentary shows how even the “low” fees charged in such schools account for a substantial share of the earnings of these families, given their limited earning ability. The commentary is based on a primary survey based in the Delhi National Capital Region (NCR).

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Van Dyke, Frances. "Activities: Visualizing Cost, Revenue, and Profit." Mathematics Teacher 91, no. 6 (September 1998): 488–503. http://dx.doi.org/10.5951/mt.91.6.0488.

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Cost, revenue, and profit are frequently used in applications and are often modeled with linear functions. The sheets in this activity are designed to help students become familiar with the graphs, equations, and tables of these functions. For the cost line, we assume that certain fixed one-time costs occur and that a specific cost can be associated with each unit produced. For the revenue line, a fixed amount per unit is charged for the product, and the revenue is obtained from that charge. In this activity, we assume that everything that is produced is sold, so the profit is found by subtracting costs from revenue.

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Hickerson, Andrea, and Ammina Kothari. "Learning in Public: Faculty and Student Opinions About Social Media in the Classroom." Journalism & Mass Communication Educator 72, no. 4 (August 25, 2016): 397–409. http://dx.doi.org/10.1177/1077695816660639.

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For communication instructors charged with safely and constructively educating students, incorporating social media in communication coursework presents a variety of problems. Among them are how to grade social media and how to respond to students’ social media mistakes, knowing these mistakes and corrections could follow students into their careers. This project surveyed journalism faculty ( n = 125) and students ( n = 323) to learn how each assess the challenges and opportunities of using social media in journalism coursework. Both groups expressed concerns about privacy, but faculty were also concerned about the legal consequences of students making mistakes publicly online.

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Cellini, Stephanie Riegg, and Claudia Goldin. "Does Federal Student Aid Raise Tuition? New Evidence on For-Profit Colleges." American Economic Journal: Economic Policy 6, no. 4 (November 1, 2014): 174–206. http://dx.doi.org/10.1257/pol.6.4.174.

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We provide the first comprehensive estimates of the size of the for-profit higher education sector and evaluate whether for-profits increase tuition in response to federal subsidies. By using state administrative data we include institutions that do not participate in federal student aid programs and are missed in official counts. Including these institutions doubles the number of for-profits and increases students by one-third compared with official counts. Aid-eligible institutions charge tuition for sub-baccalaureate (mainly certificate) programs that is about 78 percent higher than that charged by comparable programs in nonparticipating institutions, lending some credence to the “Bennett hypothesis” of federal aid capture. (JEL H52, I22, I23, I28)

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Beese, Jane A., and Jennifer Martin. "Socioeconomic Status and Student Opportunity: A Case of Disrespect or Teenage Rebellion?" Journal of Cases in Educational Leadership 21, no. 1 (January 30, 2018): 16–27. http://dx.doi.org/10.1177/1555458917720967.

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This case involves inner city students situated within a summer program purported to meet their needs. The administrators charged with creating this program do not necessarily understand the identities of their students or the community needs and desires. This case hinges on the conflict of whether students should be disciplined for using their public transportation bus passes, provided by the summer program and to be used only for that purpose, for other purposes. This case highlights issues of racial spotlighting, racial animus, and cultural mismatch.

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Reys, Barbara J., and Vena M. Long. "Implementing the Professional Standards for Teaching Mathematics: Teacher as Architect of Mathematical Tasks." Teaching Children Mathematics 1, no. 5 (January 1995): 296–99. http://dx.doi.org/10.5951/tcm.1.5.0296.

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The first standard presented in the Professional Standards for Teaching Mathematics (NCTM 1991) highlights the importance of choosing and using worthwhile mathematical tasks. Teachers are curriculum architects charged with ensuring the quality of the mathematical tasks in which their students engage.

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Stedman, Nicole, and Amy Brown. "Critical thinking perspectives of undergraduate students." Advancements in Agricultural Development 1, no. 1 (January 17, 2020): 14–24. http://dx.doi.org/10.37433/aad.v1i1.29.

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Today’s learners need support in not only developing capacity for a global mindset, but also for thinking critically about the world. Employers are seeking graduates who can enter the workforce prepared to work within agriculture with the ability to understand its complexities. Higher education institutions have been called upon to provide this to students and faculty are often charged with this responsibility. However, faculty are often unprepared to provide this level of instruction and need support in order to foster this in the classroom. Student participants in this study were exposed to scenarios, which are a tool used to provide multiple perspectives and outcomes to real-life scenarios. Faculty used the scenarios to complement course instruction with respect to the impacts of climate change on food security and hunger. Using Facione’s (1990) framework for critical thinking skill, statements submitted by students both prior to the scenario and post were analyzed. It was found that while students demonstrated critical thinking in both the pre and post, the post statements were much richer, in-depth, and thoughtful in how critical thinking was demonstrated. This showed that faculty support, combined with innovative teaching methods, like scenarios, will encourage students’ building of capacity for critical thinking.

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Garot, Robert. ""Č solo il modo in cui li indossi!" Identitŕ delle gang e processi di embodiment." MONDI MIGRANTI, no. 3 (March 2009): 173–90. http://dx.doi.org/10.3280/mm2008-003010.

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- This paper examines how politically charged meanings of dress are articulated and contested by staff and gang members. While school dress codes are often justified as a safety measure, the ways staff exercise authority by chastising students who violate the code may alienate students from school. Moreover, students' ways of dressing are intractable to school control, first, in how they subtly use dress to manipulate the boundaries between such dichotomies as gang/non-gang, safe/dangerous, and overt/covert; and secondly, in the ways students embody dress. Hence, following McNeil (1988), I argue that schools and students are better served by a concentration on pedagogy, rather than control.Keywords dress code, gangs, social boundaries, school

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Pinto, Mary Beth, and Phylis M. Mansfield. "Thought Processes College Students Use When Evaluating Faculty: A Qualitative Study." American Journal of Business Education (AJBE) 3, no. 3 (March 1, 2010): 55–62. http://dx.doi.org/10.19030/ajbe.v3i3.399.

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This study explores the thought processes college students use when answering survey questions on standardized course/faculty evaluations. Thought processes are categorized as: System One or System Two, based on the framework developed by Kahneman (2003) and Stanovich and West (2000). System One processes are typically hurried, superficial, effortless, and charged with emotions. System Two processes are considered to be slower, more deliberate, thoughtful evaluations. Results from eight focus group discussions are provided. Student responses were categorized according to their adherence to System One or System Two cognitive processing. In total, 59% of the student responses were categorized as System One. Implications for faculty and higher education administrators are presented.

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Schoenbrodt, Lisa, Fran Silverman, and Megan Boyd. "A Clinical Supervision Model for Nontraditional Graduate Students in Training." Perspectives on Administration and Supervision 19, no. 1 (March 2009): 25–29. http://dx.doi.org/10.1044/aas19.1.25.

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Abstract With the increasing critical shortage of qualified speech-language pathologists (SLPs) in the schools, graduate programs are charged with thinking beyond traditional programs in order to train committed candidates to serve school-aged populations in a cost-effective manner. The Department of Speech Pathology at Loyola College engaged in a partnership with the Maryland State Department of Education whereby students would be provided a scholarship for their degree, and in return would complete five years of employment upon graduation. A critical component of this program stipulated that students be employed and supervised in a local education agency. After experimenting with numerous models for clinical supervision in the school, one model emerged as effective. The college, student, and school perspective regarding effectiveness is presented.

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Gyulbyakova, L. K. "The methods of teaching an emotionally coloured monologic utterance." Язык и текст 4, no. 1 (2017): 60–68. http://dx.doi.org/10.17759/langt.2017040107.

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The article is devoted to the definition of monologic utterance, and its levels. The object of research is methods of teaching foreign students in an emotionally coloured monologic utterance. The subject of research is an emotionally charged statement from the point of view of emotiveness

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Yoga, Putu, Kadek Yudik Aryawan, and Putu Adi Krisna Juniarta. "INTERACTIVE LEARNING MEDIA DEVELOPMENT WITH CONCEPTUAL CHANGE FOR BASIC NURSING LECTURE I IN STIKES MAJAPAHIT SINGARAJA." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 1 (March 13, 2018): 16. http://dx.doi.org/10.24990/injec.v1i1.47.

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Introduction: All this time conventional media in lecture proved less effective in improving learning outcomes Basic Nursing Science I. On the other hand, the presence of an innovative learning model of conceptual change-oriented and ICT are potentially improve learning outcomes IKD I. Development of interactive learning media-oriented conceptual change is predicted to have an impact on the achievement of learning outcomes IKD difference. This research aims to develop interactive learning media-laden conceptual change and test its effectiveness in scaling the learning outcomes of students STIKES Majapahit IKD Singaraja. Method: This was a development study (development research). The population in this study were all students of the first semester courses of S-1 Nursing, STIKES Majapahit Singaraja school year 2013/2014 (80 people) and a teacher of nursing staff (15 people). Sampling in each phase of the research done by simple random sampling technique, in order to obtain two lecturers (content and media experts), 3 students (individual test), 9 students (small group testing) and 30 students of the first semester (field test). The instrument used in this study is a questionnaire and achievement test I. Basic Nursing questionnaire used in the product development stage (testing expert, individual testing, small group testing), while the achievement test used during the field test. Criteria for success of media development is based on the evaluation of content expert, media experts, individual test, and test a small group. Also based on the analysis of the post-test scores of students, it can be seen the effective use of instructional media IKD I on student learning outcomes. Results: The results of the data analysis showed that the test class interactive learning media loaded developed conceptual change effective in optimizing learning outcomes IKD I (M = 80.08; SD = 5.93). Discussion: Through this research has successfully developed an interactive learning media charged to facilitate conceptual change classes first semester student IKD I STIKES Majapahit Singaraja. Besides, the validity of the analysis shows that interactive learning media charged velid developed conceptual change and unfit for use.Keywords: Conceptual change, interactive learning media charged conceptual change, and learning outcomes

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Molina, Anthony, and Robert Abelman. "Style Over Substance in Interventions for At-Risk Students: The Impact of Intrusiveness." NACADA Journal 20, no. 2 (September 1, 2000): 5–15. http://dx.doi.org/10.12930/0271-9517-20.2.5.

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Academic advisors charged with developing and implementing student success strategies should ask: To what extent is the process of intervention, rather than the nature of any specific intervention, responsible for an influx in at-risk student performance and persistence? Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. The most intrusive intervention resulted in higher cumulative grade-point averages and higher retention rates for all students. Students with the highest risk of academic dismissal were the most responsive to the most intrusive intervention.

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Fine, Melinda. ""You Can't Just Say That the Only Ones Who Can Speak Are Those Who Agree with Your Position": Political Discourse in the Classroom." Harvard Educational Review 63, no. 4 (December 1, 1993): 412–34. http://dx.doi.org/10.17763/haer.63.4.504mp416q4k30446.

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In this article, Melinda Fine describes the classroom dynamics surrounding the discussion of controversial issues in a middle school classroom. Through observation and interviews, she creates a detailed portrait of the interactions among teachers and students, revealing that while discussions of emotionally charged social and political issues are often heated and difficult, they can still be constructive. Fine maintains that students are more resilient and able to handle disagreement than is often believed. She concludes by arguing that education in a democracy requires that teachers and students learn to deal constructively with political and social differences.

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Tushnet, Naida C., and Treseen Fleming-McCormick. "Equity Issues in the Star Schools Distance Learning Program." Journal of Educational Computing Research 13, no. 2 (September 1995): 173–83. http://dx.doi.org/10.2190/g3e3-y7c8-c817-0ena.

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The Star Schools distance learning program, sponsored by the U.S. Department of Education, is charged with serving “underserved” students. A recently concluded national evaluation of the program assessed the extent to which the program addressed the equity issue as defined in the legislation, that is, whether students in remote, rural areas and economically disadvantaged students were served by Star Schools. The study found that two distinct types of distance learning experiences are offered to students with equally distinct characteristics. A declining number of Star Schools courses are full courses, mainly in advanced mathematics and science or foreign languages, offered primarily to students in remote rural areas. At the same time, students in urban areas are receiving supplemental courses, mainly in elementary schools, in mathematics and science. These differences hinge on different definitions of “underserved.”

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Khon, Abdul Majid. "Pendidikan dalam Perspektif Hadis (Suatu Kajian Tematik dalam Bulûgh Al-Marâm)." DAYAH: Journal of Islamic Education 4, no. 1 (January 6, 2021): 23. http://dx.doi.org/10.22373/jie.v4i1.7102.

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The hadiths about education in the book Bulûgh Al-Marâm are entirely found and can fulfill the themes of education today, even though this book is characterized by the law of Fiqh (Fiqhul Hadith). There are 17 hadiths or 1.06% of the total 1596 hadiths with the essential word education (ta'lîm). Educational themes that can be fulfilled are; science components, educators, students, educational materials, learning strategies, and teacher salaries. The hadiths found to discuss the importance of useful knowledge. The prophet in Hadith as in the Quran QS. Thaha / 20: 114 only ordered to pray for more knowledge, not ordered to ask for another. The role of educators as servants of students, namely mediators and facilitators. Educators must always learn and have a democratic attitude. Successful students are those who need knowledge and can develop their talents. Teaching material prioritizes ethics or manners and prayer as the practice of knowledge. Teachers may receive honoraria and even have the right to receive an honorarium if the student's condition is worthy of being charged.

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Ozcan, Ozgur. "Examining the students’ understanding level towards the concepts of magnetic field: the case of conducting wire." International Journal of Innovative Research in Education 6, no. 2 (December 31, 2019): 40–46. http://dx.doi.org/10.18844/ijire.v6i2.4425.

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The electromagnetism is one of the important topics in physics and it has quite a lot of applications in a wide range of area. It also examines the electromagnetic force researches that occur between the electrically charged particles. On the other hand, examination of the magnetic field around the conductors and the movement of the charged particles in the electromagnetic field is quite interesting topics on that the physics researchers intensively investigated. The electromagnetic theory has an abstract nature, because the university level students have many learning and understanding difficulties about the concepts related to these topics. In realization of meaningful learning, the role of the students’ prior knowledge about the aforementioned concepts is becoming important. This study aims to investigate the understanding of 12 pre-service physics teachers related to the concept of moving particles in an electromagnetic filed by using the qualitative research methods. The data collected through the test consisting of three question and it was analysed by using content analysis method. The understanding levels and the alternative conceptions of the pre-service physics teachers were determined by different categories at the end of the content analyses process. Keywords: Alternative conceptions, electromagnetism education, pre-service physics teachers; understanding level;

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Johnson, Melencia M., and Philip B. Mason. "“Just Talking about Life”: Using Oral Histories of the Civil Rights Movement to Encourage Classroom Dialogue on Race." Teaching Sociology 45, no. 3 (February 1, 2017): 279–89. http://dx.doi.org/10.1177/0092055x17690431.

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Students in mixed race classrooms often find it difficult to discuss race. Using an assignment where students must have a conversation with someone who lived during the Civil Rights Movement (CRM) brings an element of oral history into the discussion of race and ethnicity. Students are able to discuss race using a historical lens from the perspective of their conversation partner rather than their own. Sharing opinions and observations from an oral history advantageously allows students the ability to distance themselves from the emotionally charged subject. The discussion ultimately leads to comments regarding the current racial climate in the United States. This article highlights students’ experiences talking with an elder about race, having a conversation about race in a mixed race classroom, and the role of this assignment.

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Sideridis, Georgios D. "Assessing Cognitive Interference Using the Emotional Stroop Task in Students with and Without Attention Problems." European Journal of Psychological Assessment 25, no. 2 (January 2009): 99–106. http://dx.doi.org/10.1027/1015-5759.25.2.99.

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The present study describes the Emotional Stroop Task as a means to assess cognitive interference triggered by emotional stimuli in elementary school students with and without attention problems. Using the Emotional Stroop Task in a computerized environment and employing samples of students with and without attention problems (111 without and 29 with attention problems), results indicated that prolonged latencies to stimuli with heavy emotional content related to their school experiences were predictive of students’ membership, after controlling for their gender and grade levels. These effects were independent of students’ processing ability as indicated by the lack of significant differences in reaction time to neutral stimuli. It is concluded that the Emotional Stroop Task can be used to assess cognitive interference in emotionally charged conditions across groups of students.

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Muldoon, Robyn L., and Ian Macdonald. "Building Learning Communities in Residential Colleges." Journal of University Teaching and Learning Practice 6, no. 2 (April 1, 2009): 54–68. http://dx.doi.org/10.53761/1.6.2.5.

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This paper addresses the retention issues presented when large numbers of students from low socioeconomic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. It appears that for these students, traditional lectures and workshops on learning strategies and techniques are not as effective as layered, personal ‘at the elbow’ learning support in a non-threatening, social environment.

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Rozensher, Susan G., and David S. Seal. "Experiential Learning In Marketing Communications Courses: The Demarketing Of College Binge-Drinking." American Journal of Business Education (AJBE) 2, no. 3 (May 1, 2009): 73–82. http://dx.doi.org/10.19030/ajbe.v2i3.4051.

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The experiential learning approach has been gathering substantial momentum and support in educational circles. In the team-based experiential learning project presented here, which effectively integrated theory and application, students were charged with creating an integrated marketing communications plan to demarket binge drinking on the college campus. By focusing on a topic of considerable social importance and interest to students, this quasi-live case study served as a valuable learning tool which combined both experience and reflection, and provided students with practical business experience in taking on the roles of members of anew business team working together to analyze facts, generate strategies and create an integrated, persuasive presentation.

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Lindquist, Mary M. "President's Report: Tides of Change—Teachers at the Helm." Journal for Research in Mathematics Education 24, no. 5 (November 1993): 467–76. http://dx.doi.org/10.5951/jresematheduc.24.5.0467.

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Ten years ago. critics of our education system produced A Nation at Risk. Many charged that too little was being done to educate our youth. Standards were too low, and students were not prepared ro embrace the challenges and opportunities of the world arou nd us. As our nation rallied on the shoreline anticipatjng the tides of change. one message rang out loud and clear: “We must change the education we provide our students today if we want to e nsure their success in the future.”

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Lindquist, Mary M. "Tides of Change: Teachers at the Helm." Mathematics Teacher 86, no. 6 (September 1993): 515–20. http://dx.doi.org/10.5951/mt.86.6.0515.

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Ten years ago, critics of our education system produced A Nation at Risk. Many charged that too little was being done to educate our youth. Standards were too low, and students were not prepared to embrace the challenges and opportunities of the world around us. As our nation rallied on the shoreline anticipating the tides of change, one message rang out loud and clear: “We must change the education we provide our students today if we want to ensure their success in the future.”

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Grigal, Meg, Clare Papay, Frank Smith, Debra Hart, and Rayna Verbeck. "Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs." Career Development and Transition for Exceptional Individuals 42, no. 1 (December 17, 2018): 17–28. http://dx.doi.org/10.1177/2165143418813358.

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The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

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Surani, Surani, Bambang Sumardjoko, and Sabar Narimo. "Pengelolaan Pendidikan Karakter Bangsa Berbasis Budaya Jawa di TK Negeri Pembina Surakarta." Manajemen Pendidikan 11, no. 2 (July 1, 2016): 186. http://dx.doi.org/10.23917/jmp.v11i2.2661.

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This study aimed to describe the character-based education management Javanese culture as well as enabling and inhibiting factors in TK Negeri Pembina Surakarta. This study uses qualitative research, research design using qualitative descriptive method. Implementation of this research is in the TK Negeri Pembina Surakarta. The data used in this study are primary data and secondary data. Source of the data obtained through interviews and documentation. As a guest speaker in this study was the Principal Teachers and Parents / guardians of students. The validity of the data used in this research is triangulation and source triangulation method. Data were analyzed using interactive analysis. Based on the results of data analysis and discussion we concluded that: 1) The management of education-based character of Javanese culture in TK Negeri Pembina Surakarta carried out by adjusting the curriculum and educational materials charged Javanese culture integrates the material elements of the arts, languages and social systems of Javanese culture, delivering materials charged the value of honesty, humility, discipline, courtesy, cooperation, caring, and responsibility; and deliver material which imparts the principles of respect, harmony, character wise and honest, introspective, low self-esteem, as well as upload form-ungguh and good manners as a form of character Java. 2) The supporting factors in the management of Javanese culture-based character education is education offices and local governments, provision of facilities, committee and parents of students, school management, as well as students coming from the Java community. Factors inhibiting Javanese culture-based education is the lack of standard guidelines for the implementation of educational programs that charged Javanese culture, interests learners to Javanese culture, as well as operate and circumstances on ignorance educators learn less supportive media to use.

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Pooja B and Dheepak Sundar M. "Awareness about Eye Donation among Medical Students." International Journal of Research in Pharmaceutical Sciences 11, no. 4 (December 24, 2020): 7405–9. http://dx.doi.org/10.26452/ijrps.v11i4.3927.

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To assess the awareness about eye donation among undergraduate medical students. A cross-sectional descriptive study was carried out among 400 medical students studying in a tertiary medical college/hospital located in Tamil Nadu. The study tool used was a semi-structured google form questionnaire designed for assessing the awareness about eye donation among medical students. It was observed that the majority of the students (99.4%) of the students were aware of eye donation. Media has been the primary source for this awareness. The cornea is the part of the eye used for transplantation, and only 238(59.6%) knew about this The identity of the donor. The recipient will be kept confidential, and also the donors family will not be charged any money for the donation, but only 54% of the students were aware of this fact. Though the awareness was high, only 206(51.60%) were willing to pledge their eyes for donation. The study highlights the importance of educating medical students about eye donation as they play a significant role in helping the public in clarifying misconceptions and also increase the eye donation rates. The importance of consent over the telephone has also been emphasized in this study. Media can be used as a powerful tool in creating appropriate advertisements through television, newspapers, billboards and social media, which will be helpful.

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Roibin, Roibin. "Pendidikan Agama Berbasis Kerukunan." ULUL ALBAB Jurnal Studi Islam 4, no. 1 (December 26, 2018): 95–101. http://dx.doi.org/10.18860/ua.v4i1.6141.

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The Islamic education has ever been sociologically and historically regarded as Islamic religious education. It is intended to differentiate it from general (secular) education. This view is considered as the reason for the presence of Islamic religious school (madrasah diniyah) and the dichotomy between religious education and general (secular) education. Since then, the treatment for students'. characters, moral, attitude, personality or what commonly known as affective aspects is relied on religious education. On the contrary, the treatment for students 'psychometrics and cognitive aspects is charged to general education system.

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Theobald, Mary, Ann Ruttter, Beat Steiner, and Christopher P. Morley. "Preceptor Expansion Initiative Takes Multitactic Approach to Addressing Shortage of Clinical Training Sites." Family Medicine 51, no. 2 (February 8, 2019): 159–65. http://dx.doi.org/10.22454/fammed.2019.379892.

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In late 2015, the Society of Teachers of Family Medicine (STFM) was charged with Family Medicine for America’s Health’s (FMAHealth) Workforce Education and Development Core Team’s task of identifying, developing, and disseminating resources for community preceptors. The charge from FMAHealth came at a time when STFM was discussing strategies to address the critical shortage of clinical training sites for medical students. STFM hosted a summit to identify the most significant reasons for the shortage of community preceptors and shape the priorities, leadership, and investments needed to ensure the ongoing education of the primary care workforce. Summit participants were asked to propose solutions to achieve the following aims: (1) decrease the percentage of primary care clerkship directors who report difficulty finding clinical preceptor sites, and (2) increase the percentage of students completing clerkships at high-functioning sites. The outcome of the summit was an action plan with five tactics that are being implemented now: Tactic 1: Work with the Centers for Medicare and Medicaid Services (CMS) to revise student documentation guidelines. Tactic 2: Integrate interprofessional/interdisciplinary education into ambulatory primary care settings through integrated clinical clerkships. Tactic 3: Develop a standardized onboarding process for students and preceptors and integrate students into the work of ambulatory primary care settings in useful and authentic ways. Tactic 4: Develop educational collaboratives across departments, specialties, professions, and institutions to improve administrative efficiencies for preceptors. Tactic 5: Promote productivity incentive plans that include teaching and develop a culture of teaching in clinical settings.

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Bohmer, Susanne, and Kayleen U. Oka. "Teaching Affirmative Action." Teaching Sociology 35, no. 4 (October 2007): 334–49. http://dx.doi.org/10.1177/0092055x0703500403.

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Affirmative action, a controversial topic about which students have many misconceptions, lends itself especially well to a sociological analysis. This paper describes an approach to teaching that: 1) informs students of different affirmative action programs; 2) gives them the opportunity to apply and integrate a variety of concepts and research findings covered in our sociology courses; 3) allows us to assess how well students understand affirmative action and to what degree they retain myths about the programs; and 4) covers an emotionally charged topic with enough depth to go beyond surface reactions. We find that this integrated approach dispels some of the most common myths, leads students to become more thoughtful and analytical, and gives them a good foundation from which to examine affirmative action in the future.

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Smith, Jennifer, and Onnica Marquez. "Kids in the stacks: Summer camp at an academic library." College & Research Libraries News 82, no. 4 (April 5, 2021): 190. http://dx.doi.org/10.5860/crln.82.4.190.

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It’s summer, and there are middle school students running around the university library. Why?St. Ambrose University (SAU) Library held summer camps for 6th- through 8th-grade students in 2018 and 2019. The first was Digital Film Camp, and the second was National History Day Boot Camp. If you work in higher education, chances are good that you’ve heard about the campus demographic cliff and been charged with doing your part to address this enrollment challenge. In alignment with a campus-wide initiative to bolster pre-college summer camps for potential students, the library hosted summer camps for middle school students as part of this community outreach and engagement strategy. The goal of these camps was to offer enriching experiences that create positive impressions of the campus and library.

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Zeng, Fan Bin, and Rong Zhang. "A Pilot Study of Readers of Freely Charged Newspaper." Advanced Materials Research 463-464 (February 2012): 1423–26. http://dx.doi.org/10.4028/www.scientific.net/amr.463-464.1423.

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This study took an investigation of what character of these free charged newspaper readers and how this group is structured are needed. This research, in the subject of the readers of Guangzhou Metro, through random sampling selected, received 225 copies of effective papers. This research discovers that, from the point view of characters of free charged newspaper readers as Guangzhou Metro, it is young, but not as wealthy as the publisher alleged, their income only belong to the middle level because most of them are staff and students. Although the crowd is still not high, and they are mainly to reduce the time of reading traditional one, instead of completely change the reading chance and time of traditional newspaper, it is necessary to know further information about the cause of the case and what kind of countermeasures should be taken. Finally, the new readers who did not read newspaper in the past read the free one now. It is not only an attractive point for the free press but also valued for the traditional newspaper to pay attention to.

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Kincaid, Aleksis P., and Amanda L. Sullivan. "Double Jeopardy? Disproportionality in First Juvenile Court Involvement by Disability Status." Exceptional Children 85, no. 4 (January 25, 2019): 453–70. http://dx.doi.org/10.1177/0014402918819101.

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The overrepresentation of youth with disabilities in the juvenile justice system is a persistent concern, but estimates of their involvement vary dramatically due to differences in how disability is conceptualized and when involvement in juvenile justice is measured. This study linked juvenile court and educational records for 230,760 students in one state to describe the involvement of students with and without disabilities in juvenile court. Overrepresentation of students with disabilities was not robust to sociodemographic controls (relative risk ratio [RR] = 1.07) but varied by disability category such that students with emotional or behavioral disorders (RR = 1.98) and other health impairments (RR = 1.12) remained overrepresented. Students with disabilities were charged with more severe offenses than their peers without disabilities and were more likely to be petitioned to court with a higher degree of offense even after controlling for the type of offense. Implications for policy, practice, and research are discussed.

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Journal articles on the topic 'Charged students'

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