Relevant bibliographies by topics / The three didactic questions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'The three didactic questions'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "The three didactic questions"

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Qureshi, Ayisha, Cassy Cozine, and Farwa Rizvi. "Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments." Advances in Physiology Education 37, no. 1 (2013): 89–92. http://dx.doi.org/10.1152/advan.00068.2012.

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There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic le
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Bylund, Linus, and Beniamin Knutsson. "The Who? Didactics, differentiation and the biopolitics of inequality." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 29, no. 3 (2021): 89–108. http://dx.doi.org/10.48059/uod.v29i3.1545.

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The three didactic questions – what?, how? and why? – are increasingly supplemented with a fourth: who? Drawing on Therborn’s distinction between difference and inequality, as well as on biopolitical theory, the present paper engages critically with the didactic who?-question. The paper situates the who?-question in broader discussions of educational differentiation, suggesting that it encompasses a tension between the recognition of difference and (re)production of inequality. Arguably, this tension becomes visible, and possibly more navigable, when we pose “Therbornian questions”. The paper
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Hambach, Sybille. "Didaktik des E-Learning." i-com 11, no. 1 (2012): 7–10. http://dx.doi.org/10.1524/icom.2012.0003.

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Summary This paper addresses teaching and learning with digital media from an educational point of view. First we introduce E-Learning as an interdisciplinary subject which benefits from a variety of different disciplines. We than shortly discuss the contribution of didactics to the knowledge corpus and methodical canon of E-Learning. Nine basic didactic questions are used to describe specific aspects of education with digital media. The paper closes by deriving three main challenges, which are relevant for the further development of E-Learning.
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Mendez Lozano, Sergio Manuel, and Felipe Tirado Segura. "Enhancing Historical Reasoning: A Strategy Including Formative Assessment with Systematic Continuous Feedback." International Journal of Educational Psychology 5, no. 2 (2016): 187. http://dx.doi.org/10.17583/ijep.2016.1639.

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Learning History promotes students’ reasoning. According to Van Drie & Van Boxtel (2008), historical reasoning involves six elements: substantive concepts, metaconcepts, asking historical questions, using sources, contextualization, and argumentation. Although there are didactic strategies that promote historical reasoning, these do not include systematic continuous feedback using rubrics, which can be useful both in assessing and promoting students’ progress and progression of ideas on metaconcepts. This study described the development of the six historical reasoning elements in a strateg
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Henderson, John. "Persius' Didactic Satire: The Pupil as Teacher." Ramus 20, no. 2 (1991): 123–48. http://dx.doi.org/10.1017/s0048671x00002733.

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The heart does hurt.And that's no metaphor.The feeling isthat ‘throbbing muscle’ you can't say—since that's ‘steel comic sex meat’.But it does hurttop-mid-leftunder my shirt with its atrocious beat.‘Didactic Poetryis poetry which is primrily intended to instruct. Most commonly, the label is used for poetry which teaches a moral. It can also refer to poetry which conveys factual information.’ Classicists will take issue with such a definition: that ‘also’ is provocative, and so are the priorities it signals; the wedge that is being driven between poetics as ‘moral’ as against poetics as ‘factua
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Korol, A. D. "The Potential of Silence in Education: Methodological and Didactic Prerequisites." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 4 (2021): 49–61. http://dx.doi.org/10.31992/0869-3617-2021-30-4-49-61.

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This paper investigates philosophical, cultural and didactic potential of silence in education. The author substantiates that in the world of ever-augmenting speaking, the student’s silence is manifested as a stage, when there is nothing to say for oneself. This is attributable to the monologue nature of education, the main meanings, goals and the content of which is to convey the multicultural experience of mankind to a “monocultural” student. At the same time, there is a huge potential for silence as competence whereby a student generates his new meanings, knowledge, questions. The paper pre
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SÉNÉCHAL, MONIQUE. "The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary." Journal of Child Language 24, no. 1 (1997): 123–38. http://dx.doi.org/10.1017/s0305000996003005.

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The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items
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Vallberg Roth, Ann-Christine, Ylva Holmberg, Camilla Löf, and Catrin Stensson. "MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS." Problems of Education in the 21st Century 77, no. 6 (2019): 806–34. http://dx.doi.org/10.33225/pec/19.77.806.

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In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested fo
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Aparicio Landa, Eddie, Landy Sosa Moguel, and Guadalupe Cabañas-Sánchez. "Reflective Conversation and Knowledge Development in Pre-service Teachers: The Case of Mathematical Generalization." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (2020): 40–62. http://dx.doi.org/10.46328/ijemst.977.

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This article examines the development of professional knowledge in pre-service mathematics teachers. From the discussion of a task associated with the multiplication of consecutive integer numbers, generalization is recognized as a process that allows to explore, to explain, and to validate mathematical results, and as an essential ability to develop in the teaching of arithmetic, algebra, and geometry by using various representations. The study was conducted during three sessions of a didactic mathematics course, in which the instructor and ten students participated. The conversations of each
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Aparicio Landa, Eddie, Landy Sosa Moguel, and Guadalupe Cabañas-Sánchez. "Reflective Conversation and Knowledge Development in Pre-service Teachers: The Case of Mathematical Generalization." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (2020): 40–62. http://dx.doi.org/10.46328/ijemst.977.

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This article examines the development of professional knowledge in pre-service mathematics teachers. From the discussion of a task associated with the multiplication of consecutive integer numbers, generalization is recognized as a process that allows to explore, to explain, and to validate mathematical results, and as an essential ability to develop in the teaching of arithmetic, algebra, and geometry by using various representations. The study was conducted during three sessions of a didactic mathematics course, in which the instructor and ten students participated. The conversations of each
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Dissertations / Theses on the topic "The three didactic questions"

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Rosén, Nils. "Undervisning i informationssökning – Vad, hur och varför? : En kvalitativ och didaktisk studie av Uppsala universitetsbiblioteks undervisning i informationssökning." Thesis, Uppsala universitet, Institutionen för ABM, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-423779.

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The thesis aim is to get an understanding of how Uppsala University Library teaches about information searching and with this gain an insight on positive and working aspects in the teaching and how it can be developed for the better. To achieve these aims, three didactic questions were used as an overall theme and as a base for the research questions. These questions consisted of what (content), how (methods) and why? (goals and purposes). The methods consisted of observations and semi-structured group interviews that were conducted from December 2017 to April 2018.  Another method that was us
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Cramer, Heather. "Teaching Children with Autism Three Different Questions." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4427/.

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Children with autism often exhibit deficits in question-asking. This study replicated and extended Williams, Donley, and Keller.s (2000) training package: a modeling and reinforcement procedure to teach the use of 3 different questions about hidden objects. Two boys, aged 13 and 12, with primary diagnoses of autism, participated. A multiple baseline design across questions was used. Both children learned to ask all three questions: .What.s that?. .Can I see (item name)?. and .Can I have (item name)?. Question-asking generalized to novel locations, people, and stimulus materials with minimal ad
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Hammarlid, Ola. "Large deviation techniques applied to three questions of when - /." Stockholm : Department of Mathematics, Stockholm University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-697.

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Lewis, Monica. "The Effects of Didactic Instruction on the Rate of Preservice Teachers' Low-and High-Level Questions." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4916.

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Questioning is an instructional strategy that serves many purposes for teachers and students. The purpose of this study is to evaluate the questioning sequence of moving from low- to high-level questions to support students’ reading text-based comprehension.After engaging in didactic instruction and practice in the TeachLivE™ Lab, teacher participants implemented low- and high-level question sequences during reading instruction with elementary students. Teacher performance was measured as a rate of question sequences in a multiple baseline design across two participants. Students’ verbal respo
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Modeste, Simon. "Enseigner l'algorithmique, pourquoi ? Quels apports pour l'apprentissage de la preuve ? Quelles nouvelles questions pour les mathématiques ?" Thesis, Grenoble, 2012. http://www.theses.fr/2012GRENM077.

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Depuis quelques années, l'algorithme fait son entrée dans l'enseignement secondaire en France et à l'étranger. L'enseignement de ce concept fortement lié aux mathématiques et à la preuve soulève de nombreuses questions didactiques. Cette thèse propose une analyse épistémologique du concept afin de permettre l'étude de sa transposition didactique et la construction de situations didactiques. Dans un premier temps, nous présentons une analyse épistémologique détaillée du concept en mettant en avant ses aspects fondamentaux. Cela permet de proposer un modèle de conceptions (au sens de ckc) pour l
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Morton, Wyant. "Questions of authenticity in three motets attributed to Johann Sebastian Bach." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185862.

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The motets Der Gerechte kommt um, Jauchzet dem Herrn alle Welt and Ich lasse dich nicht have figured prominently in the ongoing discussion regarding the authentic and spurious motets of Johann Sebastian Bach. While the high musical quality of these compositions has long been recognized, disagreement over their authorship has continued because of the complexity of their source transmission. Evaluation of previous scholarship in light of recent investigations into the source transmission of these pieces suggests that all three works were, indeed, the handiwork of J. S. Bach. In support of this p
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HERNANDEZ, BEATRIZ CRISTINA MURIEL. "THREE ASSAYS ON HECKSCHER-OHLIN PREDICTIONS: THEORETICAL QUESTIONS AND EMPIRICAL TESTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5937@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Esta tese discute três questões em torno das previsões de Heckscher-Ohlin (HO). A primeira se relaciona com o impacto da abertura comercial sobre o aumento na desigualdade salarial nos Estados Unidos, e apresenta resultados consistentes com esta premissa quando se leva em conta a distorção provocada pelos níveis de sindicalização dos trabalhadores não qualificados. A segunda discute as implicações teóricas e empíricas das fontes de vantagens comparativas reveladas pelo comércio em um dado país, propondo-se dois refinamentos
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Lövgren, Anna. "Recognition of Temporomandibular Disorders : validity and outcome of three screening questions (3Q/TMD)." Doctoral thesis, Umeå universitet, Tandläkarutbildning, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133997.

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Background Pain and dysfunction in the temporomandibular region (Temporomandibular Disorders, TMD) are common conditions in the general population with an estimated treatment need of 5-15% in the general population. However, in Sweden, traceable performed treatments are significantly lower. The reasons for this indicated under-treatment are not known. To easily detect patients with a potential TMD related condition, three screening questions, 3Q/TMD, have been introduced. The aim with this project was to evaluate the validity and outcome of the 3Q/TMD with the objective to recognize individua
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Buerkle, C. Wesley, and Christopher C. Gearhart. "Answer Me These Questions Three: Using Online Training to Improve Students’ Oral Source Citations." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/510.

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This experimental study examines an online module designed to increase student competence in oral citation behavior using a mastery training strategy. Students in the experimental condition provided complete citations at a higher rate and provided more citation information for traditional and web-based sources compared with a control group without required training. Although subjective norms set by instructors also influence citation behavior, the general trend depicted was that students completing the required module training performed more complete citations. Implications for student learnin
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Hagman, Hampus, and Niklas Kraft. "Religionslärares didaktiska reflektioner : om livsfrågor och populärkultur i undervisningen." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226463.

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This paper aims to describe how religion teachers in Swedish schools teach concerning questions about life issues and popular culture. To research the teachers' didactic approach to these issues, didactics has been defined with three educational questions: what, how and why. The essay focuses on teachers' effective implementation of teaching on life issues and popular culture, which we used a theory of offering meaningfulness describing what subject matter that may be imparted to the students. An offer of meaningfulness can be pursued and can be made visible in the context of what and how perf
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Books on the topic "The three didactic questions"

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Muth, Jon J. The Three Questions. Scholastic Press, 2002.

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Augustine. Eighty-three different questions. Catholic University of America Press, 2002.

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Haywood, Eliza Fowler. Three novellas. Colleagues Press, 1995.

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Three questions we never stop asking. Prometheus Books, 2010.

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Three questions for sixty-five composers. University of Rochester Press, 2011.

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Benesch, Walter. The ecumenical cruise and other three-legged chicken philosophy tales. Nonetheless Press, 2003.

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Three of a kind quizzes. Miles Kelly, 2002.

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Unterreiner, Kevin J. Chiropractic National Board Review - Part Three. 2nd ed. Echo Publishing, 1998.

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J, Gallagher Christopher, ed. Board stiff three: Preparing for the anesthesia orals. 3rd ed. Butterworth-Heinemann/Elsevier, 2009.

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Gerasimov, Sergey, and Irina Skovorodkina. Tolerance education in Junior schoolchildren. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084985.

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The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. &#x0D; Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be
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Book chapters on the topic "The three didactic questions"

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Spivakovsky, Aleksander, Lyubov Petukhova, Evgeniya Spivakovska, Vera Kotkova, and Hennadiy Kravtsov. "Three-Subjective Didactic Model." In Information and Communication Technologies in Education, Research, and Industrial Applications. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03998-5_13.

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Saave, Anna. "Teaching Feminist Economics. Conceptual Notes and Practical Advice for Teaching a Subject in the Making." In Wirtschaft neu lehren. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30920-6_6.

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AbstractTeaching feminist economics is a relatively new didactical project posing questions of content and methodology for instructors. The article proposes three possible topics with regard to the changing nature of the emergent research field: introducing feminist economics as a mode of questioning, showing its historicity and spectrum, and asking the question of a unifying paradigm. Complementarily, the article identifies teaching methodologies and aspects to consider for teaching according to feminist economics’ theoretical insights. This includes the role of experiences, the need for instructors to change perspectives, and the idea of caring and holding as starting points for a feminist pedagogy.
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Spielrein, Sabina. "The Three Questions." In Sabina Spielrein and the Beginnings of Psychoanalysis. Routledge, 2019. http://dx.doi.org/10.4324/9781315104324-15.

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Kelly IV, John D. "Tolstoy’s Three Questions." In The Resilient Physician. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61220-1_13.

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Stiglitz, Joseph E. "Three Fundamental Questions." In Towards a General Theory of Deep Downturns: Presidential Address from the 17th World Congress of the International Economic Association in 2014. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58691-9_2.

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Condon, E. U. "Three Catch Questions." In Selected Popular Writings of E.U. Condon. Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3066-3_15.

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Stallings-Ward, Judith. "Three Guiding Questions." In Gerardo Diego’s Creation Myth of Music. Routledge, 2020. http://dx.doi.org/10.4324/9781003016496-3.

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Dockery, Doug, and Laureen Knudsen. "Three Simple Questions." In Modern Business Management. Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3261-3_4.

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Shuaib, Ibrahim Lutfi, Hafiz M. Zin, Mohd Zahri Abdul Aziz, Noor Diyana Osman, and Rafidah Zainon. "Examination Three: Questions." In FRCR Physics MCQs in Clinical Radiology. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0911-3_3.

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Connaughton, M., and D. J. Hearse. "Three questions about preconditioning." In New Paradigms of Coronary Artery Disease. Steinkopff, 1996. http://dx.doi.org/10.1007/978-3-642-53793-6_39.

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Conference papers on the topic "The three didactic questions"

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PEREVOSHCKIKOVA, E. N., and A. V. BYCHKOV. "TECHNIQUE OF CONSTRUCTION OF DIDACTIC TASKS BASED ON SPECIFICS TOOLS USED IN INTERNATIONAL STUDIES PISA." In CHALLENGES AND QUESTIONS MODERN SCIENCE part 2. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/pivsn-03-2019-25.

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Ajmone Marsan, Marco, and Michela Meo. "Green wireless networking: Three questions." In 2011 The 10th IFIP Annual Mediterranean Ad Hoc Networking Workshop (Med-Hoc-Net 2011). IEEE, 2011. http://dx.doi.org/10.1109/med-hoc-net.2011.5970491.

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AFRIAT, ALEXANDER. "IF BERTLMANN HAD THREE FEET." In Historical Analysis and Open Questions — Cesena 2004. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773258_0001.

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LOGIURATO, FABRIZIO, BENIAMINO DANESE, LUIGI M. GRATTON, and STEFANO OSS. "THREE-DIMENSIONAL WAVE BEHAVIOUR OF LIGHT." In Historical Analysis and Open Questions — Cesena 2004. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773258_0031.

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Li, Yaogang, Yaocheng Luo, Feixiang Zhang, and Jingliang Chen. "Three Questions Confronted in Review Evaluation for Universities." In 2018 2nd International Conference on Education, Economics and Management Research (ICEEMR 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iceemr-18.2018.2.

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Tanarro, Luis M., Jose Úbeda, Nuria De Andrés, et al. "Design of three-dimensional cartographical didactic materials for Physical Geography teaching." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11195.

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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standard
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Hu, Weixing, Duo Xu, and Miaomiao Zhao. "Reflections on Three Questions in Educational Technology Research Methods." In 2017 International Conference of Educational Innovation through Technology (EITT). IEEE, 2017. http://dx.doi.org/10.1109/eitt.2017.44.

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Younes, Mohammad, and Sam Hellmuth. "Disambiguating cues of disjunctive questions." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0010/000425.

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This paper aims to find out the similarities and differences between Jordanian (JA), Egyptian (EA), and Kuwaiti (KA) Arabic in which cues disambiguate alternative questions (altqs) and disjunctive yes-no questions (dynqs): intonation contour and choice of disjunctive element (DE). A perception study was run in the three dialects, replicating Pruitt &amp; Roelofsen’s (2013) perception study on English. Mixed-effects logistic regression was used to explore the results which revealed all dialects show a main effect of both intonation and DE choice; a rise contour and use of ʔaw significantly incr
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Byrd, Vetria L., and Jorge D. Camba. "A Worksheet Method for Developing Research Questions: An Examination of Three Graduate Student Cohorts." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273883.

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Andrews, G., D. Lo, M. Richardson, and E. Gaillard. "S63 Do the royal college of physicians ‘three questions’ predict symptom control in paediatric asthma?" In British Thoracic Society Winter Meeting 2017, QEII Centre Broad Sanctuary Westminster London SW1P 3EE, 6 to 8 December 2017, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2017. http://dx.doi.org/10.1136/thoraxjnl-2017-210983.69.

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Reports on the topic "The three didactic questions"

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Dunn, Lewis, Andrey Baklitskiy, and Tong Zhao. Some Thoughts on the Logic of Strategic Arms Control: Three Perspectives. The United Nations Institute for Disarmament Research, 2021. http://dx.doi.org/10.37559/wmd/21/ddac/01.

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Who are the proponents of strategic arms control? Why do they advocate it? What are their major assumptions? What are the important uncertainties of arms control? What is the relationship between strategic arms control and nuclear disarmament and nuclear deterrence? This paper, the fifth in UNIDIR’s nuclear dialogue series, explores these questions building on the perspectives of US, Chinese and Russian experts—Lewis A. Dunn, Andrey Baklitskiy and Tong Zhao—and drawing in the views of diverse and informed participants in UNIDIR’s Dialogue on Nuclear Disarmament, Deterrence and Strategic Arms C
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Dunn, Lewis, Andrey Baklitskiy, and Tong Zhao. Some Thoughts on the Logic of Strategic Arms Control: Three Perspectives. The United Nations Institute for Disarmament Research, 2021. http://dx.doi.org/10.37559/wmd/21/ddac/01.

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Who are the proponents of strategic arms control? Why do they advocate it? What are their major assumptions? What are the important uncertainties of arms control? What is the relationship between strategic arms control and nuclear disarmament and nuclear deterrence? This paper, the fifth in UNIDIR’s nuclear dialogue series, explores these questions building on the perspectives of US, Chinese and Russian experts—Lewis A. Dunn, Andrey Baklitskiy and Tong Zhao—and drawing in the views of diverse and informed participants in UNIDIR’s Dialogue on Nuclear Disarmament, Deterrence and Strategic Arms C
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden
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Panagopoulos, Orestis, Gökçe Soydemir, and Xun Xu. Altamont Pass Commuter Study: A Longitudinal Analysis of Perceptions and Behavior Change. Mineta Transportation Institute, 2020. http://dx.doi.org/10.31979/mti.2020.1917.

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The Altamont Pass commuter survey study examines commuters’ perceptions and behaviors towards public transportation during 2019-2020. Results are compared with surveys conducted in 2000 and 2006 to investigate whether there have been any longitudinal changes in the perceptions and behaviors of Altamont Pass commuters over the twenty-year interval. As the previous surveys do, this study focuses on the same three counties, namely, San Joaquin, Stanislaus, and Merced that comprise the Northern San Joaquin Valley (NSJV). When compared with the previous surveys, these findings reveal some significa
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Harriss-White, Barbara. The Green Revolution and Poverty in Northern Tamil Nadu: a Brief Synthesis of Village-Level Research in the Last Half-Century. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/steps.2020.001.

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Between 1972 and 2014, in Northern Tamil Nadu (NTN), India, the Green Revolution (GR) in agriculture was studied through five rounds of village-level studies (VLS). Over the decades, the number of villages dwindled; from 11, rigorously and randomly selected (together with a ‘Slater’ village first studied in 1916), through to a set of three villages in a rural–urban complex around a market town, to one of the original eleven, in the fifth round. During the reorganisation of districts in 1989, the villages sited on the Coromandel plain shifted administratively from North Arcot, a vanguard GR dis
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMIS
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Masset, Edoardo. Combining economic modelling and randomised controlled trials: An unexploited synergyCombining economic modelling and randomised controlled trials: An unexploited synergy. Edited by Radhika Menon. Centre of Excellence for Development Impact and Learning (CEDIL), 2021. http://dx.doi.org/10.51744/cmb3.

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Over the last decade, many researchers have conducted randomised trials alongside economic models. The work of these researchers has shown that both approaches are strengthened by their combined use and the conclusions they lead to are full of policy implications. In the latest CEDIL Methods Brief, Edoardo Masset, Research Director, CEDIL Programme, uses three examples to offer tips on the application of modelling to evaluate development interventions and explore various policy questions. The brief shows that models and experiments should be seen as complementary, rather than as alternative ap
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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a
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Manhiça, Anésio, Alex Shankland, Kátia Taela, Euclides Gonçalves, Catija Maivasse, and Mariz Tadros. Alternative Expressions of Citizen Voices: The Protest Song and Popular Engagements with the Mozambican State. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/ids.2020.001.

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This study examines Mozambican popular music to investigate three questions: Are notions of empowerment and accountability present in popular music in Mozambique? If so, what can these existing notions of empowerment and accountability reveal about relations between citizens and state institutions in general and about citizen-led social and political action in particular? In what ways is popular music used to support citizen mobilisation in Mozambique? The discussion is based on an analysis of 46 protest songs, interviews with musicians, music producers and event promoters as well as field int
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Thurston, Alexander. In Brief: Foreword for the Lake Chad Basin Research Initiative Compendium. RESOLVE Network, 2021. http://dx.doi.org/10.37805/lcb2021.1.

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In fall 2017, the RESOLVE Network launched a major project to analyze religiosity on university campuses in the Lake Chad Basin. The project was related but not limited to the context of the Boko Haram insurgency. The project generated four major studies, including one research report based on a desk literature review and three country case studies (Nigeria, Cameroon, and Chad) based on original fieldwork. The project was driven by policymakers’ and researchers’ desire to more fully understand political and religious change in this conflict-affected region. This RESOLVE research project sought
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