Sample records for accelerator school introductory

  1. The effect of mathematical model development on the instruction of acceleration to introductory physics students

    NASA Astrophysics Data System (ADS)

    Sauer, Tim Allen

    The purpose of this study was to evaluate the effectiveness of utilizing student constructed theoretical math models when teaching acceleration to high school introductory physics students. The goal of the study was for the students to be able to utilize mathematical modeling strategies to improve their problem solving skills, as well as their standardized scientific and conceptual understanding. This study was based on mathematical modeling research, conceptual change research and constructivist theory of learning, all of which suggest that mathematical modeling is an effective way to influence students' conceptual connectiveness and sense making of formulaic equations and problem solving. A total of 48 students in two sections of high school introductory physics classes received constructivist, inquiry-based, cooperative learning, and conceptual change-oriented instruction. The difference in the instruction for the 24 students in the mathematical modeling treatment group was that they constructed every formula they needed to solve problems from data they collected. In contrast, the instructional design for the control group of 24 students allowed the same instruction with assigned problems solved with formulas given to them without explanation. The results indicated that the mathematical modeling students were able to solve less familiar and more complicated problems with greater confidence and mental flexibility than the control group students. The mathematical modeling group maintained fewer alternative conceptions consistently in the interviews than did the control group. The implications for acceleration instruction from these results were discussed.

  2. Retention of Information Taught in Introductory Psychology Courses across Different Accelerated Course Formats

    ERIC Educational Resources Information Center

    Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph

    2016-01-01

    The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…

  3. The Accelerated Schools Movement: Expansion and Support through Accelerated Schools Centers.

    ERIC Educational Resources Information Center

    Brunner, Ilse; And Others

    From 1987 to 1995, the Accelerated Schools Project moved from a two-school pilot project to a national movement of over 700 schools in 35 states. This paper examines how the Accelerated Schools Centers have helped the expansion of the accelerated schools movement by recruiting and supporting schools in their regions, and how their institutional…

  4. A Brief Look at Introductory Information Science in Library Schools, 1980.

    ERIC Educational Resources Information Center

    Davis, Charles H.; Shaw, Debora

    1981-01-01

    Reports the extent and content of introductory information science instruction at 79 of the 105 member schools of the Association of American Library Schools (AALS). Of the 58 schools offering computer programming instruction, 38 teach BASIC; 18, PL/I-PL/C; 15, COBOL; and 12, FORTRAN. Twelve references are listed. (RAA)

  5. USPAS | U.S. Particle Accelerator School

    Science.gov Websites

    U.S. Particle Accelerator School U.S. Particle Accelerator School U.S. Particle Accelerator School U.S. Particle Accelerator School Education in Beam Physics and Accelerator Technology Home About About University Credits Joint International Accelerator School University-Style Programs Symposium-Style Programs

  6. Accelerated Integrated Science Sequence (AISS): An Introductory Biology, Chemistry, and Physics Course

    ERIC Educational Resources Information Center

    Purvis-Roberts, Kathleen L.; Edwalds-Gilbert, Gretchen; Landsberg, Adam S.; Copp, Newton; Ulsh, Lisa; Drew, David E.

    2009-01-01

    A new interdisciplinary, introductory science course was offered for the first time during the 2007-2008 school year. The purpose of the course is to introduce students to the idea of working at the intersections of biology, chemistry, and physics and to recognize interconnections between the disciplines. Interdisciplinary laboratories are a key…

  7. Success in Introductory College Physics: The Role of High School Preparation.

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Tai, Robert H.

    2001-01-01

    Examines the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. (Author/SAH)

  8. Effectiveness of "Tutorials for Introductory Physics" in Argentinean High Schools

    ERIC Educational Resources Information Center

    Benegas J.; Flores, J. Sirur

    2014-01-01

    This longitudinal study reports the results of a replication of "Tutorials in Introductory Physics" in high schools of a Latin-American country. The main objective of this study was to examine the suitability of "Tutorials" for local science education reform. Conceptual learning of simple resistive electric circuits was…

  9. Thomas Edison Accelerated Elementary School.

    ERIC Educational Resources Information Center

    Levin, Henry M.; Chasin, Gene

    This paper describes early outcomes of a Sacramento, California, elementary school that participated in the Accelerated Schools Project. The school, which serves many minority and poor students, began training for the project in 1992. Accelerated Schools were designed to advance the learning rate of students through a gifted and talented approach,…

  10. Writing Chemistry Jingles as an Introductory Activity in a High School Chemistry Class

    ERIC Educational Resources Information Center

    Heid, Peter F.

    2011-01-01

    Starting the school year in an introductory high school chemistry class can be a challenge. The topic and approach is new to the students; many of the early chapters in the texts can be a bit tedious; and for many students the activities are uninspiring. My goal in the first few weeks of school is to hook the students on chemistry by getting them…

  11. High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

    NASA Astrophysics Data System (ADS)

    Loehr, John Francis

    The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

  12. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affective Factors

    ERIC Educational Resources Information Center

    Hazari, Zahra; Tai, Robert H.; Sadler, Philip M.

    2007-01-01

    The attrition of females studying physics after high school is a growing concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is usually necessary for students to progress to higher levels of science study. Success also influences attitudes;…

  13. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  14. A Snapshot of Philadelphia's Accelerated Schools

    ERIC Educational Resources Information Center

    Edmunds, Kimberly; Fonseca, Ean

    2011-01-01

    This snapshot is a guide to the School District of Philadelphia's (the District's) 13 accelerated high schools in the 2010-11 school year. The accelerated high schools were the result of a partnership between the District and Project U-Turn, a city-wide coalition dedicated to reducing student drop-out and increasing graduation rates and readiness…

  15. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra

    2006-12-01

    The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

  16. The Louisiana Accelerated Schools Project First Year Evaluation Report.

    ERIC Educational Resources Information Center

    St. John, Edward P.; And Others

    The Louisiana Accelerated Schools Project (LASP) is a statewide network of schools that are changing from the traditional mode of schooling for at-risk students, which stresses remediation, to one of acceleration, which stresses accelerated learning for all students. The accelerated schools process provides a systematic approach to the…

  17. Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology

    ERIC Educational Resources Information Center

    Journal of Geography, 2018

    2018-01-01

    This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities…

  18. Creating Trans-Inclusive Schools: Introductory Activities That Enhance the Critical Consciousness of Future Educators

    ERIC Educational Resources Information Center

    De Pedro, Kris Tunac; Jackson, Christopher; Campbell, Erin; Gilley, Jade; Ciarelli, Brock

    2016-01-01

    The Lawrence King murder and other tragedies surrounding transgender youth have prompted a national discussion about the need for schools to be more supportive and inclusive of transgender students. In this multi-authored reflection, the authors describe a series of three introductory activities in an undergraduate educational studies course aimed…

  19. The Accelerated Schools Project: Pope Elementary School, 1993-94.

    ERIC Educational Resources Information Center

    Windward Oahu School District, Kailu, HI.

    This report describes the first year of implementation of the 5-year Accelerated Schools Project (ASP) at Blanche Pope Elementary School in rural Oahu (Hawaii). ASP trains school staff and community members to transform governance, curriculum, and instruction in schools serving predominantly at-risk and minority, low-achieving students. In…

  20. North Carolina Partnership for Accelerated Schools Review of the 1996-97 School Year. Profiles in School Change.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    The North Carolina Partnership for Accelerated Schools was created to contribute to North Carolina's efforts to reform its educational system. Nine schools (seven elementary schools and two middle schools) that are in this partnership are profiled. The schools profiled were at various stages of implementing the Accelerated School process and had…

  1. Intervention activities to improve the reasoning ability of students at risk in introductory physics

    NASA Astrophysics Data System (ADS)

    Coletta, Vincent P.; Phillips, J.

    2006-12-01

    We describe a number of activities we have begun using in interventions targeting students who are at risk in introductory college physics courses. Some are adaptations of the work of others with pre-high school children, including Philip Adey in Great Britain (Cognitive Acceleration though Science Education), Reuven Feuerstein in Israel (Instrumental Enrichment), and Kurtz and Karplus in the U. S. in the 70’s (Numerical Relationships). We have also added some other activities, including Sudoku strategy development.

  2. High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

    ERIC Educational Resources Information Center

    Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

    2012-01-01

    In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

  3. Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

    NASA Astrophysics Data System (ADS)

    Chen, Jean Chi-Jen

    Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were

  4. Accelerated Schools as Professional Learning Communities.

    ERIC Educational Resources Information Center

    Biddle, Julie K.

    The goal of the Accelerated Schools Project (ASP) is to develop schools in which all children achieve at high levels and all members of the school community engage in developing and fulfilling the school's vision. But to fully implement the ASP model, a school must become a learning community that stresses relationships, shared values, and a…

  5. Kuss Middle School: Expanding Time to Accelerate School Improvement

    ERIC Educational Resources Information Center

    Massachusetts 2020, 2012

    2012-01-01

    In 2004, Kuss Middle School became the first school declared "Chronically Underperforming" by the state of Massachusetts. But by 2010, Kuss had transformed itself into a model for schools around the country seeking a comprehensive turnaround strategy. Kuss is using increased learning time as the primary catalyst to accelerate learning,…

  6. High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

    NASA Astrophysics Data System (ADS)

    Fredrick, L. Denise

    The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science

  7. Coaching versus Direct Service Models for University Training to Accelerated Schools.

    ERIC Educational Resources Information Center

    Kirby, Peggy C.; Meza, James, Jr.

    This paper examines the changing roles and relationships of schools, central offices, and university facilitators at 11 schools that implemented the nationally recognized Accelerated Schools process. The schools joined the Louisiana Accelerated Schools Network in the summer of 1994. The paper begins with an overview of the Accelerated Schools…

  8. A Readability Analysis of Selected Introductory Economics.

    ERIC Educational Resources Information Center

    Gallagher, Daniel J.; Thompson, G. Rodney

    1981-01-01

    To aid secondary school and college level economics teachers as they select textbooks for introductory economics courses, this article recounts how teachers can use the Flesch Reading Ease Test to measure readability. Data are presented on application of the Flesch Reading Ease Test to 15 introductory economics textbooks. (Author/DB)

  9. ACCELERATION AND THE GIFTED.

    ERIC Educational Resources Information Center

    GIBSON, ARTHUR R.; STEPHANS, THOMAS M.

    ACCELERATION OF PUPILS AND SUBJECTS IS CONSIDERED A MEANS OF EDUCATING THE ACADEMICALLY GIFTED STUDENT. FIVE INTRODUCTORY ARTICLES PROVIDE A FRAMEWORK FOR THINKING ABOUT ACCELERATION. FIVE PROJECT REPORTS OF ACCELERATED PROGRAMS IN OHIO ARE INCLUDED. ACCELERATION IS NOW BEING REGARDED MORE FAVORABLY THAN FORMERLY, BECAUSE METHODS HAVE BEEN…

  10. Accelerated Schools Centers: How To Address Challenges to Institutionalization and Growth.

    ERIC Educational Resources Information Center

    Meza, James, Jr.

    The Accelerated Schools Project (ASP) at the University of New Orleans (UNO) was established in spring 1990, funded by a 3-year grant from Chevron. Beginning with 1 pilot school in 1991, the UNO Accelerated Schools Center has expanded to 36 schools representing 19 school districts in Louisiana and 3 schools from the Memphis City Schools district.…

  11. The Organizational Culture and Structure of Accelerated Schools.

    ERIC Educational Resources Information Center

    Steaffens, Susan; McCarthy, Jane; Putney, LeAnn; Steinhoff, Carl

    This paper describes the organizational culture and structure of five accelerated schools in the Clark County School District in Nevada, focusing on the similarities and differences among these schools. The cultural aspects of the schools under comparison included the guiding principles, the central values, and the learning philosophy, whereas the…

  12. Accelerated Schools in Action: Lessons from the Field.

    ERIC Educational Resources Information Center

    Finnan, Christine, Ed.; And Others

    This book provides insights into one of the nation's largest and most comprehensive school-restructuring movements, the Accelerated Schools Project. Since its inception in 1986, the focus of the movement has been on transforming schools with students at risk of dropping out into schools with high expectations of all students. This is accomplished,…

  13. Interprofessional education in introductory pharmacy practice experiences at US colleges and schools of pharmacy.

    PubMed

    Jones, Kim M; Blumenthal, Donald K; Burke, John M; Condren, Michelle; Hansen, Richard; Holiday-Goodman, Monica; Peterson, Charles D

    2012-06-18

    To assess the extent to which US colleges and schools of pharmacy are incorporating interprofessional education into their introductory pharmacy practice experiences (IPPEs), and to identify barriers to implementation; characterize the format, structure, and assessment; and identify factors associated with incorporating interprofessional education in IPPEs. An electronic survey of 116 US colleges and schools of pharmacy was conducted from March 2011 through May 2011. Interprofessional education is a stated curricular goal in 78% of colleges and schools and consistently occurred in IPPEs in 55%. Most colleges and schools that included interprofessional education in IPPEs (70%) used subjective measures to assess competencies, while 17.5% used standardized outcomes assessment instruments. Barriers cited by respondents from colleges and schools that had not implemented interprofessional education in IPPEs included a lack of access to sufficient healthcare facilities with interprofessional education opportunities (57%) and a lack of required personnel resources (52%). Many US colleges and schools of pharmacy have incorporated interprofessional education into their IPPEs, but there is a need for further expansion of interprofessional education and better assessment related to achievement of interprofessional education competencies in IPPEs.

  14. Interprofessional Education in Introductory Pharmacy Practice Experiences at US Colleges and Schools of Pharmacy

    PubMed Central

    Blumenthal, Donald K.; Burke, John M.; Condren, Michelle; Hansen, Richard; Holiday-Goodman, Monica; Peterson, Charles D.

    2012-01-01

    Objective. To assess the extent to which US colleges and schools of pharmacy are incorporating interprofessional education into their introductory pharmacy practice experiences (IPPEs), and to identify barriers to implementation; characterize the format, structure, and assessment; and identify factors associated with incorporating interprofessional education in IPPEs. Methods. An electronic survey of 116 US colleges and schools of pharmacy was conducted from March 2011 through May 2011. Results. Interprofessional education is a stated curricular goal in 78% of colleges and schools and consistently occurred in IPPEs in 55%. Most colleges and schools that included interprofessional education in IPPEs (70%) used subjective measures to assess competencies, while 17.5% used standardized outcomes assessment instruments. Barriers cited by respondents from colleges and schools that had not implemented interprofessional education in IPPEs included a lack of access to sufficient healthcare facilities with interprofessional education opportunities (57%) and a lack of required personnel resources (52%). Conclusions. Many US colleges and schools of pharmacy have incorporated interprofessional education into their IPPEs, but there is a need for further expansion of interprofessional education and better assessment related to achievement of interprofessional education competencies in IPPEs. PMID:22761521

  15. The Changing Role of the Principal in the Move from a Traditional School to an Accelerated School.

    ERIC Educational Resources Information Center

    Christensen, Georgia J.

    This paper examines the implications for change in the role of the principal when a school moves from a traditional model to a specific restructured model, an accelerated school. The paper begins with a review of the characteristics of both traditional and restructured schools in general, and the accelerated school as a particular example of a…

  16. Effectiveness of Tutorials for Introductory Physics in Argentinean high schools

    NASA Astrophysics Data System (ADS)

    Benegas, J.; Flores, J. Sirur

    2014-06-01

    This longitudinal study reports the results of a replication of Tutorials in Introductory Physics in high schools of a Latin-American country. The main objective of this study was to examine the suitability of Tutorials for local science education reform. Conceptual learning of simple resistive electric circuits was determined by the application of the single-response multiple-choice test "Determining and Interpreting Resistive Electric Circuits Concepts Test" (DIRECT) to high school classes taught with Tutorials and traditional instruction. The study included state and privately run schools of different socioeconomic profiles, without formal laboratory space and equipment, in classes of mixed-gender and female-only students, taught by novice and experienced instructors. Results systematically show that student learning is significantly higher in the Tutorials classes compared with traditional teaching for all of the studied conditions. The results also show that long-term learning (one year after instruction) in the Tutorials classes is highly satisfactory, very similar to the performance of the samples of college students used to develop the test DIRECT. On the contrary, students following traditional instruction returned one year after instruction to the poor performance (<20%) shown before instruction, a result compatible with the very low level of conceptual knowledge of basic physics recently determined by a systematic study of first-year students attending seven universities in Spain and four Latin-American countries. Some replication and adaptation problems and difficulties of this experience are noted, as well as recommendations for successful use of Tutorials in high schools of similar educational systems.

  17. Introductory Courses in Social Work Research in Canada: Some Examples.

    ERIC Educational Resources Information Center

    Canadian Association of Schools of Social Work, Ottawa (Ontario).

    Various approaches to introductory courses in social work research in Canada are described. Objectives of the report are to promote informational exchange among instructors in schools of social work, to provide data on common practices employed in the instruction of introductory research, to encourage innovation and experimentation, and to aid in…

  18. Accelerated Middle Schools. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2008

    2008-01-01

    Accelerated middle schools are self-contained academic programs designed to help middle school students who are behind grade level catch up with their age peers. If these students begin high school with other students their age, the hope is that they will be more likely to stay in school and graduate. The programs serve students who are one to two…

  19. Linking School and Work to Accelerate Student Results.

    ERIC Educational Resources Information Center

    Workforce Economics, 1999

    1999-01-01

    This serial issue focusing on the theme of "School-to-Work." The two articles it contains describe promising practices that benefit individual students who participate. The first article, "Connecting the Dots: Linking School and Work to Accelerate Student Results," examines how schools and businesses are linking up, leading to benefits for…

  20. Taking Stock and Creating a Vision: A Middle School Community Takes the First Steps toward Creating an Accelerated School.

    ERIC Educational Resources Information Center

    McBride, Ron E.; Stuessy, Carol

    1996-01-01

    Accelerated schools strive to bring at-risk students into the educational mainstream and perform at grade level through acceleration rather than remediation. Describes four steps to initiate the accelerated process and how a Texas middle school involved all members of the school community in implementing the first two steps, taking stock and…

  1. School Restructuring: A Study of the Role of Parents in Selected Accelerated Schools.

    ERIC Educational Resources Information Center

    Davidson, Betty M.

    This paper presents findings of a study that examined the change process involved when four elementary schools implemented the accelerated schools model. Specifically, the study focused on transitions in parental roles that occurred when the schools changed from a conventional mode of organization to a participatory mode. The case study data were…

  2. The Last Word: An Interview with Gene Chasin, CEO of Accelerated Schools Plus

    ERIC Educational Resources Information Center

    Siegle, Del

    2006-01-01

    This article presents an interview with Gene Chasin, CEO of Accelerated Schools Plus. Chasin discusses changing schools and improving student achievement. Accelerated Schools is a national endeavor that is designed to transform whole school communities. It views the community as being much broader. It includes students, teachers, parents, other…

  3. Assessing To Address Barriers to Learning. An Introductory Packet.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Center for Mental Health Schools.

    Schools committed to the success of all children must have an array of activities designed to address barriers to learning. This introductory packet contains some aids to help school staff find new ways of thinking about how schools should assess barriers to learning. The following items are included in the packet: (1) a chart of "Barriers to…

  4. Impact Crater Experiments for Introductory Physics and Astronomy Laboratories

    ERIC Educational Resources Information Center

    Claycomb, J. R.

    2009-01-01

    Activity-based collisional analysis is developed for introductory physics and astronomy laboratory experiments. Crushable floral foam is used to investigate the physics of projectiles undergoing completely inelastic collisions with a low-density solid forming impact craters. Simple drop experiments enable determination of the average acceleration,…

  5. Discovering the Meaning of Unity of Purpose: A Case Study of Fourteen Accelerated Schools.

    ERIC Educational Resources Information Center

    Davidson, Betty M.; Dell, Geralyn L.

    This paper presents findings of a study that examined how teachers restructuring schools came to understand the meaning of the term "unity of purpose." Fourteen Louisiana schools, comprised primarily of high-risk student populations, implemented the accelerated-schools model of restructuring. The accelerated school model is based on…

  6. Effects of Mathematics Acceleration on Middle School Student Achievement

    ERIC Educational Resources Information Center

    Boysworth, Sylvia Elaine

    2010-01-01

    The researcher's purpose in the study was to evaluate the effectiveness of an Accelerated Mathematics Program (AMPS) for sixth and seventh grades, using the accelerative practice of curriculum telescoping in a rural school district in North Carolina. The mathematics achievement of students served in the locally developed Accelerated Mathematics…

  7. Using the Wiimote in Introductory Physics Experiments

    NASA Astrophysics Data System (ADS)

    Ochoa, Romulo; Rooney, Frank G.; Somers, William J.

    2011-01-01

    The Wii is a very popular gaming console. An important component of its appeal is the ease of use of its remote controller, popularly known as a Wiimote. This simple-looking but powerful device has a three-axis accelerometer and communicates with the console via Bluetooth protocol. We present two experiments that demonstrate the feasibility of using the Wiimote in introductory physics experiments. The linear dependence of centripetal acceleration on the radial distance at constant angular velocity is verified and compared with data obtained using photogate timers. A second application to simple harmonic oscillators tests the capabilities of the Wiimote to measure variable accelerations.

  8. Introductory Physics Experiments Using the Wiimote

    NASA Astrophysics Data System (ADS)

    Somers, William; Rooney, Frank; Ochoa, Romulo

    2009-03-01

    The Wii, a video game console, is a very popular device with millions of units sold worldwide over the past two years. Although computationally it is not a powerful machine, to a physics educator its most important components can be its controllers. The Wiimote (or remote) controller contains three accelerometers, an infrared detector, and Bluetooth connectivity at a relatively low price. Thanks to available open source code, any PC with Bluetooth capability can detect the information sent out by the Wiimote. We have designed several experiments for introductory physics courses that make use of the accelerometers and Bluetooth connectivity. We have adapted the Wiimote to measure the: variable acceleration in simple harmonic motion, centripetal and tangential accelerations in circular motion, and the accelerations generated when students lift weights. We present the results of our experiments and compare them with those obtained when using motion and/or force sensors.

  9. The Effects of Math Acceleration in Middle School at the High School Level

    ERIC Educational Resources Information Center

    Dossenbach, Chris Payton

    2017-01-01

    The purpose of this mixed-methods capstone is to investigate the effectiveness of the math acceleration initiative that began in the studied school district in 2009 and the impact the initiative has had on mathematics enrollment at the high school level. This research project followed cohorts of students during the 2012-2013 and 2013-2014 school…

  10. ACCELERATION AND ENRICHMENT IN THE JUNIOR HIGH SCHOOL. A FOLLOW-UP STUDY.

    ERIC Educational Resources Information Center

    ARENDS, RICHARD H.; FORD, PAUL M.

    THE 1963-64 STUDY INVOLVED AN INVESTIGATION OF ACCELERATION IN MATHEMATICS AND ENRICHMENT IN READING AND SCIENCE IN THE JUNIOR HIGH SCHOOL. BUT THE RESEARCH WAS BROADENED AND, UNLIKE THE 1962-63 STUDY, EXPLORED MORE DEEPLY THE EFFECTS OF ACCELERATION AND ENRICHMENT. A NUMBER OF SCHOOLS OUTSIDE OF WALLA WALLA WAS USED. PROBLEMS CONSIDERED WERE--(1)…

  11. Accelerated Leadership Development: Fast Tracking School Leaders

    ERIC Educational Resources Information Center

    Earley, Peter; Jones, Jeff

    2010-01-01

    "Accelerated Leadership Development" captures and communicates the lessons learned from successful fast-track leadership programmes in the private and public sector, and provides a model which schools can follow and customize as they plan their own leadership development strategies. As large numbers of headteachers and other senior staff…

  12. School Restructuring: A Study of the Role of the Principal in Selected Accelerated Schools.

    ERIC Educational Resources Information Center

    Davidson, Betty M.; St. John, Edward P.

    Changes in the principal's role--from a manager to a facilitator--are integral to most recent restructuring efforts such as the accelerated schools process. Traditional ideas about the role of the principal appear inadequate to the challenge of restructuring now facing the schools. Some researchers in the field have described the principal's new…

  13. The United States Particle Accelerator School: Educating the Next Generation of Accelerator Scientists and Engineers

    NASA Astrophysics Data System (ADS)

    Barletta, William A.

    2009-03-01

    Only a handful of universities in the US offer any formal training in accelerator science. The United States Particle Accelerator School (USPAS) is National Graduate Educational Program that has developed a highly successful educational paradigm that, over the past twenty-years, has granted more university credit in accelerator/beam science and technology than any university in the world. Sessions are held twice annually, hosted by major US research universities that approve course credit, certify the USPAS faculty, and grant course credit. The USPAS paradigm is readily extensible to other rapidly developing, cross-disciplinary research areas such as high energy density physics.

  14. An Examination of the Introductory MIS Course

    ERIC Educational Resources Information Center

    Wang, Shouhong

    2007-01-01

    The introductory management information systems (MIS) course is a core course for all business majors at almost every business school. It is common for this course to have multiple sections taught by a mixed group of instructors each semester. Hence, consistent pedagogy and assessment are needed for multiple sections of this course. This paper…

  15. An Audit of Selected Private School Programs: Accelerated Christian Education, Alpha Omega, Mennonite Schools, Seventh-Day Adventist Schools, and A BEKA Instructional Resources.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    This report, commissioned by the Minister of Education of Alberta, reviews the programs of study and instructional materials used in four groups of approved private schools: schools using the Accelerated Christian Education curriculum; schools using the Alpha Omega program; Mennonite parochial schools; and Seventh Day Adventist schools. The review…

  16. Math + Science: A Solution. Introductory Investigations. Book 1.

    ERIC Educational Resources Information Center

    Wiebe, Arthur, Ed.; And Others

    Developed for use primarily with middle school age students, this introductory booklet provides a sample of innovative activities that integrate mathematics skills with science processes. The investigations employ a wide variety of readily available and easily understood materials. The 25 activities are sequenced from simple to complex according…

  17. Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

    NASA Astrophysics Data System (ADS)

    Lahaise, U. G. L.

    2003-12-01

    SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

  18. Pennsylvania Public School Superintendent Beliefs and Practices Regarding Single Subject Acceleration in an Elementary School Setting

    ERIC Educational Resources Information Center

    Vizza, Jill Pinnola

    2017-01-01

    This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of single-subject acceleration as a practice for meeting the needs of students in the elementary setting. The research targeted public school superintendents in the Commonwealth of Pennsylvania. In…

  19. Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui

    NASA Astrophysics Data System (ADS)

    Santiago, Marisol Mercado

    Culturally responsive teaching has been argued to be effective in the education of Indigenous youth. This approach emphasizes the legitimacy of a group's cultural heritage, helps to associate abstract academic knowledge with the group's sociocultural context, seeks to incorporate a variety of strategies to engage students who have different learning styles, and strives to integrate multicultural information in the educational contents, among other considerations. In this work, I explore the outcomes of a culturally responsive introductory engineering short course that I developed and taught to Tibetan students at Tibetan Children's Village of Selakui (in Uttarakhand, India). Based on my ethnographic research in Tibetan communities in northern India, I examine two research questions: (a) What are the processes to develop and implement a pre-college culturally responsive introductory engineering course? and (b) How do Tibetan culture and Buddhism influence the engineering design and teamwork of the pre-college Tibetan students who took the course? I designed then taught the course that featured elementary lectures on sustainability, introductory engineering design, energy alternatives, and manufacturing engineering. The course also included a pre-college engineering design project through which Tibetan high school students investigated a problem at the school and designed a possible solution to it. Drawing from postcolonial studies, engineering studies, engineering and social justice, Buddhist studies, and Tibetan studies, I provide an analysis of my findings. Based on my findings, I conclude that my culturally responsive approach of teaching was an effective method to help students feel that their cultural background was respected and included in a pre-college engineering course; however, some students felt resistance toward the teaching approach. In addition, the culturally relevant content that connected with their ways of living in their school, Tibetan

  20. Teen Pregnancy Prevention and Support. An Introductory Packet.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Center for Mental Health Schools.

    This introductory packet is designed to help those with an interest in preventing teen pregnancy. It opens with "A Brief Introduction to Teen Pregnancy Prevention and Support," an essay by the Center for Mental Health in Schools of the University of California, Los Angeles, that outlines the dimensions of the problem. "A Quick Overview of Some…

  1. Addressing the Problem of Service Teaching Introductory Economics Subjects

    ERIC Educational Resources Information Center

    Barrett, Steven

    2005-01-01

    Enrolments in undergraduate economics programs have been falling constantly since the early 1990s. This trend coincides with the increasing popularity of business and management degrees. Consequently, the major activity of many, if not most economics departments and schools in Australia is service teaching of introductory economics to first year…

  2. How Sociological Leaders Rank Learning Goals for Introductory Sociology

    ERIC Educational Resources Information Center

    Persell, Caroline Hodges

    2010-01-01

    In 2001, the American Sociological Association launched a task force to articulate learning goals for an introduction to sociology course and design an advanced high school sociology curriculum that could also be a model for introductory sociology courses in colleges and universities. This research note describes one of several efforts to validate…

  3. Introductory Minicourse, Career Oriented Pre-Technical Physics. Preliminary Edition.

    ERIC Educational Resources Information Center

    Bullock, Bob; And Others

    This minicourse was prepared for use with secondary physics students in the Dallas Independent School District. This is an introductory minicourse aimed at acquainting the student with the realm of physics so that the student can pursue further study by selecting those minicourses most relevant to his career needs and interests. The minicourse was…

  4. Using Chinua Achebe's "Things Fall Apart" in Introductory Geography Courses.

    ERIC Educational Resources Information Center

    Hathaway, James

    1993-01-01

    Describes use of Nigerian author, Chinua Achebe's novel, "Things Fall Apart," in an introductory geography course at the secondary school or college level. Provides a summary of the book's story, which deals with the impact of colonialism and Christianity on the culture of eastern Nigeria. Includes recommended instructional strategies…

  5. Middle School Math Acceleration and Equitable Access to Eighth-Grade Algebra: Evidence from the Wake County Public School System

    ERIC Educational Resources Information Center

    Dougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C.

    2015-01-01

    Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based…

  6. Teaching Electromagnetism to High-School Students Using Particle Accelerators

    ERIC Educational Resources Information Center

    Sinflorio, D. A.; Fonseca, P.; Coelho, L. F. S.; Santos, A. C. F.

    2006-01-01

    In this article we describe two simple experiments using an ion accelerator as an aid to the teaching of electromagnetism to high-school students. This is part of a programme developed by a Brazilian State funding agency (FAPERJ) which aims to help scientifically minded students take their first steps in research.

  7. Boosting Adolescent and Young Adult Literacy: An Examination of Literacy Teaching and Learning in Philadelphia's Accelerated High Schools

    ERIC Educational Resources Information Center

    Gold, Eva; Edmunds, Kimberly; Maluk, Holly; Reumann-Moore, Rebecca

    2011-01-01

    In 2010-11, the School District of Philadelphia (the District) operated thirteen accelerated high schools that served approximately 2,000 under-credited, over-age students. Each of the accelerated schools was managed by one of seven external providers, each with its own educational approach, and each with a contractual agreement with the…

  8. The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education

    ERIC Educational Resources Information Center

    Papadakis, Stamatios; Kalogiannakis, Michail; Orfanakis, Vasileios; Zaranis, Nicholas

    2017-01-01

    Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in…

  9. Evolving an Accelerated School Model through Student Perceptions and Student Outcome Data

    ERIC Educational Resources Information Center

    Braun, Donna L.; Gable, Robert K.; Billups, Felice D.; Vieira, Mary; Blasczak, Danielle

    2016-01-01

    A mixed methods convergent evaluation informed the redesign of an innovative public school that uses an accelerated model to serve grades 7-9 students who have been retained in grade level and are at risk for dropping out of school. After over 25 years in operation, a shift of practices/policies away from grade retention and toward social…

  10. Evolving Roles For Teaching Assistants In Introductory Courses

    NASA Astrophysics Data System (ADS)

    Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

    2008-12-01

    As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process

  11. A Semantic Differential Evaluation of Attitudinal Outcomes of Introductory Physical Science.

    ERIC Educational Resources Information Center

    Hecht, Alfred Roland

    This study was designed to assess the attitudinal outcomes of Introductory Physical Science (IPS) curriculum materials used in schools. Random samples of 240 students receiving IPS instruction and 240 non-science students were assigned to separate Solomon four-group designs with non-equivalent control groups. Random samples of 60 traditional…

  12. Analysis of the Impact of Introductory Physics on Engineering Students at Texas A&M University

    NASA Astrophysics Data System (ADS)

    Perry, Jonathan; Bassichis, William

    Introductory physics forms a major part of the foundational knowledge of engineering majors, independent of discipline and institution. While the content of introductory physics courses is consistent from institution to institution, the manner in which it is taught can vary greatly due to professor, textbook, instructional method, and overall course design. This work attempts to examine variations in student success, as measured by overall academic performance in an engineering major, and matriculation rates, based on the type of introductory physics a student took while enrolled in an engineering degree at Texas A&M University. Specific options for introductory physics at Texas A&M University include two calculus based physics courses, one traditional (UP), and one more mathematically rigorous (DP), transfer credit, and high school (AP or dual) credit. In order to examine the impact of introductory physics on a student's degree progression, data mining analyses are performed on a data set of relatively comprehensive academic records for all students enrolled as an engineering major for a minimum of one academic term. Student data has been collected for years of entering freshman beginning in 1990 and ending in 2010. Correlations will be examined between freshman level courses, including introductory physics, and follow on engineering courses, matriculation rates, and time to graduation.

  13. Using Asynchronous Online Discussion to Learn Introductory Programming: An Exploratory Analysis

    ERIC Educational Resources Information Center

    Kay, Robin

    2006-01-01

    Previous research on online discussions has focused on university students learning higher level subjects. The purpose of the current study was to examine whether online discussions could be used effectively by secondary school students attempting to learn introductory level topics. Forty-­five male students, ranging in age from 13 to 15 years…

  14. Food Preparation and Service. An Introductory Course for Food Services Careers.

    ERIC Educational Resources Information Center

    Douma, Elaine L.

    Intended for use in a comprehensive senior high school, this curriculum guide for an introductory laboratory course focuses on the development of abilities, attitudes, and personal qualities which would lead to job success at the entry level in the food service industry, including in the areas of cooking, waitressing, supermarkets, and similar…

  15. School-Age Child Care: A Handbook for North Carolina Public Schools.

    ERIC Educational Resources Information Center

    DuMont, Linda; And Others

    This handbook provides an introduction to school-age child care for North Carolina public schools, an annotated bibliography on school-age child care, and information on before- and after-school child care programs in public schools. The introductory Section I focuses on the need for school-age child care and the public school's role in providing…

  16. Mindstorms Robots and the Application of Cognitive Load Theory in Introductory Programming

    ERIC Educational Resources Information Center

    Mason, Raina; Cooper, Graham

    2013-01-01

    This paper reports on a series of introductory programming workshops, initially targeting female high school students, which utilised Lego Mindstorms robots. Cognitive load theory (CLT) was applied to the instructional design of the workshops, and a controlled experiment was also conducted investigating aspects of the interface. Results indicated…

  17. Schooling in Times of Acceleration

    ERIC Educational Resources Information Center

    Buddeberg, Magdalena; Hornberg, Sabine

    2017-01-01

    Modern societies are characterised by forms of acceleration, which influence social processes. Sociologist Hartmut Rosa has systematised temporal structures by focusing on three categories of social acceleration: technical acceleration, acceleration of social change, and acceleration of the pace of life. All three processes of acceleration are…

  18. Surveying New Testament Survey: The Impact of Demographics and Modality on an Introductory New Testament Class

    ERIC Educational Resources Information Center

    Bruehler, Bart B.

    2014-01-01

    Both adult and traditional students at Indiana Wesleyan University take an introductory New Testament course in conventional, compressed, and accelerated formats and through online and onsite settings. This wide variety of demographics and modalities raises the issues of if and how the various incarnations of this course facilitate the achievement…

  19. Can Accelerators Accelerate Learning?

    NASA Astrophysics Data System (ADS)

    Santos, A. C. F.; Fonseca, P.; Coelho, L. F. S.

    2009-03-01

    The 'Young Talented' education program developed by the Brazilian State Funding Agency (FAPERJ) [1] makes it possible for high-schools students from public high schools to perform activities in scientific laboratories. In the Atomic and Molecular Physics Laboratory at Federal University of Rio de Janeiro (UFRJ), the students are confronted with modern research tools like the 1.7 MV ion accelerator. Being a user-friendly machine, the accelerator is easily manageable by the students, who can perform simple hands-on activities, stimulating interest in physics, and getting the students close to modern laboratory techniques.

  20. Using "Short" Interrupted Time-Series Analysis To Measure the Impacts of Whole-School Reforms: With Applications to a Study of Accelerated Schools.

    ERIC Educational Resources Information Center

    Bloom, Howard S.

    2002-01-01

    Introduces an new approach for measuring the impact of whole school reforms. The approach, based on "short" interrupted time-series analysis, is explained, its statistical procedures are outlined, and how it was used in the evaluation of a major whole-school reform, Accelerated Schools is described (H. Bloom and others, 2001). (SLD)

  1. Teaching of the International Component in the Introductory Marketing Course: A Replication Study

    ERIC Educational Resources Information Center

    Zimmer, Robert; Koernig, Stephen K.; Greene, Scott

    2004-01-01

    For almost three decades, the AACSB and business leaders have sought increased emphasis on internationalizing students' perspectives. Recent studies demonstrate mixed results in the extent to which business schools have globalized their curricula. With decreasing student interest in the marketing major, Introductory Marketing emerges as a critical…

  2. Correlates of Success in Introductory Programming: A Study with Middle School Students

    ERIC Educational Resources Information Center

    Qian, Yizhou; Lehman, James D.

    2016-01-01

    The demand for computing professionals in the workplace has led to increased attention to computer science education, and introductory computer science courses have been introduced at different levels of education. This study investigated the relationship between gender, academic performance in non-programming subjects, and programming learning…

  3. Introductory Physics Gender Gaps: Pre- and Post-Studio Transition

    NASA Astrophysics Data System (ADS)

    Kohl, Patrick B.; Kuo, H. Vincent

    2009-11-01

    Prior work has characterized the gender gaps present in college-level introductory physics courses. Such work has also shown that research-based interactive engagement techniques can reduce or eliminate these gender gaps. In this paper, we study the gender gaps (and lack thereof) in the introductory calculus-based electricity and magnetism course at the Colorado School of Mines. We present eight semesters' worth of data, totaling 2577 students, with four semesters preceding a transition to Studio physics, and four following. We examine gender gaps in course grades, DFW (D grade, fail, or withdrawal) rates, and normalized gains on the Conceptual Survey of Electricity and Magnetism (CSEM), and consider factors such as student ACT scores and grades in prior math classes. We find little or no gap in male/female course grades and DFW rates, but substantial gaps in CSEM gains that are reduced somewhat by the transition to Studio physics.

  4. Success in an Introductory Operations Research Course: A Case Study at the United Arab Emirates University

    ERIC Educational Resources Information Center

    Yousef, Darwish Abdulrahman

    2009-01-01

    Purpose: The purpose of this paper is to examine the influence of a number of factors such as high school major, high school score, gender, Stat105, Maths I, Maths II grades, and grade point average (GPA) on students' academic performance in an introductory operations research (OR) course at the department of Business Administration--College of…

  5. A Modified Approach to the Introductory Economics Course in a School of Business

    ERIC Educational Resources Information Center

    Crockett, G. V.

    1977-01-01

    Describes course format, materials development, and evaluation of an introductory economics course which stressed problem solving techniques and conceptual skills instead of rote memorization of factual content. For journal availability, see SO 506 029. (AV)

  6. Implementing Accelerated Schools in New Orleans: The Satellite Center Project as an Agent of Change.

    ERIC Educational Resources Information Center

    Miron, Louis F.; And Others

    An overview is provided of the Accelerated Schools Project (ASP) as implemented in one urban elementary school in New Orleans, emphasizing the role of the University of New Orleans Satellite Center. The present student population of the school studied is 405 students in grades pre-kindergarten through six. The ASP is a non-traditional strategy for…

  7. Affect and Mood Problems Related to School Aged Youth. An Introductory Packet.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Center for Mental Health in Schools.

    This introductory packet provides an introduction to affect and mood problems, framing the discussion within the classification scheme developed by the American Pediatric Association. Included is information on the symptoms and severity of a variety of affect and mood problems, as well as information on interventions ranging from environmental…

  8. A Survey of Introductory Statistics Courses at University Faculties of Pharmaceutical Sciences in Japan.

    PubMed

    Matsumura, Mina; Nakayama, Takuto; Sozu, Takashi

    2016-01-01

    A survey of introductory statistics courses at Japanese medical schools was published as a report in 2014. To obtain a complete understanding of the way in which statistics is taught at the university level in Japan, it is important to extend this survey to related fields, including pharmacy, dentistry, and nursing. The current study investigates the introductory statistics courses offered by faculties of pharmaceutical sciences (six-year programs) at Japanese universities, comparing the features of these courses with those studied in the survey of medical schools. We collected relevant data from the online syllabi of statistics courses published on the websites of 71 universities. The survey items included basic course information (for example, the course names, the targeted student grades, the number of credits, and course classification), textbooks, handouts, the doctoral subject and employment status of each lecturer, and course contents. The period surveyed was July-September 2015. We found that these 71 universities offered a total of 128 statistics courses. There were 67 course names, the most common of which was "biostatistics (iryou toukeigaku)." About half of the courses were designed for first- or second-year students. Students earned fewer than two credits. There were 62 different types of textbooks. The lecturers held doctoral degrees in 18 different subjects, the most common being a doctorate in pharmacy or science. Some course content differed, reflecting the lecturers' academic specialties. The content of introductory statistics courses taught in pharmaceutical science programs also differed slightly from the equivalent content taught in medical schools.

  9. Accelerated Reader[R]: What Are the Lasting Effects on the Reading Habits of Middle School Students Exposed to Accelerated Reader[R] in Elementary Grades?

    ERIC Educational Resources Information Center

    Pavonetti, Linda M.; Brimmer, Kathryn M.; Cipielewski, James F.

    Promoted by effective advertising and disseminated by word of mouth, many schools have adopted Accelerated Reader[R] as a supplementary reading program or as their primary reading program. Accelerated Reader[R]'s philosophy is that by using the system, students are motivated to read more and better books. A study investigated whether seventh grade…

  10. Evaluation of the Accelerated Reader Program in Chesapeake, VA, Public Schools

    ERIC Educational Resources Information Center

    Chase, Elaine; Goodin, Penny; Nichols, W. Randolph

    2010-01-01

    The Accelerated Reader program from Renaissance Learning Inc. is a popular program implemented in elementary and middle schools across the country that encourages students to read and monitors their progress in the program. Despite its widespread use and popularity, there have been some questions about the program's effectiveness at increasing…

  11. Which Accelerates Faster--A Falling Ball or a Porsche?

    ERIC Educational Resources Information Center

    Rall, James D.; Abdul-Razzaq, Wathiq

    2012-01-01

    An introductory physics experiment has been developed to address the issues seen in conventional physics lab classes including assumption verification, technological dependencies, and real world motivation for the experiment. The experiment has little technology dependence and compares the acceleration due to gravity by using position versus time…

  12. The Introductory Sociology Survey

    ERIC Educational Resources Information Center

    Best, Joel

    1977-01-01

    The Introductory Sociology Survey (ISS) is designed to teach introductory students basic skills in developing causal arguments and in using a computerized statistical package to analyze survey data. Students are given codebooks for survey data and asked to write a brief paper predicting the relationship between at least two variables. (Author)

  13. The Pythagorean Roots of Introductory Physics

    NASA Astrophysics Data System (ADS)

    Clarage, James B.

    2013-03-01

    Much of the mathematical reasoning employed in the typical introductory physics course can be traced to Pythagorean roots planted over two thousand years ago. Besides obvious examples involving the Pythagorean theorem, I draw attention to standard physics problems and derivations which often unknowingly rely upon the Pythagoreans' work on proportion, music, geometry, harmony, the golden ratio, and cosmology. Examples are drawn from mechanics, electricity, sound, optics, energy conservation and relativity. An awareness of the primary sources of the mathematical techniques employed in the physics classroom could especially benefit students and educators at schools which encourage integration of their various courses in history, science, philosophy, and the arts.

  14. Development and Implementation of a Two-Semester Introductory Organic-Bioorganic Chemistry Sequence: Conclusions from the First Six Years

    ERIC Educational Resources Information Center

    Goess, Brian C.

    2014-01-01

    A two-semester second-year introductory organic chemistry sequence featuring one semester of accelerated organic chemistry followed by one semester of bioorganic chemistry is described. Assessment data collected over a six-year period reveal that such a course sequence can facilitate student mastery of fundamental organic chemistry in the first…

  15. Effects of a Cognitive Acceleration Programme in a Low Socioeconomic High School in Regional Australia

    ERIC Educational Resources Information Center

    Oliver, Mary; Venville, Grady; Adey, Philip

    2012-01-01

    This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socioeconomic students in a government high school in regional Western Australia. "Thinking Science Australia" is a programme currently being implemented in Australian junior high school classes. The research was conducted for…

  16. Nontraditional Students, Accelerated Programs, Grade Expectations, and Instructor Evaluations

    ERIC Educational Resources Information Center

    Gershuny, Pamela; Rainey, Carolyn

    2006-01-01

    This article is intended as both a cautionary tale and an encouraging guide for instructors who are beginning to teach in accelerated programs designed to attract nontraditional students. This article is based, in part, on classroom action research conducted through surveys, observations, exams, and assessments, in an introductory business law…

  17. School-Age Ideas and Activities for After School Programs.

    ERIC Educational Resources Information Center

    Haas-Foletta, Karen; Cogley, Michele

    This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

  18. A Coherent Content Storyline Approach for Introductory Astronomy

    NASA Astrophysics Data System (ADS)

    Palma, Christopher; Flarend, A.; McDonald, S.; Kregenow, J. M.

    2014-01-01

    The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Part of the multi-faceted ESSP effort includes revising the curriculum of university science classes known to be taken by large numbers of elementary pre-service teachers. By adopting research-based pedagogical approaches in our courses, we hope to expose these pre-service teachers to excellent examples of science teaching. In this presentation, we will discuss changes made in a pilot study to one section of our introductory astronomy survey course. There have been many articles published in the Astronomy Education Review and elsewhere that detail research-based pedagogical practices for introductory astronomy courses. Many of those practices (such as from the Center for Astronomy Education) have been incorporated into introductory astronomy courses at Penn State. However, our work with middle-grades teachers in the ESSP project is based on two key practices: a Claims, Evidence, and Reasoning (CER) framework (McNeill & Krajcik 2012) and a coherent science content storyline (Roth,et. al., 2011). As a first step in modeling these practices in our University courses, we reorganized our Astro course using a content storyline approach. We plan to incorporate CER activities into the course next year that advance the storyline described. In this poster, we present the storyline developed by our team, which we believe was successful in its pilot, and was built around a conceptually coherent presentation of the diverse set of phenomena typical of an introductory astronomy course. We adopted as our main learning goal a statement based on the cosmological principle that the physical laws throughout the Universe are identical everywhere. In addition, we organized the class schedule to connect the work done in each class to this storyline. We suggest that a coherent content storyline is a useful tool for others who

  19. The Impact of High School Economics on the College Principles of Economics Course.

    ERIC Educational Resources Information Center

    Brasfield, David W.

    1993-01-01

    Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

  20. Self-Concept and Social Status of Accelerated and Nonaccelerated Students in the First 2 Years of Secondary School in the Netherlands

    ERIC Educational Resources Information Center

    Hoogeveen, Lianne; van Hell, Janet G.; Verhoeven, Ludo

    2009-01-01

    This study examined the self-concept and social status of accelerated and nonaccelerated students in their first 2 years of secondary school in the Netherlands. In 357 students from 18 secondary schools, we measured self-concept, sociometric status, and behavior reputations at three times. Accelerated students had more positive self-concepts…

  1. Introductory Courses and the Search

    ERIC Educational Resources Information Center

    Schaffer, Dennis R.; Purohit, Anal

    1975-01-01

    This study surveyed 363 undergraduate students to determine the extent that introductory courses affected their selection of majors, minors, and career goals. The results indicated a significant relationship between an instructor perceived by students as better than average in teaching an introductory course and the selection of a major. (Author)

  2. School Safety: A Collaborative Effort.

    ERIC Educational Resources Information Center

    ERIC Review, 2000

    2000-01-01

    The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This issue focuses on school safety and violence prevention. An introductory section includes two articles: "How Safe Is My Child's School?" (Kevin Mitchell) and "Making America's Schools Safer" (U.S.…

  3. Violence in America's Schools.

    ERIC Educational Resources Information Center

    William Gladden Foundation, York, PA.

    This booklet is concerned with the issue of school violence. The introductory section provides examples of violence in schools and notes that the Centers for Disease Control state that 1 student in 5 takes a weapon to school and 1 in 20 carries a gun. It is further noted that urban schools in the major metropolitan areas have the greatest risk of…

  4. History-Infused Lessons in Introductory Calculus at the Secondary Level: Students' Learning and Perceptions

    ERIC Educational Resources Information Center

    Poh, Wei Beng; Dindyal, Jaguthsing

    2016-01-01

    A history-infused lesson package developed by a team of teachers in a professional learning community was used to teach introductory calculus in a secondary school. First, we report a quasi-experimental design that showed that students in the experimental group performed significantly better than students in the control group. Second, we report on…

  5. PKU and the Schools: Information for Teachers, Administrators and Other School Personnel.

    ERIC Educational Resources Information Center

    Health Services Administration (DHEW/PHS), Rockville, MD. Bureau of Community Health Services.

    Designed to acquaint teachers, administrators and other school personnel with phenylketonuria (PKU - an inborn error of metabolism which requires dietary intervention), the booklet reviews school problems related to the condition. Introductory information concerns the nature, treatment, and screening and diagnosis of PKU. Diet management is…

  6. Linking Project Evaluation and Goals-Based Teacher Evaluation: Evaluating the Accelerated Schools Project in South Carolina.

    ERIC Educational Resources Information Center

    Finnan, Christine; Davis, Sara Calhoun

    This paper describes efforts to design an evaluation system that has as its primary objective helping schools effect positive change through the Accelerated Schools Project. Three characteristics were deemed essential: (1) that the evaluation be useful and meaningful; (2) that it be sensitive to local conditions; and (3) that evaluations of…

  7. Mathematics and science acceleration in grade eight: School leaders' perceptions and satisfaction

    NASA Astrophysics Data System (ADS)

    Graham, Kenneth

    Shifts in attitudes regarding academic program accessibility to provide the most rigorous academic opportunities to all students will not occur smoothly without departmental level leaders who believe in the potential benefits of accelerating larger numbers of students. Without the support and the belief of the department level leadership, practices such as open enrollment and universal acceleration that target school equity will be doomed to failure. This study was conducted using a questionnaire developed by the researcher called the Perceptions of Acceleration and Leadership Survey. The survey was distributed to all math and science department leaders within a suburban region of New York. The survey sought to determine how the perceptions of acceleration, job satisfaction, self-efficacy, and role longevity for the department level leaders are impacted by their personal demographics, professional characteristics, and community characteristics. The study did not reveal any statistically significant differences among department level leaders' personal, professional, and community characteristics with respect to perceptions of acceleration. There were significant differences for job satisfaction, self-efficacy, and role longevity for several intervening and independent variables within the study. Statistically significant correlations were found between beliefs in college preparation and perceptions of acceleration as well as relationships with the community and perceptions of acceleration. The results indicate the importance of hiring department leaders who recognize the potential for accelerating more students, hiring more ethnically diverse candidates for these leadership positions, affording department level leaders with significant professional development, and evaluation of administrative structures to maximize student success.

  8. Labatorials in introductory physics courses

    NASA Astrophysics Data System (ADS)

    Sobhanzadeh, Mandana; Kalman, Calvin S.; Thompson, R. I.

    2017-11-01

    Traditional lab sections in introductory physics courses at Mount Royal University were replaced by a new style of lab called ‘labatorials’ developed by the Physics Education Development Group at the University of Calgary. Using labatorials in introductory physics courses has lowered student anxiety and strengthened student engagement in lab sessions. Labatorials provide instant feedback to the students and instructors. Interviews with students who had completed Introductory Physics labatorials as well as the anonymous comments left by them showed that labatorials have improved student satisfaction. Students improved their understanding of concepts compared to students who had taken traditional labs in earlier years. Moreover a combination of labatorials and reflective writing can promote positive change in students’ epistemological beliefs.

  9. Three Important Taylor Series for Introductory Physics

    DTIC Science & Technology

    2009-09-01

    series by the sum of its first few terms is useful throughout an introductory physics course . Example applications [1, 2] include estimating square...Lat. Am. J. Phys. Educ. Vol. 3, No. 3, Sept. 2009 535 http://www.journal.lapen.org.mx Three Important Taylor Series for Introductory Physics...one dimension, which instructively ties the mathematical development to physics concepts already presented in introductory courses . Keywords

  10. Innovative Interactive Lecture Demonstrations Using Wireless Force Sensors and Accelerometers for Introductory Physics Courses

    NASA Astrophysics Data System (ADS)

    Yoder, G.; Cook, J.

    2010-12-01

    Interactive lecture demonstrations1-6 (ILDs) are a powerful tool designed to help instructors bring state-of-the-art teaching pedagogies into the college-level introductory physics classroom. ILDs have been shown to improve students' conceptual understanding, and many examples have been created and published by Sokoloff and Thornton.6 We have used the new technology of Vernier's Wireless Dynamics Sensor System (WDSS)7 to develop three new ILDs for the first-semester introductory physics (calculus-based or algebra-based) classroom. These three are the Force Board, to demonstrate the vector nature of forces, addition of vectors, and the first condition of equilibrium; the Torque Board, to demonstrate torque and the second condition for equilibrium; and the Circular Motion Board, to discover the nature of the acceleration an object exhibiting uniform circular motion. With the WDSS, all three of these ILDs are easy to set up and use in any classroom or laboratory situation, and allow more instructors to utilize the technique of interactive lecture demonstrations.

  11. The Effect of Accelerated Reader on Reading Scores in a Rural School District

    ERIC Educational Resources Information Center

    Hunter, Teresa A.

    2013-01-01

    In this study, the implementation of Accelerated Reader (AR), a computer-assisted supplemental reading program, was investigated as a research-based instructional strategy to assess whether it aided a high-performing, rural school district in meeting adequate yearly progress goals. The theoretical framework was based on Vygotsky's zone of…

  12. Recruiting and Retaining African American Students for Gifted Education and Accelerated Programs in Middle School: A Qualitative Case Study

    ERIC Educational Resources Information Center

    Roberson, Ivory S.

    2017-01-01

    Recruiting and retaining African American students in middle school gifted education continues to be challenging in American schools. African American students continue to be underrepresented in middle school gifted education and accelerated programs, even when they qualify to be gifted education participants. The case study that follows focuses…

  13. News clippings for introductory astronomy

    NASA Astrophysics Data System (ADS)

    Bobrowsky, Matthew

    1999-09-01

    Most students entering our introductory astronomy course for nonscience majors arrive not merely lacking scientific facts-they also have misconceptions about the nature of science, and many have a handicapping ``science anxiety'' (in addition to math anxiety). So I have added a ``current science'' requirement to our introductory course. Each student must compile a file of five astronomy news articles taken from readily available sources.

  14. A MOOC for Introductory Physics

    NASA Astrophysics Data System (ADS)

    Schatz, Michael

    2014-03-01

    We describe an effort to develop and to implement a college-level introductory physics (mechanics) MOOC that offers bona fide laboratory experiences. We also discuss efforts to use MOOC curricular materials to ``flip'' the classroom in a large lecture introductory physics course offered on-campus at Georgia Tech. Preliminary results of assessments and surveys from both MOOC and on-campus students will be presented.

  15. A School-Based Evaluation Model for Accelerating the Education of Students At-Risk.

    ERIC Educational Resources Information Center

    Fetterman, David M.; Haertel, Edward H.

    This paper presents ideas for the development and utilization of a comprehensive evaluation plan for an accelerated school. It contains information about the purposes of a comprehensive evaluation, the evaluation design, and the kinds of data that might be gathered and used. The first section, "An Approach to Evaluation: Multiple Purposes and…

  16. Psychology Ethics in Introductory Psychology Textbooks

    ERIC Educational Resources Information Center

    Zucchero, Renee' A.

    2011-01-01

    Previous research revealed that introductory psychology textbooks included limited information about psychology ethics. This study reviewed 48 current introductory psychology textbooks for research and other APA ethics content. These textbooks included slightly more total ethics content and were more thorough in their review of research ethics…

  17. A Pretest for Introductory Crops Students.

    ERIC Educational Resources Information Center

    Elkins, Donald M.

    1987-01-01

    Discusses the advantages of using a pretest in introductory agronomy courses. Provides a pretest that has been developed for use in an introductory crops course taught at Southern Illinois University. Includes 25 definitions, 17 true-false and multiple choice questions, and 6 short answer questions. (TW)

  18. The Development and Evolution of an Introductory Statistics Course for In-Service Middle-Level Mathematics Teachers

    ERIC Educational Resources Information Center

    Schmind, Kendra K.; Blankenship, Erin E.; Kerby. April T.; Green, Jennifer L.; Smith, Wendy M.

    2014-01-01

    The statistical preparation of in-service teachers, particularly middle school teachers, has been an area of concern for several years. This paper discusses the creation and delivery of an introductory statistics course as part of a master's degree program for in-service mathematics teachers. The initial course development took place before the…

  19. Swimming Pools for Schools.

    ERIC Educational Resources Information Center

    Neilson, Donald W.; Nixon, John E.

    The increasing interest in swimming instruction and recreation for elementary and secondary school children has resulted in the development of this guide for swimming pool use, design, and construction. Introductory material discussed the need for swimming in the educational program and the organization of swimming programs in the school. Design…

  20. The Memorability of Introductory Psychology Revisited

    ERIC Educational Resources Information Center

    Landrum, R. Eric; Gurung, Regan A. R.

    2013-01-01

    Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

  1. Natural Acceleration: Supporting Creative Trajectories

    ERIC Educational Resources Information Center

    Cohen, LeoNora M.

    2011-01-01

    "Natural acceleration" happens through an internal fire that burns to learn and may transcend school boundaries. Based on their passionate interests and connections with a domain, children who hunger for domain understandings outside school curricula require different types of acceleration, motivated by these interests. The lifeworks,…

  2. A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 2

    ERIC Educational Resources Information Center

    Colangelo, Nicholas, Ed.; Assouline, Susan G., Ed.; Gross, Miraca U. M., Ed.

    2004-01-01

    With support from the John Templeton Foundation, the editors held a Summit on Acceleration at The University of Iowa in May 2003. They invited distinguished scholars and educators from around the country to help them formulate a national report on acceleration. Together, they deliberated about what schools need to know in order to make the best…

  3. Crossword Puzzles as Learning Tools in Introductory Soil Science

    ERIC Educational Resources Information Center

    Barbarick, K. A.

    2010-01-01

    Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science…

  4. The School District Organization Handbook.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

    This handbook describes procedures for school-district reorganization in California. Following the introductory chapter, chapter 2 offers a historical overview of school-district reorganization in California. Chapters 3 and 4 outline the organization and responsibilities of the county committee and the role and responsibilities of the State Board…

  5. School Safety & the Legal Community.

    ERIC Educational Resources Information Center

    Nicholson, George; And Others

    The role of the legal community in ensuring school safety is discussed, and effective antischool-crime programs involving attorneys and judges are described. Introductory passages comment on the overall role of courts and lawyers in education, the current national concern over crime and violence in schools, and national and California initiatives…

  6. Teaching in Rural Schools.

    ERIC Educational Resources Information Center

    Woofter, Thomas Jackson

    Published in 1917, this book overviews rural schooling during the early 1900s and was written to address the problems of rural teaching and to serve as an introductory guide for rural teachers. Specifically, the book aimed to bring attention to the needs of rural life and the possible contributions of the rural school, to describe effective…

  7. Supplementing Introductory Biology with On-Line Curriculum

    ERIC Educational Resources Information Center

    McGroarty, Estelle; Parker, Joyce; Heidemann, Merle; Lim, Heejun; Olson, Mark; Long, Tammy; Merrill, John; Riffell, Samuel; Smith, James; Batzli, Janet; Kirschtel, David

    2004-01-01

    We developed web-based modules addressing fundamental concepts of introductory biology delivered through the LON-CAPA course management system. These modules were designed and used to supplement large, lecture-based introductory biology classes. Incorporating educational principles and the strength of web-based instructional technology, choices…

  8. Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

    NASA Astrophysics Data System (ADS)

    Cervato, C.; Jach, J. Y.; Ridky, R.

    2003-12-01

    Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms

  9. Preliminary investigation of instructor effects on gender gap in introductory physics

    NASA Astrophysics Data System (ADS)

    Kreutzer, Kimberley; Boudreaux, Andrew

    2012-06-01

    Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

  10. School Law Update...Preventive School Law.

    ERIC Educational Resources Information Center

    Jones, Thomas N., Ed.; Semler, Darel P., Ed.

    A wide variety of contemporary legal issues are addressed in the 15 separate papers that make up this volume. The introductory chapter by William C. Bednar, Jr. provides a broad-based rationale for "Preventive School Law." Chapters 2 and 3, both by Gerald A. Caplan, review "Current Issues in Reduction-in-Force" and "First Amendment Claims by…

  11. School Transformation Efforts Accelerate

    ERIC Educational Resources Information Center

    Aarons, Dakarai I.

    2010-01-01

    Spurred both by fiscal realities and momentum from the U.S. Department of Education's agenda for school improvement, local and state education leaders are moving forcefully and quickly to make big changes to districts and schools that have long struggled with low test scores and graduation rates. In Kansas City, Missouri, the school board voted…

  12. Introductory Punjabi.

    ERIC Educational Resources Information Center

    Bahri, Ujjal Singh; Walia, Paramjit Singh

    This introductory text in Punjabi (also spelled Panjabi) is intended primarily for those whose mother tongue is not Punjabi but are native speakers of other Indian languages. Some familiarity with the Punjabi cultural items is presupposed. The non-Indian may, however, also be able to use this text with profit since the lessons are graded. The…

  13. Teaching Introductory Physics with an Environmental Focus

    ERIC Educational Resources Information Center

    Martinuk, Mathew; Moll, Rachel F.; Kotlicki, Andrzej

    2010-01-01

    Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market and current physics education research is focusing on how to sustain educational reforms. The instructional team at the University of British Columbia (UBC) recently…

  14. Who Drops Out of High School? Findings from High School and Beyond. Contractor Report.

    ERIC Educational Resources Information Center

    Barro, Stephen M.; Kolstad, Andrew

    This document contains the final report on a study of factors associated with dropping out of high school. The analyses presented are based on data from the initial and first follow-up rounds of the High School and Beyond survey of the sophomore class of 1980. The introductory chapter discusses the background of the dropout problem and influences…

  15. Anxiety, Fears, Phobias, and Related Problems: Intervention and Resources for School Aged Youth. An Introductory Packet.

    ERIC Educational Resources Information Center

    California Univ., Los Angeles. Center for Mental Health in Schools.

    This introductory packet provides an introduction to anxiety problems, framing the discussion within the classification scheme developed by the American Pediatric Association. The variations in degree of problem are discussed with respect to interventions that range from environmental accommodations to behavioral strategies to medication. The…

  16. Lecture Notes on Topics in Accelerator Physics

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Chao, Alex W.

    These are lecture notes that cover a selection of topics, some of them under current research, in accelerator physics. I try to derive the results from first principles, although the students are assumed to have an introductory knowledge of the basics. The topics covered are: (1) Panofsky-Wenzel and Planar Wake Theorems; (2) Echo Effect; (3) Crystalline Beam; (4) Fast Ion Instability; (5) Lawson-Woodward Theorem and Laser Acceleration in Free Space; (6) Spin Dynamics and Siberian Snakes; (7) Symplectic Approximation of Maps; (8) Truncated Power Series Algebra; and (9) Lie Algebra Technique for nonlinear Dynamics. The purpose of these lectures ismore » not to elaborate, but to prepare the students so that they can do their own research. Each topic can be read independently of the others.« less

  17. Accelerating science, practice, and policy relevant to school psychology internationally: Looking backward and moving forward.

    PubMed

    Jimerson, Shane R

    2016-12-01

    Provides a brief synthesis of the past, present, and forecast for the future of School Psychology Quarterly , highlighting important contributions as an international resource to enrich, invigorate, enhance, advance, and accelerate science, practice, and policy relevant to school psychology internationally. Information highlights (a) the important contributions of those who serve on the editorial board, (b) the value of high quality and timely reviews, (c) publishing manuscripts that address a breadth of important topics relevant to school psychology, (d) international contributions, (e) an overview of special topic sections that have been featured over the years, and (f) contemporary ratings and rankings of School Psychology Quarterly . The diversity of the topics and methods that are featured in the journal continues to reflect the breadth of knowledge and skills necessary to inform the contemporary field of school psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  18. Organic Chemistry in Action! Developing an Intervention Program for Introductory Organic Chemistry to Improve Learners' Understanding, Interest, and Attitudes

    ERIC Educational Resources Information Center

    O'Dwyer, Anne; Childs, Peter

    2014-01-01

    The main areas of difficulty experienced by those teaching and learning organic chemistry at high school and introductory university level in Ireland have been identified, and the findings support previous studies in Ireland and globally. Using these findings and insights from chemistry education research (CER), the Organic Chemistry in Action!…

  19. Teaching Introductory Geoscience: A Cutting Edge Workshop Report

    NASA Astrophysics Data System (ADS)

    Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

    2008-12-01

    Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

  20. Innovative Technology for Teaching Introductory Astronomy

    NASA Astrophysics Data System (ADS)

    Guidry, Mike

    The application of state-of-the-art technology (primarily Java and Flash MX Actionscript on the client side and Java PHP PERL XML and SQL databasing on the server side) to the teaching of introductory astronomy will be discussed. A completely online syllabus in introductory astronomy built around more than 350 interactive animations called ""Online Journey through Astronomy"" and a new set of 20 online virtual laboratories in astronomy that we are currently developing will be used as illustration. In addition to demonstration of the technology our experience using these technologies to teach introductory astronomy to thousands of students in settings ranging from traditional classrooms to full distance learning will be summarized. Recent experiments using Java and vector graphics programming of handheld devices (Personal Digital Assistants and cell phones) with wireless wide-area connectivity for applications in astronomy education will also be described.

  1. State School Finance Reform in the 1970's (Excerpted from School Finance Reform: A Legislators' Handbook).

    ERIC Educational Resources Information Center

    National Conference of State Legislatures, Washington, DC.

    This report describes and evaluates the record of reform in several states that have revised their school finance systems since 1971. The introductory chapter provides an overview of reform's recent successes, shortcomings, and prospects. Six subsequent chapters offer a close look at its main features. Chapters 2 and 3 analyze new school aid…

  2. Analytical tools in accelerator physics

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Litvinenko, V.N.

    2010-09-01

    This paper is a sub-set of my lectures presented in the Accelerator Physics course (USPAS, Santa Rosa, California, January 14-25, 2008). It is based on my notes I wrote during period from 1976 to 1979 in Novosibirsk. Only few copies (in Russian) were distributed to my colleagues in Novosibirsk Institute of Nuclear Physics. The goal of these notes is a complete description starting from the arbitrary reference orbit, explicit expressions for 4-potential and accelerator Hamiltonian and finishing with parameterization with action and angle variables. To a large degree follow logic developed in Theory of Cyclic Particle Accelerators by A.A.Kolmensky andmore » A.N.Lebedev [Kolomensky], but going beyond the book in a number of directions. One of unusual feature is these notes use of matrix function and Sylvester formula for calculating matrices of arbitrary elements. Teaching the USPAS course motivated me to translate significant part of my notes into the English. I also included some introductory materials following Classical Theory of Fields by L.D. Landau and E.M. Liftsitz [Landau]. A large number of short notes covering various techniques are placed in the Appendices.« less

  3. Teaching Introductory Psychology: Tips from "ToP"

    ERIC Educational Resources Information Center

    Griggs, Richard A., Ed.; Jackson, Sherri L., Ed.

    2011-01-01

    This book follows in the footsteps of the first three volumes in the "Handbook for Teaching Introductory Psychology" series. In the prefaces to these volumes, the various editors all stressed two major points relevant to the development of this series. These comments also apply to this book. First, introductory psychology is one of the most…

  4. Beginning Introductory Physics with Two-Dimensional Motion

    ERIC Educational Resources Information Center

    Huggins, Elisha

    2009-01-01

    During the session on "Introductory College Physics Textbooks" at the 2007 Summer Meeting of the AAPT, there was a brief discussion about whether introductory physics should begin with one-dimensional motion or two-dimensional motion. Here we present the case that by starting with two-dimensional motion, we are able to introduce a considerable…

  5. Introductory Psychology Textbooks: An Objective Analysis Update

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Jackson, Sherri L.

    2013-01-01

    It has been 13 years since the last objective analysis of full-length introductory psychology textbooks was published and 15 years since the textbook copyright period used in that study, 1995-1997. Given the importance of informed textbook evaluation and selection to the introductory course but the difficulty of this task because of the large…

  6. Teaching Introductory Physics with an Environmental Focus

    NASA Astrophysics Data System (ADS)

    Martinuk, Mathew ``Sandy''; Moll, Rachel F.; Kotlicki, Andrzej

    2010-09-01

    Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market and current physics education research is focusing on how to sustain educational reforms.2 The instructional team at the University of British Columbia (UBC) recently implemented some key curriculum and pedagogical changes in Physics 100, their algebra-based introductory course for non-physics majors. These changes were aimed at improving their students' attitudes toward physics and their ability to apply physics concepts to useful real-life situations. In order to demonstrate that physics is relevant to real life, a theme of energy and environment was incorporated into the course.

  7. Analysing the Distribution of Questions in the Gas Law Chapters of Secondary and Introductory College Chemistry Textbooks from the United States

    ERIC Educational Resources Information Center

    Gillette, Gabriel; Sanger, Michael J.

    2014-01-01

    This study analysed the distribution of questions from the gas law chapters of four high school and four college chemistry textbooks based on six variables--Book Type (secondary "versus" introductory college), Cognitive Skill (lower-order "versus" higher-order), Question Format (calculation "versus" multiple-choice…

  8. Small Schools Curriculum: Physical Education, K-6.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; Hartl, Doris, Ed.

    The self-contained sections within the document (one for grades K-3, the other for grades 4-6) present objectives, activities, monitoring procedures and resources for the elementary physical education curriculum for Washington small school districts. Identical introductory materials describe the organization of Small Schools materials,…

  9. A Guide to Ohio School Finance. Money and Education.

    ERIC Educational Resources Information Center

    Biles, Brenda L.; Ward, James F.

    To help Ohio's educators, legislators, and others understand school finance reforms and equalization plans, this manual provides an overview of the state's public elementary and secondary school financing and explores issues and options in educational finance. An introductory chapter traces the legal history of school finance reform, explaining…

  10. The Misrepresentation of School Psychology in Introduction to Psychology Textbooks.

    ERIC Educational Resources Information Center

    Wise, Paula Sachs

    1981-01-01

    This study indicates that introductory psychology textbooks ignore the role of the psychologist in the schools. Out of 84 textbooks, only 26 described the school psychologist. When 12 students analyzed these available descriptions for five skill types, no coherent images of school psychologists emerged. (AM)

  11. Influence of Students' Understanding and Goal Commitment on Academic Achievement in Introductory Technology in Akwa Ibom State, Nigeria

    ERIC Educational Resources Information Center

    Akpan, Godwin A.; Mbaba, Uduak G.; Udofia, Aniefiok E.

    2012-01-01

    The study examined the influence of students' understanding and goal commitment on their academic achievement in Introductory Technology in secondary schools in Akwa Ibom State, Nigeria. An ex-post facto survey design was used and a random sample of 2,500 junior secondary three (13-14 years old) students from a population of 48,302 JSS three…

  12. Characterizing, modeling, and addressing gender disparities in introductory college physics

    NASA Astrophysics Data System (ADS)

    Kost-Smith, Lauren Elizabeth

    2011-12-01

    The underrepresentation and underperformance of females in physics has been well documented and has long concerned policy-makers, educators, and the physics community. In this thesis, we focus on gender disparities in the first- and second-semester introductory, calculus-based physics courses at the University of Colorado. Success in these courses is critical for future study and careers in physics (and other sciences). Using data gathered from roughly 10,000 undergraduate students, we identify and model gender differences in the introductory physics courses in three areas: student performance, retention, and psychological factors. We observe gender differences on several measures in the introductory physics courses: females are less likely to take a high school physics course than males and have lower standardized mathematics test scores; males outscore females on both pre- and post-course conceptual physics surveys and in-class exams; and males have more expert-like attitudes and beliefs about physics than females. These background differences of males and females account for 60% to 70% of the gender gap that we observe on a post-course survey of conceptual physics understanding. In analyzing underlying psychological factors of learning, we find that female students report lower self-confidence related to succeeding in the introductory courses (self-efficacy) and are less likely to report seeing themselves as a "physics person". Students' self-efficacy beliefs are significant predictors of their performance, even when measures of physics and mathematics background are controlled, and account for an additional 10% of the gender gap. Informed by results from these studies, we implemented and tested a psychological, self-affirmation intervention aimed at enhancing female students' performance in Physics 1. Self-affirmation reduced the gender gap in performance on both in-class exams and the post-course conceptual physics survey. Further, the benefit of the self

  13. Flipping Engineering Courses: A School Wide Initiative

    ERIC Educational Resources Information Center

    Clark, Renee M.; Besterfield-Sacre, Mary; Budny, Daniel; Bursic, Karen M.; Clark, William W.; Norman, Bryan A.; Parker, Robert S.; Patzer, John F., II; Slaughter, William S.

    2016-01-01

    In the 2013-2014 school year, we implemented the "flipped classroom" as part of an initiative to drive active learning, student engagement and enhanced learning in our school. The flipped courses consisted of freshman through senior engineering classes in introductory programming, statics/mechanics, mechanical design, bio-thermodynamics,…

  14. Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase

    ERIC Educational Resources Information Center

    Siddiqui, Nadia; Gorard, Stephen; See, Beng Huat

    2016-01-01

    This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349…

  15. Integrating Mathematics into the Introductory Biology Laboratory Course

    ERIC Educational Resources Information Center

    White, James D.; Carpenter, Jenna P.

    2008-01-01

    Louisiana Tech University has an integrated science curriculum for its mathematics, chemistry, physics, computer science, biology-research track and secondary mathematics and science education majors. The curriculum focuses on the calculus sequence and introductory labs in biology, physics, and chemistry. In the introductory biology laboratory…

  16. Equity Investigation of Attitudinal Shifts in Introductory Physics

    ERIC Educational Resources Information Center

    Traxler, Adrienne; Brewe, Eric

    2015-01-01

    We report on seven years of attitudinal data using the Colorado Learning Attitudes about Science Survey from University Modeling Instruction (UMI) sections of introductory physics at Florida International University. University Modeling Instruction is a curricular and pedagogical transformation of introductory university physics that engages…

  17. ZAP! Adapted: Incorporating design in the introductory electromagnetism lab

    NASA Astrophysics Data System (ADS)

    McNeil, J. A.

    2002-04-01

    In the last decade the Accreditation Board of Engineering and Technology(ABET) significantly reformed the criteria by which engineering programs are accredited. The new criteria are called Engineering Criteria 2000 (EC2000). Not surprisingly, engineering design constitutes an essential component of these criteria. The Engineering Physics program at the Colorado School of Mines (CSM) underwent an ABET general review and site visit in the fall of 2000. In preparation for this review and as part of a campus-wide curriculum reform the Physics Department was challenged to include elements of design in its introductory laboratories. As part of the background research for this reform, several laboratory programs were reviewed including traditional and studio modes as well as a course used by Cal Tech and MIT called "ZAP!" which incorporates design activities well-aligned with the EC2000 criteria but in a nontraditional delivery mode. CSM has adapted several ZAP! experiments to a traditional laboratory format while attempting to preserve significant design experiences. The new laboratory forms an important component of the reformed course which attempts to respect the psychological principles of learner-based education. This talk reviews the reformed introductory electromagnetism course and how the laboratories are integrated into the pedagogy along with design activities. In their new form the laboratories can be readily adopted by physics departments using traditional delivery formats.

  18. Accelerating the development of formal thinking in middle and high school students

    NASA Astrophysics Data System (ADS)

    Adey, Philip; Shayer, Michael

    In an attempt to accelerate the development of formal operations in average young adolescents, intervention lessons relating to all formal schemata were designed in the context of school science courses. Over a period of two years, up to 30 intervention lessons were given by science teachers to their classes in eight schools. Boys who started the program aged 12+ showed a pre-posttest effect size on Piagetian tests of 0.89 SD compared with control classes. In terms of British norms for the development of operational thinking this was a mean change from the 51st to the 74th percentile. Neither the middle school students nor the 12+ girls showed greater gain than the controls. Gains were shown by girls in one 11+ class and in the two 11+ laboratory classes. In the laboratory school students given intervention lessons by the researchers maintained their gains over controls in formal operations at a delayed posttest one year after cessation of the program. There was no effect on tests of science achievement during the intervention. It was argued that the interventions needed to be accompanied by in-service training designed to enable teachers to change their teaching style in line with their students' increased operational thinking capacity.

  19. Introductory Psychology: What's Lab Got to Do with It?

    ERIC Educational Resources Information Center

    Peterson, Jamie J.; Sesma, Arturo, Jr.

    2017-01-01

    The American Psychological Association Board of Educational Affairs Working Group (APA) recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses,…

  20. Exploring the Universe: An Introductory Bibliography in Astronomy.

    ERIC Educational Resources Information Center

    Fraknoi, Andrew

    Arranged in five sections, this annotated bibliography cites over 40 introductory level resources on astronomy published between 1972 and 1981. A note on the availability of these resources precedes sections covering general introductory books, magazines featuring non-technical articles, general books for readers with slight background,…

  1. Mathematization in introductory physics

    NASA Astrophysics Data System (ADS)

    Brahmia, Suzanne M.

    Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

  2. Gravitational Wave Detection in the Introductory Lab

    NASA Astrophysics Data System (ADS)

    Burko, Lior M.

    2017-01-01

    Great physics breakthroughs are rarely included in the introductory physics course. General relativity and binary black hole coalescence are no different, and can be included in the introductory course only in a very limited sense. However, we can design activities that directly involve the detection of GW150914, the designation of the Gravitation Wave signal detected on September 14, 2015, thereby engage the students in this exciting discovery directly. The activities naturally do not include the construction of a detector or the detection of gravitational waves. Instead, we design it to include analysis of the data from GW150914, which includes some interesting analysis activities for students of the introductory course. The same activities can be assigned either as a laboratory exercise or as a computational project for the same population of students. The analysis tools used here are simple and available to the intended student population. It does not include the sophisticated analysis tools, which were used by LIGO to carefully analyze the detected signal. However, these simple tools are sufficient to allow the student to get important results. We have successfully assigned this lab project for students of the introductory course with calculus at Georgia Gwinnett College.

  3. CMSC-130 Introductory Computer Science, Lecture Notes

    DTIC Science & Technology

    1993-07-01

    Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD

  4. Adding Resistances and Capacitances in Introductory Electricity

    NASA Astrophysics Data System (ADS)

    Efthimiou, C. J.; Llewellyn, R. A.

    2005-09-01

    All introductory physics textbooks, with or without calculus, cover the addition of both resistances and capacitances in series and in parallel as discrete summations. However, none includes problems that involve continuous versions of resistors in parallel or capacitors in series. This paper introduces a method for solving the continuous problems that is logical, straightforward, and within the mathematical preparation of students at the introductory level.

  5. Implementing and Assessing Computational Modeling in Introductory Mechanics

    ERIC Educational Resources Information Center

    Caballero, Marcos D.; Kohlmyer, Matthew A.; Schatz, Michael F.

    2012-01-01

    Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython programming environment. During the term, 1357 students in this course solved a suite of 14 computational…

  6. Earthquake Knowledge and Experiences of Introductory Geology Students.

    ERIC Educational Resources Information Center

    Barrow, Lloyd; Haskins, Sandra

    1996-01-01

    Explores introductory geology students' (n=186) understanding of earthquakes. Results indicate that the mass media seem to provide students greater details about the cause and impact than the actual experience itself, students lack a broad understanding about the theory of plate tectonics, and introductory geology students have extensive…

  7. Recent Evolution of the Introductory Curriculum in Computing.

    ERIC Educational Resources Information Center

    Tucker, Allen B.; Garnick, David K.

    1991-01-01

    Traces the evolution of introductory computing courses for undergraduates based on the Association for Computing Machinery (ACM) guidelines published in "Curriculum 78." Changes in the curricula are described, including the role of discrete mathematics and theory; and the need for a broader model for designing introductory courses is…

  8. Student Use of Thin Sections in Introductory Geology

    ERIC Educational Resources Information Center

    O'Brien, Lawrence

    1978-01-01

    Thin-section photomicrographs are used to introduce the introductory geology laboratory classes to many of the optical properties of minerals. Evaluation by questionnaire suggests that the study of thin sections has a positive effect on the enjoyment and understanding of rock identification and classification by introductory students. (Author/MA)

  9. Public School Finance Programs, 1978-79.

    ERIC Educational Resources Information Center

    Tron, Esther O., Comp.

    This compendium describes the programs of state financial aid to school districts that were in effect in the 1978-79 school year. The introductory section of the report is an analysis of the situation and contains summary tables. The report for each state consists of two parts. The first part reports features of the state and local systems of…

  10. Teaching Electrostatics and Entropy in Introductory Physics

    NASA Astrophysics Data System (ADS)

    Reeves, Mark

    Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology courses is important contribution of the entropy in driving fundamental biological processes towards equilibrium. I will present material developed to teach electrostatic screening in solutions and the function of nerve cells where entropic effects act to counterbalance electrostatic attraction. These ideas are taught in an introductory, calculus-based physics course to biomedical engineers using SCALEUP pedagogy. Results of student mastering of complex problems that cross disciplinary boundaries between biology and physics, as well as the challenges that they face in learning this material will be presented.

  11. Global Issues in an Introductory Earth Science Course.

    ERIC Educational Resources Information Center

    Pierce, James P.

    Information is provided explaining the incorporation of global issues units into an introductory earth science course at Skagit Valley Community College (Mount Vernon, Washington). First, a short description is provided of the original format of the earth science course, which was designed as an introductory level survey course covering topics in…

  12. Difficulty and Discriminability of Introductory Psychology Test Items.

    ERIC Educational Resources Information Center

    Scialfa, Charles; Legare, Connie; Wenger, Larry; Dingley, Louis

    2001-01-01

    Analyzes multiple-choice questions provided in test banks for introductory psychology textbooks. Study 1 offered a consistent picture of the objective difficulty of multiple-choice tests for introductory psychology students, while both studies 1 and 2 indicated that test items taken from commercial test banks have poor psychometric properties.…

  13. Choosing Choice: School Choice in International Perspective.

    ERIC Educational Resources Information Center

    Plank, David N., Ed.; Sykes, Gary, Ed.

    The chapters in this book originated as papers for a conference, School Choice and Educational Change, held in March 2000 at Michigan State University. An introductory chapter provides a comparative analysis of the lessons learned from international experience with school-choice policies, based on a review of case studies in several countries. The…

  14. Contemporary School Administration: An Introduction. Second Edition.

    ERIC Educational Resources Information Center

    Kowalski, Theodore J.

    This book addresses career-related questions commonly asked by students beginning the study of school administration. As an introductory text, it presents a broad overview of school administration as a specialized field of study and as an applied field of professional practice. Special attention is given to describing the social, political, and…

  15. Should the Introductory Information Systems Course Be Removed from the Business School Curriculum? A Preliminary Investigation.

    ERIC Educational Resources Information Center

    Gordon, Gene M.; Chimi, Carl J.

    This paper reports on the results of a preliminary investigation of the extent to which first-year students entering a university during the summer, who enroll in the introductory information systems course in a college of business, meet the requirements for the course upon entrance. A second objective is to recommend a course of action to be…

  16. Synthesis of Ibuprofen in the Introductory Organic Laboratory

    ERIC Educational Resources Information Center

    Kjonaas, Richard A.; Williams, Peggy E.; Counce, David A.; Crawley, Lindsey R.

    2011-01-01

    A method for the synthesis of ibuprofen in introductory organic chemistry laboratory courses is reported. This experiment requires two 3-h lab sessions. All of the reactions and techniques are a standard part of any introductory organic chemistry course. In the first lab session, students reduce p-isobutylacetophenone to an alcohol and then…

  17. Examining issues of underrepresented minority students in introductory physics

    NASA Astrophysics Data System (ADS)

    Watkins, Jessica Ellen

    In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

  18. A Program for High School Social Studies: International Relations.

    ERIC Educational Resources Information Center

    Bloomington Public Schools, MN.

    GRADES OR AGES: High school. SUBJECT MATTER: Social studies, International relations. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material covers the school district philosophy, a description of the program, major concepts for international relations, and techniques for evaluating objectives. Material is provided for six units…

  19. Microbiology in Introductory Biology.

    ERIC Educational Resources Information Center

    Callery, Michael L.; And Others

    1980-01-01

    Describes a microbiology unit developed for an introductory college biology course in which the identity of an unknown bacterium is determined. Also described is an interactive taxonomy computer program which aids in the identity of the unknown organism. (CS)

  20. Control Points in School Business Management, Presenting General Observations, Specific Control Points, and a Series of Checkpoints for the Practicing School Business Administrator.

    ERIC Educational Resources Information Center

    Association of School Business Officials, Chicago, IL.

    This revised outline of a 1962 address contains general guidelines considered still useful for practicing school business administrators. Introductory "general observations" and a preamble give advice about good personal qualities, policy and planning practices, and relations with school boards, community, staff, and fellow professional…

  1. Resource Guide for Crisis Management in Schools.

    ERIC Educational Resources Information Center

    LaPointe, Richard T.; And Others

    A crisis can occur at any time, whether or not a school's staff plans for it. This resource guide is a compilation of user-friendly examples of policies, procedures, guidelines, checklists, and forms to help Virginia schools develop and implement a systematic crisis-management plan. Chapter 1 provides an introductory overview of the essential…

  2. Brief Introductory Psychology Textbooks: An Objective Analysis Update

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Jackson, Sherri L.

    2013-01-01

    It has been 12 years since the last objective analysis of brief introductory psychology textbooks was published and 13 years since the textbook copyright period used in that study, 1997-2000. Given the importance of informed textbook evaluation and selection to the introductory course but the difficulty of this task because of the large number of…

  3. Teaching Introductory Business Statistics Using the DCOVA Framework

    ERIC Educational Resources Information Center

    Levine, David M.; Stephan, David F.

    2011-01-01

    Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework.…

  4. Welcoming Children from Sexual-Minority Families into Our Schools. Fastback.

    ERIC Educational Resources Information Center

    Lamme, Linda Leonard; Lamme, Laurel A.

    Based on the view that schools are responsible for providing a safe and supportive setting for all students and that with education the school climate will improve for sexual-minority parents and their children, this booklet provides information on how schools can become more welcoming to all students. Following introductory comments, the book is…

  5. Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands.

    PubMed

    Hoogeveen, Lianne; van Hell, Janet G; Verhoeven, Ludo

    2012-12-01

    In the studies of acceleration conducted so far a multidimensional perspective has largely been neglected. No attempt has been made to relate social-emotional characteristics of accelerated versus non-accelerated students in perspective of environmental factors. In this study, social-emotional characteristics of accelerated gifted students in the Netherlands were examined in relation to personal and environmental factors. Self-concept and social contacts of accelerated (n = 148) and non-accelerated (n = 55) gifted students, aged 4 to 27 (M = 11.22, SD = 4.27) were measured. Self-concept and social contacts of accelerated and non-accelerated gifted students were measured using a questionnaire and a diary, and parents of these students evaluated their behavioural characteristics. Gender and birth order were studied as personal factors and grade, classroom, teachers' gender, teaching experience, and the quality of parent-school contact as environmental factors. The results showed minimal differences in the social-emotional characteristics of accelerated and non-accelerated gifted students. The few differences we found favoured the accelerated students. We also found that multiple grade skipping does not have negative effects on social-emotional characteristics, and that long-term effects of acceleration tend to be positive. As regards the possible modulation of personal and environmental factors, we merely found an impact of such factors in the non-accelerated group. The results of this study strongly suggest that social-emotional characteristics of accelerated gifted students and non-accelerated gifted students are largely similar. These results thus do not support worries expressed by teachers about the acceleration of gifted students. Our findings parallel the outcomes of earlier studies in the United States and Germany in that we observed that acceleration does not harm gifted students, not even in the case of multiple grade skipping. On the contrary, there is a

  6. Courses About Computers--For Secondary School Students

    ERIC Educational Resources Information Center

    Mattei, K. C.

    1974-01-01

    Goals and guidelines for teaching courses about computers to secondary school students are discussed. A method of teaching introductory ideas of computer operations through the use of a programmable calculator is suggested. (DT)

  7. Using a Common Experience to Teach Introductory Managerial Accounting

    ERIC Educational Resources Information Center

    King, Gail Hoover; McConnell, Cheryl

    2010-01-01

    Teaching introductory accounting courses can be both challenging and rewarding. In introductory financial and managerial accounting, students struggle with the unfamiliar terminology and concepts. However, managerial accounting offers distinct challenges in that managerial accounting reports used for decision-making are not publically available,…

  8. Tutorials in Introductory Physics: The Pain and the Gain

    ERIC Educational Resources Information Center

    Cruz, Emerson; O'Shea, Brian; Schaffenberger, Werner; Wolf, Steven; Kortemeyer, Gerd

    2010-01-01

    In an introductory physics sequence with a large enrollment of premedical students, traditional recitation sessions were replaced by "Tutorials in Introductory Physics," developed by the Physics Education Group at the University of Washington. Initially, summative test scores (as well as FCI scores) dramatically increased, but so did…

  9. The Hegemony of Heterosexuality: A Study of Introductory Texts.

    ERIC Educational Resources Information Center

    Phillips, Sarah Rengel

    1991-01-01

    Reviews introductory sociology texts from 1950-89. Reports that heterosexual biases are embedded in sociology as taught. Argues that goals of sociology texts should include the recognition and exploration of difference rather than the homogenization of sexuality. Concludes that, although introductory sociology texts have made advances in…

  10. Joint International Physics Summer School: Optics

    NASA Astrophysics Data System (ADS)

    Bondani, Maria; Allevi, Alessia; Soubusta, Jan; Haderka, Ondřej

    2015-10-01

    We report on the organization and realization of the Joint International Physics Summer School - Optics" devoted to High-School students. The idea of the School is to teach Physics through high-level experimental activities, suitably supported by introductory lectures and complemented by data analysis. The School is also open to the participation of a number of teachers, as an opportunity of refreshing their knowledge and increasing their experimental skills. Students and teachers are directly involved in the experimental activities. The aim of the activity is to stimulate students curiosity and interest and help them decide whether a future job career in Science could be suited for them. The School is organized in two weeks: the first in June-July in Como (Italy) at the Department of Science and High Technology and the second at the end of August in Olomouc (Czech Republic) at the Joint Laboratory of Optics. Two editions of the Summer School took place in 2013 and 2014 (overall 40 students and 3 teachers from Italy, 9 students from Czech Republic) and the third one will be in 2015. The first week of the School is devoted to introductory lectures (theoretical and experimental) to consolidate students' and teachers' knowledge of basic optics. The second week is devoted to several advanced experiments in linear, nonlinear, classical and quantum optics, performed in research laboratories. During the last day of the School, students are required to give a presentation of the results obtained during the experimental sessions.

  11. An Introductory Packet on Violence Prevention and Safe Schools

    ERIC Educational Resources Information Center

    Center for Mental Health in Schools at UCLA, 2007

    2007-01-01

    This publication presents a collection of resources on violence prevention and safe schools. This document contains the following parts: (1) Introduction; (2) A Few Resource Aids; (3) Public Policy and Funding Opportunities; (4) More Resource Aids on Violence Prevention and Safe Schools; and (5) Concluding Comment. Individual sections contain…

  12. Reinforcing Cultural Competency Concepts During Introductory Pharmacy Practice Experiences

    PubMed Central

    Caligiuri, Frank J

    2010-01-01

    Objectives To incorporate cultural competency concepts into various introductory pharmacy practice experiences (IPPE) at the University of Missouri - Kansas City, School of Pharmacy. Design A 6-week series, titled “Becoming a Culturally Competent Provider” was developed to provide IPPE students with the opportunity to apply theory regarding cultural competency in a clinical context. Assessment Pre- and post-intervention attitude survey instruments were administered to 25 students in the spring semester of 2009. Several activities within the series were associated with reflection exercises. Student presentations were evaluated and formal feedback was provided by faculty members. A course evaluation was administered to evaluate the series and determine areas of improvement. Conclusion A special series on cultural competency resulted in positive changes in students' attitudes, highlighting the importance of reinforcing cultural competency concepts during IPPEs. PMID:21088735

  13. Using isomorphic problems to learn introductory physics

    NASA Astrophysics Data System (ADS)

    Lin, Shih-Yin; Singh, Chandralekha

    2011-12-01

    In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

  14. A Diagnostic Assessment for Introductory Molecular and Cell Biology

    ERIC Educational Resources Information Center

    Shi, Jia; Wood, William B.; Martin, Jennifer M.; Guild, Nancy A.; Vicens, Quentin; Knight, Jennifer K.

    2010-01-01

    We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed…

  15. The Greening of Marketing: An Analysis of Introductory Textbooks

    ERIC Educational Resources Information Center

    DeMoss, Michelle; Nicholson, Carolyn Y.

    2005-01-01

    In this study, the authors examined whether introductory marketing textbooks contain the information that is needed to educate future business leaders about the important role of environmentally sustainable practices. We content-analyzed the 21 current introductory marketing textbooks for coverage of these practices. The results showed limited,…

  16. Do College Introductory Biology Courses Increase Student Ecological Literacy?

    ERIC Educational Resources Information Center

    Cheruvelil, Kendra Spence; Ye, Xuemei

    2012-01-01

    College introductory biology educators have an opportunity to increase ecological literacy. This research used a pre-/postsurvey design to ask the following questions: (a) What level of ecological literacy do underclass science majors have? (b) What demographic factors are related to ecological literacy? and (c) Does taking introductory organismal…

  17. Introductory Textbooks and Plagiarism in Higher Education: A Case Study from Economics.

    ERIC Educational Resources Information Center

    Richardson, Paul

    2002-01-01

    Textbooks are powerful technologies that are foundational to introductory level courses. In the research site of an introductory economic classroom, the textbook is positioned as having status similar to that of a canonical religious text. This study investigated how student reading and writing can be problematic when introductory level courses…

  18. Vocational Education in the Whole School Curriculum. Module.

    ERIC Educational Resources Information Center

    Custer, Rodney L.

    This module on vocational education in the whole school curriculum is 1 in a series of 10 modules written for vocational education teacher education programs. It is designed to help vocational teachers examine the role of vocational education in the whole school. Introductory materials include the following: a listing of competencies/tasks to be…

  19. Introductory Biology Textbooks Under-Represent Scientific Process

    PubMed Central

    Duncan, Dara B.; Lubman, Alexandra; Hoskins, Sally G.

    2011-01-01

    Attrition of undergraduates from Biology majors is a long-standing problem. Introductory courses that fail to engage students or spark their curiosity by emphasizing the open-ended and creative nature of biological investigation and discovery could contribute to student detachment from the field. Our hypothesis was that introductory biology books devote relatively few figures to illustration of the design and interpretation of experiments or field studies, thereby de-emphasizing the scientific process. To investigate this possibility, we examined figures in six Introductory Biology textbooks published in 2008. On average, multistep scientific investigations were presented in fewer than 5% of the hundreds of figures in each book. Devoting such a small percentage of figures to the processes by which discoveries are made discourages an emphasis on scientific thinking. We suggest that by increasing significantly the illustration of scientific investigations, textbooks could support undergraduates’ early interest in biology, stimulate the development of design and analytical skills, and inspire some students to participate in investigations of their own. PMID:23653758

  20. Coverage and Representations of Sexuality in Introductory Sociology Textbooks

    ERIC Educational Resources Information Center

    Suarez, Alicia E.; Balaji, Alexandra

    2007-01-01

    Mirroring increased cultural and disciplinary attention to sexuality, many introductory sociology textbooks have begun to include coverage of the topic. Our study first assesses the extent of textual coverage of sexuality in a sample of 38 introductory textbooks published after 2000. Secondly, we focus on 14 textbooks with a sexuality chapter…

  1. Affirmative School Integration: Efforts to Overcome De Facto Segregation in Urban Schools.

    ERIC Educational Resources Information Center

    Hill, Roscoe, Ed.; Feeley, Malcolm, Ed.

    This book contains abbreviated accounts of eight community case studies and various reviews of a cluster of recent studies relating to race and education. The foreword discusses three phases of school integration, and the introductory chapter relates law, violence, and civil rights. The eight case studies on Evanston, Berkeley, New Haven,…

  2. The Teacher as Inventor--Making Small High Schools Work.

    ERIC Educational Resources Information Center

    Kleinfeld, Judith; And Others

    Designed to celebrate rural teachers' inventiveness and stimulate teacher thinking about opportunities that small schools offer, this booklet is a collection of ideas and resources that have worked in specific Alaska school settings. An introductory chapter challenges teachers to use small size to advantage. Chapter 2 shows what rural teachers are…

  3. School Psychology for the 21st Century: Foundations and Practices

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Ervin, Ruth A.; Gimpel, Gretchen A.

    2005-01-01

    This engaging, authoritative introductory text comprehensively describes the role of the school psychologist in promoting positive educational and mental health outcomes for all students in today's schools. The book emphasizes a data-driven, problem-solving based approach to prevention and intervention with diverse children, youth, and their…

  4. Full-Year Acceleration at High School: Parents Support the Social and Emotional Challenges of Their Children

    ERIC Educational Resources Information Center

    Wardman, Janna

    2014-01-01

    The voices of parents are not often heard in the literature and, when they are, it tends to be a litany of battles with the schooling system to achieve or not achieve some sort of acceleration for their gifted children (Gross, 2004). This retrospective study is unusual, as it is not based on a history of conflict. It is a positive account of…

  5. Attributes of Students Graduating from Schools and Colleges of Optometry.

    ERIC Educational Resources Information Center

    Optometric Education, 2000

    2000-01-01

    This report by the Association of Schools and Colleges of Optometry identifies desired attributes of students graduating from schools and colleges of optometry. Introductory information includes information on the report's development and assumptions. Personal and professional attributes are then listed followed by a list of 10 knowledge-area…

  6. The Entrepreneurial Training Center (ETC): A School-to-Work Transition Model Adapted for Out-of-School Adult Learners. ETC Methods and Materials Resource Book.

    ERIC Educational Resources Information Center

    Sherow, Sheila M.; Scrimshaw, Roberta

    This resource book provides materials and methods for a model Entrepreneurship Training Center (ETC) school-to-work program for rural out-of-school adults. Introductory materials include learning goals within ETC's four curriculum areas, instructional methods, and introduction to key concepts. The remainder of the book is divided into four…

  7. Changes in Stress and Psychological Adjustment during the Transition to High School among Freshmen in an Accelerated Curriculum

    ERIC Educational Resources Information Center

    Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

    2013-01-01

    This study determined whether participation in an accelerated curriculum (specifically, the International Baccalaureate [IB] program) upon entry to high school is associated with increases in stress and/or associated with psychological problems. Data from self-report questionnaires were collected at two time points (summer after eighth grade, fall…

  8. Redesigning a Large Introductory Course to Incorporate the GAISE Guidelines

    ERIC Educational Resources Information Center

    Woodard, Roger; McGowan, Herle

    2012-01-01

    In 2005, the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) college report described several recommendations for teaching introductory statistics. This paper discusses how a large multi-section introductory course was redesigned in order to implement these recommendations. The experience described discusses…

  9. Advocating for Grade-Based Acceleration

    ERIC Educational Resources Information Center

    Guilbault, Keri M.

    2014-01-01

    Parents often struggle with the decision to accelerate their child and may worry about social and emotional issues, although research indicates positive effects on the social and emotional adjustment of carefully selected accelerants. As children's advocates, parents can work effectively with a school system to secure an appropriate academic…

  10. A Citation Analysis of Who's Who in Introductory Textbooks

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Proctor, Derrick L.

    2002-01-01

    Given the many changes in the introductory psychology textbook market in the past 2 decades and the lack of a recent citation study of introductory texts, we conducted a citation analysis of a stratified random sample of current texts. To provide a more comprehensive picture of current citation emphases, we extended our analysis to the top 60…

  11. Faraday's Principle and Air Travel in the Introductory Labs

    ERIC Educational Resources Information Center

    Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

    2017-01-01

    We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that…

  12. The Role of Introductory Geosciences in Students' Quantitative Literacy

    NASA Astrophysics Data System (ADS)

    Wenner, J. M.; Manduca, C.; Baer, E. M.

    2006-12-01

    Quantitative literacy is more than mathematics; it is about reasoning with data. Colleges and universities have begun to recognize the distinction between mathematics and quantitative literacy, modifying curricula to reflect the need for numerate citizens. Although students may view geology as 'rocks for jocks', the geosciences are truthfully rife with data, making introductory geoscience topics excellent context for developing the quantitative literacy of students with diverse backgrounds. In addition, many news items that deal with quantitative skills, such as the global warming phenomenon, have their basis in the Earth sciences and can serve as timely examples of the importance of quantitative literacy for all students in introductory geology classrooms. Participants at a workshop held in 2006, 'Infusing Quantitative Literacy into Introductory Geoscience Courses,' discussed and explored the challenges and opportunities associated with the inclusion of quantitative material and brainstormed about effective practices for imparting quantitative literacy to students with diverse backgrounds. The tangible results of this workshop add to the growing collection of quantitative materials available through the DLESE- and NSF-supported Teaching Quantitative Skills in the Geosciences website, housed at SERC. There, faculty can find a collection of pages devoted to the successful incorporation of quantitative literacy in introductory geoscience. The resources on the website are designed to help faculty to increase their comfort with presenting quantitative ideas to students with diverse mathematical abilities. A methods section on "Teaching Quantitative Literacy" (http://serc.carleton.edu/quantskills/methods/quantlit/index.html) focuses on connecting quantitative concepts with geoscience context and provides tips, trouble-shooting advice and examples of quantitative activities. The goal in this section is to provide faculty with material that can be readily incorporated

  13. Failure Mode and Effects Analysis (FMEA) Introductory Overview

    DTIC Science & Technology

    2012-06-14

    Failure Mode and Effects Analysis ( FMEA ) Introductory Overview TARDEC Systems Engineering Risk Management Team POC: Kadry Rizk or Gregor Ratajczak...2. REPORT TYPE Briefing Charts 3. DATES COVERED 01-05-2012 to 23-05-2012 4. TITLE AND SUBTITLE Failure Mode and Effects Analysis ( FMEA ) 5a...18 WELCOME Welcome to “An introductory overview of Failure Mode and Effects Analysis ( FMEA )”, A brief concerning the use and benefits of FMEA

  14. Fish: A New Computer Program for Friendly Introductory Statistics Help

    ERIC Educational Resources Information Center

    Brooks, Gordon P.; Raffle, Holly

    2005-01-01

    All introductory statistics students must master certain basic descriptive statistics, including means, standard deviations and correlations. Students must also gain insight into such complex concepts as the central limit theorem and standard error. This article introduces and describes the Friendly Introductory Statistics Help (FISH) computer…

  15. Identification and Management of Dysphagia in the Public Schools: Prologue.

    ERIC Educational Resources Information Center

    Logemann, Jeri A.; O'Toole, Thomas J.

    2000-01-01

    This introductory article describes following articles (EC 625 128-134) that address processes and issues related to offering care for children with swallowing disorders in the public school. Procedures for screening, assessing, and treatment, issues involved in establishing a dysphagia program in a school system, and legal and ethical issues are…

  16. Preparing School Leaders: Action Research on the Leadership Study Group

    ERIC Educational Resources Information Center

    Kamler, Estelle

    2016-01-01

    This article reports an action research study that examined the Leadership Study Group, one learning activity designed to build knowledge and skills for aspiring school leaders and implemented in a six-credit introductory course for school leader certification. Through analysis of a variety of qualitative data collected over nine semesters, I…

  17. Accelerating Mathematics Achievement Using Heterogeneous Grouping

    ERIC Educational Resources Information Center

    Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.

    2006-01-01

    This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed…

  18. Measuring the Earth’s magnetic field dip angle using a smartphone-aided setup: a simple experiment for introductory physics laboratories

    NASA Astrophysics Data System (ADS)

    Arabasi, Sameer; Al-Taani, Hussein

    2017-03-01

    Measurement of the Earth’s magnetic field dip angle is a widely used experiment in most introductory physics laboratories. In this paper we propose a smartphone-aided setup that takes advantage of the smartphone’s magnetometer sensor to measure the Earth’s magnetic field dip angle. This set-up will help students visualize the vector nature of the Earth’s magnetic field, especially high school and first year college students who are not quite experienced with vectors. This set-up is affordable and easy to use and could be easily produced by any high school or college physics instructor.

  19. Introductory Disciplines of Astronomy in Undergraduation Geography in Brazilian Public Universities

    NASA Astrophysics Data System (ADS)

    Henrique Azevedo Sobreira, Paulo

    2015-08-01

    There are some previous works about introductory disciplines of Astronomy in higher education in various undergraduation at Brazilian universities, but this is a specific research for Geography courses in public universities. Some undergraduate courses in Geography in Brazil offer introductory disciplines of Astronomy, since the second half of the twentieth century. This work presents an updated survey on the topic, and it proposes an effort at the national level, for the benefit of the increase in introductory disciplines of Astronomy in undergraduation in Geography. The data collected from public universities were obtained from the consultation of the websites of state universities, federal and county in 2012, 2013 and 2015, for information on the Geography courses and, among them, those with disciplines of Astronomy. The results show that there are 94 undergraduation in Geography courses in public universities, 12 of them had introductory disciplines of Astronomy until 2012 and 2013. In 2015 three of these disciplines were canceled which reduced to 9 universities. There were 23 undergraduation in Geography courses in 10 bachelor degrees and 14 education degrees with Astronomy disciplines. At 2015 it decreased to 20 in 5 bachelors and 8 education degrees. There are two undergraduation Geography courses with two introductory disciplines of Astronomy, while the other 18 offer only one discipline. The inclusion of introductory disciplines of Astronomy depends on the actions of professors' groups who works in undergraduation Geography courses, and of the astronomers initiative to offering them. The ideal is that the astronomers who actuate like professors in universities, normally in Math, Physics, Technologies, Enginnering and Science courses, they would can help and offer introductory disciplines in Astronomy for undergraduation in Geography courses.

  20. Introductory Statistics in the Garden

    ERIC Educational Resources Information Center

    Wagaman, John C.

    2017-01-01

    This article describes four semesters of introductory statistics courses that incorporate service learning and gardening into the curriculum with applications of the binomial distribution, least squares regression and hypothesis testing. The activities span multiple semesters and are iterative in nature.

  1. The Metropolitan Advanced Technical Magnet High School: 1990-1991. Formative Evaluation.

    ERIC Educational Resources Information Center

    Seever, Mark L.

    This report evaluates the implementation of the "Long-Range Magnet School Plan" at Metropolitan Advanced Technical Magnet High School in Kansas City, Missouri for academic year 1990-91. Introductory sections describe the program, and the evaluation design and methodology. Results on enrollment indicated that only ninth and tenth grades…

  2. A Visual Arts Guide for Idaho Schools, Grades 7-12.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise.

    Approximately 50 art activities for students in junior and senior high school are presented in this curriculum guide. Introductory sections define the roles of school superintendents, principals, art supervisors, and art teachers in supporting art programs, and outline goals and objectives of an art curriculum. The bulk of the guide consists of…

  3. Coverage of the Stanford Prison Experiment in Introductory Psychology Courses

    ERIC Educational Resources Information Center

    Bartels, Jared M.; Milovich, Marilyn M.; Moussier, Sabrina

    2016-01-01

    The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage,…

  4. Delivering Technological Literacy to a Class for Elementary School Pre-Service Teachers in South Korea

    ERIC Educational Resources Information Center

    Kwon, Hyuksoo

    2017-01-01

    This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers' attitudinal transition toward elementary school technology education (ESTE) and its…

  5. Introductory tail-flick of the Jacky dragon visual display: signal efficacy depends upon duration.

    PubMed

    Peters, Richard A; Evans, Christopher S

    2003-12-01

    Many animal signals have introductory components that alert receivers. Examples from the acoustic and visual domains show that this effect is often achieved with high intensity, a simple structure and a short duration. Quantitative analyses of the Jacky dragon Amphibolurus muricatus visual display reveal a different design: the introductory tail-flick has a lower velocity than subsequent components of the signal, but a longer duration. Here, using a series of video playback experiments with a digitally animated tail, we identify the properties responsible for signal efficacy. We began by validating the use of the computer-generated tail, comparing the responses to digital video footage of a lizard tail-flick with those to a precisely matched 3-D animation (Experiment 1). We then examined the effects of variation in stimulus speed, acceleration, duration and period by expanding and compressing the time scale of the sequence (Experiment 2). The results identified several variables that might mediate recognition. Two follow-up studies assessed the importance of tail-flick amplitude (Experiment 3), movement speed and signal duration (Experiment 4). Lizard responses to this array of stimuli reveal that duration is the most important characteristic of the tail-flick, and that intermittent signalling has the same effect as continuous movement. We suggest that signal design may reflect a trade-off between efficacy and cost.

  6. Evaluation of Environmental Education in Schools.

    ERIC Educational Resources Information Center

    Connect, 1984

    1984-01-01

    This newsletter discusses the evaluation of environmental education (EE) in schools, highlighting an introductory chapter of a proposed Unesco-United Nations environmental program guide on evaluating such programs. The benefits of evaluating an EE program (including program improvement, growth in student learning, better environment, and program…

  7. Student Misconceptions in Introductory Biology.

    ERIC Educational Resources Information Center

    Fisher, Kathleen M.; Lipson, Joseph I.

    Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science…

  8. Microcomputers in the Introductory Laboratory.

    ERIC Educational Resources Information Center

    Bare, John K.

    1982-01-01

    A microcomputer was used successfully to replicate Sternberg's 1966 study of retrieval from short-term memory and Sperling's 1960 study on sensory or iconic memory. Computers with a capacity for measuring reaction time are useful in the laboratory for introductory psychology courses. (SR)

  9. Scottish Schools Science Equipment Research Centre, Bulletin No. 64, July, 1973.

    ERIC Educational Resources Information Center

    Scottish Schools Science Equipment Research Centre, Edinburgh.

    This bulletin of the Scottish Schools Science Equipment Research Centre provides information to teachers on a variety of topics relating to the use of equipment in science instruction. The introductory remarks deal with an assessment of electronic calculators suitable for use in schools. The section entitled "Physics Notes" lists surplus…

  10. Topical Coverage in Introductory Textbooks from the 1980s through the 2000s

    ERIC Educational Resources Information Center

    Griggs, Richard A.

    2014-01-01

    To determine how topical coverage in introductory textbooks may have changed from the 1980s to the present, the author examined topic coverage in full-length and brief introductory textbooks from this time period. Because 98% of the teachers use textbooks for the introductory course and the majority do not assign reading beyond the textbook, the…

  11. Engaging Students In Modeling Instruction for Introductory Physics

    NASA Astrophysics Data System (ADS)

    Brewe, Eric

    2016-05-01

    Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

  12. Who's Who in Introductory Psychology Textbooks: A Citation Analysis Redux

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Christopher, Andrew N.

    2016-01-01

    It is important to assess periodically how introductory textbooks portray our discipline because introductory psychology is the most popular psychology course, almost all teachers use textbooks for it, and textbooks play a major role in defining the course for students. To do so, past studies have used textbook citation analyses. We analyzed…

  13. Current practices in teaching introductory epidemiology: how we got here, where to go.

    PubMed

    Keyes, Katherine M; Galea, Sandro

    2014-10-01

    The number of students and disciplines requiring basic instruction in epidemiologic methods is growing. As a field, we now have a lexicon of epidemiologic terminology and particular methods that have developed and become canonical through the historical development of the field. Yet, many of our basic concepts remain elusive to some students, particularly those not pursuing a career in epidemiology. Further, disagreement and redundancy across basic terms limit their utility in teaching epidemiology. Many approaches to teaching epidemiology generally start with labeling key concepts and then move on to explain them. We submit that an approach grounded not in labels but in foundational concepts may offer a useful adjunct to introductory epidemiology education. We propose 7 foundational steps in conducting an epidemiologic study and provide examples of how these steps can be operationalized, using simple graphics that articulate how populations are defined, samples are selected, and individuals are followed to count cases. A reorganization of introductory epidemiology around core first principles may be an effective way forward for educating the next generation of public health scientists. © The Author 2014. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  14. Accelerated weight gain among children during summer versus school year and related racial/ethnic disparities: a systematic review.

    PubMed

    Franckle, Rebecca; Adler, Rachel; Davison, Kirsten

    2014-06-12

    The objective of this study was to compile and summarize research examining variations in weight gain among students during the summer in comparison to the school year, with a focus on racial/ethnic disparities and students who are at risk of overweight. A systematic search of PubMed and Embase was conducted. Reference lists of identified articles and Google Scholar were also reviewed. Studies that assessed summer weight gain in school children were included. Inclusion criteria were: 1) a focus on children and adolescents aged 5 to 17 attending school; 2) a measured body composition before and after the summer vacation; 3) English-language articles; and 4) publication in a peer-reviewed journal since January 1, 1990. Data were extracted from selected studies in the following categories: study purpose, setting, study design, population, sample size, data collection method, and findings. Seven eligible studies were included in the review. Six of the 7 studies reported accelerated summer weight gain for at least a portion of the study population, with an effect of summer on weight gain identified for the following subgroups: black, Hispanic, and overweight children and adolescents. There may be a trend in increased rate of weight gain during summer school vacation, particularly for high-risk groups, including certain racial/ethnic populations and overweight children and adolescents. Potential solutions for the problem of accelerated summer weight gain include greater access to recreational facilities, physical activity programming, and summer food programs. Further research in this area is needed as summer weight gain may exacerbate existing health disparities.

  15. Accelerated Weight Gain Among Children During Summer Versus School Year and Related Racial/Ethnic Disparities: A Systematic Review

    PubMed Central

    Adler, Rachel; Davison, Kirsten

    2014-01-01

    Introduction The objective of this study was to compile and summarize research examining variations in weight gain among students during the summer in comparison to the school year, with a focus on racial/ethnic disparities and students who are at risk of overweight. Methods A systematic search of PubMed and Embase was conducted. Reference lists of identified articles and Google Scholar were also reviewed. Studies that assessed summer weight gain in school children were included. Inclusion criteria were: 1) a focus on children and adolescents aged 5 to 17 attending school; 2) a measured body composition before and after the summer vacation; 3) English-language articles; and 4) publication in a peer-reviewed journal since January 1, 1990. Data were extracted from selected studies in the following categories: study purpose, setting, study design, population, sample size, data collection method, and findings. Results Seven eligible studies were included in the review. Six of the 7 studies reported accelerated summer weight gain for at least a portion of the study population, with an effect of summer on weight gain identified for the following subgroups: black, Hispanic, and overweight children and adolescents. Conclusion There may be a trend in increased rate of weight gain during summer school vacation, particularly for high-risk groups, including certain racial/ethnic populations and overweight children and adolescents. Potential solutions for the problem of accelerated summer weight gain include greater access to recreational facilities, physical activity programming, and summer food programs. Further research in this area is needed as summer weight gain may exacerbate existing health disparities. PMID:24921899

  16. An Introductory Level Kinetics Investigation.

    ERIC Educational Resources Information Center

    McGarvey, J. E. B.; Knipe, A. C.

    1980-01-01

    Provides a list of the reactions commonly used for introductory kinetics studies. These reactions illustrate the kinetics concepts of rate law, rate constant, and reaction order. Describes a kinetic study of the hydrolysis of 3-bromo-3-phenylpropanoic acid which offers many educational advantages. (CS)

  17. Concept Maps in Introductory Statistics

    ERIC Educational Resources Information Center

    Witmer, Jeffrey A.

    2016-01-01

    Concept maps are tools for organizing thoughts on the main ideas in a course. I present an example of a concept map that was created through the work of students in an introductory class and discuss major topics in statistics and relationships among them.

  18. Examining the Gender Gap in Introductory Physics

    NASA Astrophysics Data System (ADS)

    Kost, Lauren; Pollock, Steven; Finkelstein, Noah

    2009-05-01

    Our previous research[1] showed that despite the use of interactive engagement techniques in the introductory physics course, the gap in performance between males and females on a mechanics conceptual learning survey persisted from pre- to post-test, at our institution. Such findings were counter to previously published work[2]. Follow-up studies[3] identified correlations between student performance on the conceptual learning survey and students' prior physics and math knowledge and their incoming attitudes and beliefs about physics and learning physics. The results indicate that the gender gap at our institution is predominantly associated with differences in males' and females' previous physics and math knowledge, and attitudes and beliefs. Our current work extends these results in two ways: 1) we look at the gender gap in the second semester of the introductory sequence and find results similar to those in the first semester course and 2) we identify ways in which males and females differentially experience several aspects of the introductory course. [1] Pollock, et al, Phys Rev: ST: PER 3, 010107. [2] Lorenzo, et al, Am J Phys 74, 118. [3] Kost, et al, PERC Proceedings 2008.

  19. An Introductory Review Module For an Anti-Infectives Therapeutics Course

    PubMed Central

    Murphy, Kendrick; Zaeem, Maryam; DiVall, Margarita V.

    2012-01-01

    Objective. To determine whether an introductory review module using a hybrid-learning approach helped students learn infectious disease management in an anti-infectives therapeutics course. Design. An introductory module consisting of an online pharmacology review, pre-class assignment, 2 classroom lectures, and 1 case-based lecture was developed and implemented. Assessment. Among the 110 students who completed pre- and post-tests on the material covered, average scores increased from 71% to 83% (p<0.0001). Performance on knowledge-based question improved for 8 out of 10 questions (p<0.05) and student confidence increased from the first lecture to completion of the module (p<0.001 for all comparisons). Of the 129 students who completed an evaluation of the introductory module, 98% strongly agreed or agreed that the content was essential for course success. Conclusion. The addition of an introductory module using a hybrid-learning approach to review and solidify concepts of medical microbiology and pharmacology provided the foundation necessary for success in an infectious diseases module. PMID:23049107

  20. Building Trust among Educational Stakeholders through Participatory School Administration, Leadership and Management

    ERIC Educational Resources Information Center

    San Antonio, Diosdado M.; Gamage, David T.

    2007-01-01

    This paper examines the impact of implementing Participatory School Administration, Leadership and Management (PSALM) on the levels of trust among the educational stakeholders in Philippine public secondary schools. After an introductory section, the research context is provided by briefly reviewing relevant literature on PSALM and on trust and by…

  1. School Psychology for the 21st Century: Foundations and Practices. Second Edition

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Ervin, Ruth A.; Peacock, Gretchen Gimpel

    2011-01-01

    A leading introductory text, this authoritative volume comprehensively describes the school psychologist's role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problem-solving-based, data-driven approach to practice in today's diverse schools. It grounds the reader in the concepts and…

  2. White Flight from School Desegregation: Magnitude, Sources, and Policy Options. Final Report.

    ERIC Educational Resources Information Center

    Rossell, Christine H.; Hawley, Willis D.

    Discussed in this report are the extent and causes of white flight from school desegregation and policy options for controlling it. After an introductory section, the report considers the extent of white flight from desegregating schools, taking into account the effects of suburbanization, interregional migration, and differentials in…

  3. Toward Publicly Responsive Sociology Curricula: The Role of Introductory Sociology

    ERIC Educational Resources Information Center

    Greenwood, Nancy A.

    2013-01-01

    Introductory sociology casts a wide net with regard to its audience and plays an important role in capturing the public eye as well as helping students to make more informed choices in their lives and communities. I ask six questions that help us as sociologists to think about how introductory sociology can better serve our discipline, our…

  4. A Strategy Guide for Schools and School Systems in Education for Peace and Justice.

    ERIC Educational Resources Information Center

    McGinnis, James B.

    This is a revision and update of an earlier curriculum guide designed to meet the needs of educators in implementing education for peace and justice (EPJ) in both public and religious school systems. The guide is divided into four parts, with an introductory essay presenting the goals for an EPJ program. Goals of the program include: developing…

  5. Planning for an Accelerated School. A Two Day Workshop (Stanford, California, November 17-18, 1988). Illinois Network of Accelerated Schools.

    ERIC Educational Resources Information Center

    Illinois State Board of Education, Springfield. Dept. of School Improvement Services.

    The thesis of this conference report is that acceleration is a much more effective method than remediation for bringing at-risk children into the educational mainstream at an early age. The papers summarized in the report provide a background on the history, politics, and demography of at-risk students and suggest applications of acceleration to…

  6. Strengthening introductory psychology: A new model for teaching the introductory course.

    PubMed

    Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E

    2016-01-01

    Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych. (c) 2016 APA, all rights reserved).

  7. Schools Where Parents Make A Difference.

    ERIC Educational Resources Information Center

    Davies, Don, Ed.

    This book presents 11 case studies that demonstrate successful efforts to improve education through building new relationships between schools and communities. In addition to presenting the case studies, the book also contains an introductory chapter that discusses the potentials and pitfalls of local efforts at participatory democracy, as well as…

  8. Future of the Introductory Psychology Textbook: A Survey of College Publishers.

    ERIC Educational Resources Information Center

    Buskit, William; Cush, David T.

    1997-01-01

    Examines aspects of the introductory psychology textbook market through a publishing house survey. Aspects covered are the current and future number of introductory texts, fewer textbook publishers, custom publishing, changing content, and computer technologies. Discusses the results of the publishers' responses and provides statistical tables of…

  9. Strengthening the Linkages between Schools and Families of Children with Disabilities.

    ERIC Educational Resources Information Center

    Ferguson, Philip M.; Squires, Jane

    1998-01-01

    This monograph reviews the research in linkages between schools and families of children with disabilities. An introductory section offers vignettes showing a typical school/home relationship of a family with a Down syndrome child in either 1958, 1978, or 1998. Part 1 considers what research has found about family functioning in terms of the…

  10. Surveying college introductory physics students’ attitudes and approaches to problem solving

    NASA Astrophysics Data System (ADS)

    Mason, Andrew J.; Singh, Chandralekha

    2016-09-01

    Students’ attitudes and approaches to problem solving in physics can greatly impact their actual problem solving practices and also influence their motivation to learn and ultimately the development of expertise. We developed and validated an attitudes and approaches to problem solving (AAPS) survey and administered it to students in the introductory physics courses in a typical large research university in the US. Here, we discuss the development and validation of the survey and analysis of the student responses to the survey questions in introductory physics courses. The introductory physics students’ responses to the survey questions were also compared with those of physics faculty members and physics PhD students. We find that introductory students are in general less expert-like than the physics faculty members and PhD students. Moreover, on some AAPS survey questions, the responses of students and faculty have unexpected trends. Those trends were interpreted via individual interviews, which helped clarify reasons for those survey responses.

  11. Reflections of First-Year Teachers on School Culture: Questions, Hopes, and Challenges. New Directions for School Leadership.

    ERIC Educational Resources Information Center

    Donaldson, Morgaen L., Ed.; Poon, Brian, Ed.

    1999-01-01

    This collection of papers presents the reflections of five beginning public school teachers from the greater Boston area on their first years in teaching. They share lessons garnered from teaching, writing, and reflecting together on their introductory experiences. As their first months in teaching passed, they found themselves working in some…

  12. Semantics in Teaching Introductory Physics.

    ERIC Educational Resources Information Center

    Williams, H. Thomas

    1999-01-01

    Contends that the large vocabulary used for precise purposes in physics contains many words that have related but potentially confusing meanings in everyday usage. Analyzes the treatment of Newton's Laws of Motion in several well-known introductory textbooks for evidence of inconsistent language use. Makes teaching suggestions. (Contains 11…

  13. NUCLEAR SCIENCE, AN INTRODUCTORY COURSE.

    ERIC Educational Resources Information Center

    SULCOSKI, JOHN W.

    THIS CURRICULUM GUIDE DESCRIBES A TWELFTH-GRADE INTERDISCIPLINARY, INTRODUCTORY NUCLEAR SCIENCE COURSE. IT IS BELIEVED TO FILL THE NEED FOR AN ADVANCED COURSE THAT IS TIMELY, CHALLENGING, AND APPROPRIATE AS A SEQUENTIAL ADDITION TO THE BIOLOGY-CHEMISTRY-PHYSICS SEQUENCE. PRELIMINARY INFORMATION COVERS SUCH MATTERS AS (1) RADIOISOTOPE WORK AREAS,…

  14. Alternative Approaches to Introductory Economics.

    ERIC Educational Resources Information Center

    Bonello, Frank J.; And Others

    This document examines the educational output of three alternative approaches to introductory macroeconomics at the University of Notre Dame. The framework for evaluation consists of the cognitive and affective tradeoffs entailed by using a new experimental course as opposed to two more traditional courses. The experimental course is a freshman…

  15. Basic Questions for Introductory Sociology.

    ERIC Educational Resources Information Center

    Parmley, Ingram C.

    1980-01-01

    Looks at five questions that serve as the core of an introductory sociology course, presenting the essence of sociology without inundating the student with information: What is sociology? How do societies develop rules for living? What if the rules don't work? How are new rules developed? So what? (AYC)

  16. Preparing for College Success: Exploring the Impact of the High School Cambridge Acceleration Program on U.S. University Students

    ERIC Educational Resources Information Center

    Shaw, Stuart D.; Werno, Magda A.

    2016-01-01

    This case study sought to gain a better understanding of the impact of the Cambridge Acceleration Program on students' transition from high school to college at one American university. The findings from an online questionnaire indicate that many participants develop a range of skills that are perceived as important in the context of university…

  17. Participation in introductory biology laboratories: An integrated assessment based on surveys, behavioral observations, and qualitative interviews

    NASA Astrophysics Data System (ADS)

    Russell, Connie Adelle

    Scope and method of study. The purpose of this study was to evaluate the effect of gender, major, and prior knowledge of and attitude toward biology on participation in introductory biology laboratories. Subjects for this study were 3,527 students enrolled in college-level introductory biology courses. During the study, three introductory courses were replaced with one mixed-majors course. The new course adopted a different pedagological approach from the previous courses in that an inquiry-based approach was used in lectures and laboratories. All subjects completed a survey that measured content knowledge using the NABT/NSTA High School Biology Examination Version 1990 and attitude using Russell and Hollander's Biology Attitude Scale. I used and discuss the merits of using ethological methods and data collection software, EthoScribeTM (Tima Scientific) to collect behavioral data from 145 students. I also evaluated participation using qualitative interviews of 30 students. I analyzed content knowledge and attitude data using ANOVA and Pearson correlation, and behavioral data using Contingency Table Analysis. I analyzed interviews following methods outlined by Rubin and Rubin. Findings. Course style and gender were the most useful variables in distinguishing differences among groups of students with regard to attitude, content knowledge, and participation in laboratories. Attitude toward biology and achievement measured by the surveys were found to be positively correlated; however, gender, major, class standing, course style and interactions between these variables also had effects on these variables. I found a positive association among attitude, achievement and participation in hands-on activities in laboratories. Differences in participation also were associated group type. In a traditional introductory biology course, females in single-gender groups, gender-equal, or groups in which females were the majority spent more time performing hands-on science

  18. The Evolution of a Program of Introductory Courses: Fragmentation and Integration.

    ERIC Educational Resources Information Center

    Candland, Douglas K.

    Background, rationale, and consequences of a plan for teaching introductory undergraduate psychology are described. The setting is a college where eight to ten members of the psychology department have traditionally shared the teaching of introductory courses. The faculty recognized that there was not consensus on the content of an exemplary…

  19. The Screening Role of an Introductory Course in Cognitive Therapy Training

    ERIC Educational Resources Information Center

    Pehlivanidis, Artemios; Papanikolaou, Katerina; Politis, Antonis; Liossi, Angeliki; Daskalopoulou, Evgenia; Gournellis, Rossetos; Soldatos, Marina; Papakosta, Vasiliki Maria; Zervas, Ioannis; Papakostas, Yiannis G.

    2006-01-01

    Objective: This study examines the role of an introductory course in cognitive therapy and the relative importance of trainees' characteristics in the selection process for an advanced course in cognitive therapy. Method: The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over…

  20. Introductory Statistics and Fish Management.

    ERIC Educational Resources Information Center

    Jardine, Dick

    2002-01-01

    Describes how fisheries research and management data (available on a website) have been incorporated into an Introductory Statistics course. In addition to the motivation gained from seeing the practical relevance of the course, some students have participated in the data collection and analysis for the New Hampshire Fish and Game Department. (MM)

  1. MRI Experiments for Introductory Physics

    ERIC Educational Resources Information Center

    Taghizadeh, Sanaz; Lincoln, James

    2018-01-01

    The introductory physics classroom has long educated students about the properties of the atom and the nucleus. But absent from these lessons has been an informed discussion of magnetic resonance imaging (MRI) and its parent science nuclear magnetic resonance (NMR). Physics teachers should not miss the opportunity to instruct upon this highly…

  2. Computational Inquiry in Introductory Statistics

    ERIC Educational Resources Information Center

    Toews, Carl

    2017-01-01

    Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of…

  3. Elementary School Technology Education. 46th Yearbook, 1997.

    ERIC Educational Resources Information Center

    Kirkwood, James J., Ed.; Foster, Patrick N., Ed.

    This yearbook explores the relationship between elementary school technology education (ESTE) and the traditional subjects of the curriculum, reports on methods of ESTE implementation, and describes roles of teacher preparation and inservice professional development activities for promoting ESTE. Contents include an introductory chapter; 11…

  4. Exophysics--A New Introductory Physics Course

    ERIC Educational Resources Information Center

    Mitchell, G. E.

    1976-01-01

    Provides the outline of an introductory college-level physics course which combines astronomy, astrophysics, relativity and communications with a study of civilizations and the conditions necessary for life. Student comments and an informal evaluation of the course are included. (CP)

  5. Active Learning Strategies for Introductory Light and Optics

    NASA Astrophysics Data System (ADS)

    Sokoloff, David R.

    2016-01-01

    There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or have adopted the RTP approach to develop their own labs. Examples from RTP and ILDs (including optics magic tricks) are described in this paper.

  6. German Curriculum, Junior and Senior High School.

    ERIC Educational Resources Information Center

    Trujillo, Lorenzo A.; And Others

    The curriculum guide for German outlines the general and specific objectives and content of the courses to be offered in the Jefferson County (Colorado) public junior and senior high schools. An introductory section describes the district's comprehensive and second language education goals and philosophy, summarizes findings of the President's…

  7. 29 CFR 1977.1 - Introductory statement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... Regulations Relating to Labor (Continued) OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION, DEPARTMENT OF LABOR... AND HEALTH ACT OF 1970 General § 1977.1 Introductory statement. (a) The Occupational Safety and Health... general application designed to regulate employment conditions relating to occupational safety and health...

  8. Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

    NASA Astrophysics Data System (ADS)

    Smith, Kendra Leigh

    This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in

  9. Accelerated Districts--The Next Step. A Summary of Research and Design.

    ERIC Educational Resources Information Center

    Driver, Cyrus; And Others

    The National Center for the Accelerated Schools Project at Stanford University has recognized that district-level change is necessary if changes at accelerated schools are to gain permanence and become widespread. The Center has therefore initiated a research and development project to design a set of models on which districts can reconstitute…

  10. Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

    NASA Astrophysics Data System (ADS)

    Li, Jing; Singh, Chandralekha

    2017-03-01

    Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average

  11. Does Living near Classmates Help Introductory Economics Students Get Better Grades?

    ERIC Educational Resources Information Center

    Parker, Jeffrey

    2012-01-01

    This article examines whether first-year students in introductory economics courses get better grades if they have other students in their on-campus residential unit who either are taking the same course or have taken the course in the past. The study uses nine years of data for the introductory economics course at Reed College. The author finds…

  12. 26 CFR 514.1 - Introductory.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... FRANCE Withholding of Tax § 514.1 Introductory. (a) Applicable provisions of convention. The income tax convention between the United States and France, signed on July 25, 1939, and October 18, 1946, as modified... under the internal revenue laws of the United States. (2) France. As used in §§ 514.1 to 514.10, the...

  13. Fourier Analysis in Introductory Physics

    ERIC Educational Resources Information Center

    Huggins, Elisha

    2007-01-01

    In an after-dinner talk at the fall 2005 meeting of the New England chapter of the AAPT, Professor Robert Arns drew an analogy between classical physics and Classic Coke. To generations of physics teachers and textbook writers, classical physics was the real thing. Modern physics, which in introductory textbooks "appears in one or more extra…

  14. A Mixed Method Study of the Effectiveness of the Accelerated Reader Program on Middle School Students' Reading Achievement and Motivation

    ERIC Educational Resources Information Center

    Huang, SuHua

    2012-01-01

    The mixed-method explanatory research design was employed to investigate the effectiveness of the Accelerated Reader (AR) program on middle school students' reading achievement and motivation. A total of 211 sixth to eighth-grade students provided quantitative data by completing an AR Survey. Thirty of the 211 students were randomly selected to…

  15. Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula

    ERIC Educational Resources Information Center

    Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John

    2015-01-01

    High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…

  16. DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum

    PubMed Central

    Zanta, Carolyn A.; Heyer, Laurie J.; Kittinger, Ben; Gabric, Kathleen M.; Adler, Leslie

    2006-01-01

    We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula. PMID:17146040

  17. DNA microarray wet lab simulation brings genomics into the high school curriculum.

    PubMed

    Campbell, A Malcolm; Zanta, Carolyn A; Heyer, Laurie J; Kittinger, Ben; Gabric, Kathleen M; Adler, Leslie; Schulz, Barbara

    2006-01-01

    We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.

  18. Superconductors in the High School Classroom

    ERIC Educational Resources Information Center

    Lincoln, James

    2017-01-01

    In this article, we discuss the behavior of high-temperature superconductors and how to demonstrate them safely and effectively in the high school or introductory physics classroom. Included here is a discussion of the most relevant physics topics that can be demonstrated, some safety tips, and a bit of the history of superconductors. In an effort…

  19. Designing for Deeper Learning in a Blended Computer Science Course for Middle School Students

    ERIC Educational Resources Information Center

    Grover, Shuchi; Pea, Roy; Cooper, Stephen

    2015-01-01

    The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course…

  20. Calculus Expectations: Comparisons by High School and College Faculty of What Constitutes Adequate Preparation

    ERIC Educational Resources Information Center

    Stroumbakis, Konstantinos

    2010-01-01

    Completion of higher level high school mathematics courses need not translate to success in introductory college level mathematics courses, which, in turn, may contribute to attrition from STEM programs. High school and college faculty rated online survey items, corresponding to content and pedagogy, with respect to importance for success in…

  1. Master Teaching Experiences for Introductory Psychology.

    ERIC Educational Resources Information Center

    Bartz, Wayne R., Ed.

    Twenty-two classroom activities appropriate for college introductory psychology classes are presented. The activities require from one to four classroom sessions and introduce a variety of psychology concepts, including description, prediction, and control; research methodology; learning and memory; need for achievement; perception and creativity;…

  2. 16 CFR 502.101 - Introductory offers.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Commercial Practices FEDERAL TRADE COMMISSION RULES, REGULATIONS, STATEMENT OF GENERAL POLICY OR... FAIR PACKAGING AND LABELING ACT Retail Sale Price Representations § 502.101 Introductory offers. (a... retail sale at a price lower than the anticipated ordinary and customary retail sale price. (b) The...

  3. Introductory labs; what they don't, should, and can teach (and why)

    NASA Astrophysics Data System (ADS)

    Wieman, Carl

    2016-03-01

    Introductory physics labs are widely used and expensive. They have a wide variety of potential learning goals, but these are seldom specified and less often measured if they are achieved. We cover three different research projects on introductory labs: 1) We have done cognitive task analyses of both experimental research in physics and instructional labs. The striking differences explain much of the unhappiness expressed by students with labs: 2) We have measured the effectiveness of two introductory physics lab courses specifically intended to teach the physics content covered in standard introductory courses on mechanics and E & M. As measured by course exams, the benefit is 0 +/-2% for both. 3) We show how it is possible to use lab courses to teach students to correctly evaluate physical models with uncertain data. Such quantitative critical thinking is an important skill that is not learned in typical lab courses, but is well learned by our modified lab instruction.

  4. Small Schools Curriculum: Physical Education, 7-12.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; Hartl, Doris, Ed.

    Two self-contained sections within the document (one for grades 7-8, the other for grades 9-12) present the Washington Small Schools secondary physical education curriculum. Activities are written to supplement or extend a basic text by presenting a game, simulation or activity to carry out a learning objective. Identical introductory materials…

  5. Accelerating the Learning of At-Risk Students: An Evaluation of Project ACCEL.

    ERIC Educational Resources Information Center

    Ramaswami, Soundaram

    Project Accelerated Curriculum Classes Emphasizing Learning (ACCEL) was implemented by the Newark School District (New Jersey) in the 1989-90 school year in response to the ineffective practice of retaining underachieving students. The innovative approach of accelerated learning was made available to retained sixth and seventh grade students.…

  6. The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?

    ERIC Educational Resources Information Center

    Nathanson, Craig; Paulhus, Delroy L.; Williams, Kevin M.

    2004-01-01

    Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between…

  7. An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

    ERIC Educational Resources Information Center

    Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

    2013-01-01

    Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

  8. Emotion Instruction in Journalism Courses: An Analysis of Introductory News Writing Textbooks

    ERIC Educational Resources Information Center

    Hopper, K. Megan; Huxford, John

    2017-01-01

    This study explores how introductory news writing textbooks address issues surrounding emotional labor and its consequences, both for journalists and for those they interview. Eighteen of the highest-selling introductory news-writing textbooks were selected for qualitative analysis. Results showed the term and concept of emotional labor--the…

  9. Agricultural In-Service Needs of Introductory Level Career and Technical Education Teachers

    ERIC Educational Resources Information Center

    Christensen, Jolene; Warnick, Brian K.; Spielmaker, Debra; Tarpley, Rudy S.; Straquadine, Gary S.

    2009-01-01

    This study identified and prioritized the agricultural in-service needs of introductory level career and technical education teachers in Utah. The Utah State Board of Education requires that all seventh grade students complete an introductory career and technical education course as their first formal career exploration experience. One component…

  10. New Approach to Analyzing Physics Problems: A Taxonomy of Introductory Physics Problems

    ERIC Educational Resources Information Center

    Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

    2013-01-01

    This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop…

  11. Research and Teaching: Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship

    ERIC Educational Resources Information Center

    Thompson, Meredith M.; Pastorino, Lucia; Lee, Star; Lipton, Paul

    2016-01-01

    Introductory science courses play a critical role in the recruitment and retention of undergraduate science majors. In particular, first-year courses are opportunities to engage students in scientific practices and motivate them to consider scientific careers. We developed an introductory course using a semester-long series of established…

  12. Myriapoda, Tardigrada, and Other Cryptozoics in Introductory Biology

    ERIC Educational Resources Information Center

    Stoaks, Ralph D.

    1974-01-01

    Describes procedures for collecting and using cryptozoic invertebrates in introductory biology classes to develop interest in invertebrate ecology, behavior, physiology, morphology, and taxonomy. (PEB)

  13. Attracting Future Geographers: The Introductory Course.

    ERIC Educational Resources Information Center

    Trindell, Roger

    The organization and content of an introductory human geography course instituted at Mansfield State University (Pennsylvania) to interest students in a geography major and possible geography career is described. Organized around basic geography "co-traditions," the course begins by examining geography's origin, purpose, and relation to other…

  14. Alternative Models for Large-Group Introductory Earth Science Courses: Dual-Structured Model

    ERIC Educational Resources Information Center

    Carpenter, John R.; And Others

    1978-01-01

    An introductory college course in which both the instructional staff and students have input into the content has been successfully implemented into a spectrum of instructor-centered to student-centered introductory earth science courses. Grading by point accumulation method reduced the grade threat and induced student responsibility for learning.…

  15. Introductory Astronomy Course at the University of Cape Town: Probing Student Perspectives

    ERIC Educational Resources Information Center

    Rajpaul, Vinesh; Allie, Saalih; Blyth, Sarah-Louise

    2014-01-01

    We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire…

  16. Mathematics Preparation and Success in Introductory College Science Courses

    NASA Astrophysics Data System (ADS)

    Avallone, L. M.; Geiger, L. C.; Luebke, A. E.

    2008-12-01

    It is a long-held belief that adequate mathematics preparation is a key to success in introductory college science courses. Indeed, a number of recent studies have tested mathematics "fluency" and compared that to performance in introductory physics or chemistry courses. At the University of Colorado at Boulder, we administered a twenty-question math assessment to incoming first-year students as part of orientation registration. The intent of this tool was to provide information for advising new college students about their readiness for college-level science courses, both those for science majors and those for non-scientists. In this presentation we describe the results of the mathematics assessment for two incoming classes in the College of Arts and Sciences at CU-Boulder (about 9,000 students) and its predictive capabilities for success in introductory science courses. We also analyze student performance in these courses (i.e., course grade) with respect to ACT and/or SAT scores. We will present data on the relative success of students in college science courses both with and without prior college-level mathematics courses as well.

  17. Small Schools Mathematics Curriculum, Grades 7-8: Reading, Language Arts, Mathematics, Science, Social Studies. Scope, Objectives, Activities, Resources, Monitoring Procedures.

    ERIC Educational Resources Information Center

    Hartl, David, Ed.; And Others

    Developed during the 1976-77 school year to assist Washington grade 7-8 teachers in small school districts with the improvement of curriculum and instruction, this learning-objective-based curriculum suggests activities, monitoring procedures and resources for mathematics. Introductory materials describe the organization of Small School materials,…

  18. Item Analysis in Introductory Economics Testing.

    ERIC Educational Resources Information Center

    Tinari, Frank D.

    1979-01-01

    Computerized analysis of multiple choice test items is explained. Examples of item analysis applications in the introductory economics course are discussed with respect to three objectives: to evaluate learning; to improve test items; and to help improve classroom instruction. Problems, costs and benefits of the procedures are identified. (JMD)

  19. The Nature of Introductory Economics Courses

    ERIC Educational Resources Information Center

    Koscielniak, James

    1975-01-01

    A questionnaire was developed to determine the content, mode of instruction, approach, and textbook selection of instructors of introductory economics courses. The survey was distributed in 1974 to 143 economics instructors at two- and four-year colleges in Illinois. Results are presented here, and recommendations are made. (Author/NHM)

  20. Alternative Delivery Systems for Introductory Algebra.

    ERIC Educational Resources Information Center

    Keating, John; And Others

    Since 1988, Massachusetts' Massasoit Community College has offered two alternative introductory algebra courses for students receiving low scores on mathematics admission tests. One alternative course provides 5 hours of instruction per week, rather than the 3 hours per week in the traditional course, while the other segments the traditional…

  1. Teaching Introductory Chemistry with Videocassette Presentations.

    ERIC Educational Resources Information Center

    Enger, John; And Others

    Reported here is the development and evaluation of an extensive series of video-cassette presentations developed for introductory chemical education. In measures of course achievement, students instructed by the video-cassette-discussion format received higher average scores than those taught by live lecture methods. A survey showed that the…

  2. The Pythagorean Roots of Introductory Physics

    ERIC Educational Resources Information Center

    Clarage, James B.

    2013-01-01

    Much of the mathematical reasoning employed in the typical introductory physics course can be traced to Pythagorean roots planted over two thousand years ago. Besides obvious examples involving the Pythagorean theorem, I draw attention to standard physics problems and derivations which often unknowingly rely upon the Pythagoreans' work on…

  3. Schools That Work--A Recommitment to Public Education.

    ERIC Educational Resources Information Center

    Jones, Steven R., Ed.

    1980-01-01

    This is the report of a conference held in March 1980, for the purposes of sharing, among black educators, experiences with successful education programs and devising strategies for improving ineffective schools. The introductory addresses by Shirley Chisholm and Augustus F. Hawkins are summarized, as are the presentations of John Algee, Mary…

  4. Using a "Primer Unit" in an Introductory Biology Course: "A Soft Landing"

    ERIC Educational Resources Information Center

    Marbach-Ad, Gili; Ribke, Melina; Gershoni, Jonathan M.

    2006-01-01

    This study aimed to facilitate students' entrance to an introductory cell biology course for biology majors. The most prominent difficulty in this introductory course, is students' poor background-knowledge, such as a lack of understanding of very basic concepts and terms, and the huge differences in students' background knowledge. In order to…

  5. 10 CFR 1023.1 - Introductory material on the Board and its functions.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Board's primary function is to hear and decide appeals from final decisions of DOE contracting officers... 10 Energy 4 2011-01-01 2011-01-01 false Introductory material on the Board and its functions. 1023...: Organization, Functions and Authorities § 1023.1 Introductory material on the Board and its functions. (a) The...

  6. 10 CFR 1023.1 - Introductory material on the Board and its functions.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... Board's primary function is to hear and decide appeals from final decisions of DOE contracting officers... 10 Energy 4 2010-01-01 2010-01-01 false Introductory material on the Board and its functions. 1023...: Organization, Functions and Authorities § 1023.1 Introductory material on the Board and its functions. (a) The...

  7. Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course

    ERIC Educational Resources Information Center

    Moss, Elizabeth; Cervato, Cinzia

    2016-01-01

    As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of ''cookbook'' lab activities was transformed into a sequence of activities based on…

  8. An Introductory Calculus-Based Mechanics Investigation

    ERIC Educational Resources Information Center

    Allen, Bradley

    2017-01-01

    One challenge for the introductory physics teacher is incorporating calculus techniques into the laboratory setting. It can be difficult to strike a balance between presenting an experimental task for which calculus is essential and making the mathematics accessible to learners who may be apprehensive about applying it. One-dimensional kinematics…

  9. Macromod: Computer Simulation For Introductory Economics

    ERIC Educational Resources Information Center

    Ross, Thomas

    1977-01-01

    The Macroeconomic model (Macromod) is a computer assisted instruction simulation model designed for introductory economics courses. An evaluation of its utilization at a community college indicates that it yielded a 10 percent to 13 percent greater economic comprehension than lecture classes and that it met with high student approval. (DC)

  10. 29 CFR 782.0 - Introductory statement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... one place general interpretations of the Administrator which will provide “a practical guide to... CERTAIN EMPLOYEES OF MOTOR CARRIERS § 782.0 Introductory statement. (a) Since the enactment of the Fair... seek to apply it.” (Skidmore v. Swift & Co., 323 U.S. 134) (b) The interpretations contained in this...

  11. Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

    PubMed

    Blissitt, Andrea Marie

    2016-04-01

    Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

  12. The Development of a Set of Core Communication Competencies for Introductory Communication Courses

    ERIC Educational Resources Information Center

    Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia

    2017-01-01

    In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…

  13. The Humanities in the Schools: A Contemporary Symposium.

    ERIC Educational Resources Information Center

    Taylor, Harold, Ed.

    A symposium at the University of Kentucky in 1965 brought together 15 educators and six writers concerned with cultural values in an attempt to develop ideas for improving arts and humanities instruction in the public secondary schools. The papers presented in the symposium comprise this publication. In an introductory essay, Harold Taylor surveys…

  14. Are Introductory Courses a Proper Venue for Deep Thought about the Discipline?

    ERIC Educational Resources Information Center

    Hoag, John H.; Browne, M. Neil

    2009-01-01

    An introductory course is the discipline's handshake; it is the greeting that either seals the deal or in varying degrees convinces the learner that this discipline has little usefulness. Given the huge stakes in forming a strategy for the introductory course, how should we structure the course? The argument in this paper is that we should…

  15. Effectiveness and Cost-effectiveness of School-based Dissemination Strategies of an Internet-based Program for the Prevention and Early Intervention in Eating Disorders: A Randomized Trial.

    PubMed

    Moessner, Markus; Minarik, Carla; Ozer, Fikret; Bauer, Stephanie

    2016-04-01

    Only little is known about costs and effects (i.e., success) of dissemination strategies, although cost-effective dissemination strategies are crucial for the transfer of interventions into routine care. This study investigates the effects and cost-effectiveness of five school-based dissemination strategies for an Internet-based intervention for the prevention and early intervention of eating disorders. Three-hundred ninety-five schools were randomly assigned to one of five dissemination strategies. Strategies varied with respect to intensity from only sending advertisement materials and asking the school to distribute them among students to organizing presentations and workshops at schools. Effects were defined as the number of page visits, the number of screenings conducted, and the number of registrations to the Internet-based intervention. More expensive strategies proved to be more cost-effective. Cost per page visit ranged from 2.83€ (introductory presentation plus workshop) to 20.37€ (dissemination by student representatives/peers). Costs per screening ranged from 3.30€ (introductory presentation plus workshop) to 75.66€ (dissemination by student representatives/peers), and costs per registration ranged from 6.86€ (introductory presentation plus workshop) to 431.10€ (advertisement materials only). Dissemination of an Internet-based intervention for prevention and early intervention is challenging and expensive. More intense, expensive strategies with personal contact proved to be more cost-effective. The combination of an introductory presentation on eating disorders and a workshop in the high school was most effective and had the best cost-effectiveness ratio. The sole distribution of advertisement materials attracted hardly any participants to the Internet-based program.

  16. Mindstorms robots and the application of cognitive load theory in introductory programming

    NASA Astrophysics Data System (ADS)

    Mason, Raina; Cooper, Graham

    2013-12-01

    This paper reports on a series of introductory programming workshops, initially targeting female high school students, which utilised Lego Mindstorms robots. Cognitive load theory (CLT) was applied to the instructional design of the workshops, and a controlled experiment was also conducted investigating aspects of the interface. Results indicated that a truncated interface led to better learning by novice programmers as measured by test performance by participants, as well as enhanced shifts in self-efficacy and lowered perception of difficulty. There was also a transfer effect to another programming environment (Alice). It is argued that the results indicate that for novice programmers, the mere presence on-screen of additional (redundant) entities acts as a form of tacit distraction, thus impeding learning. The utility of CLT to analyse, design and deliver aspects of computer programming environments and instructional materials is discussed.

  17. The Real Guide to Grad School. What You Better Know Before You Choose Humanities & Social Sciences.

    ERIC Educational Resources Information Center

    Clark, Robert E., Ed.; Palattella, John, Ed.

    This guide to selecting a graduate school in the humanities and social science fields focuses on the individual disciplines; identifies "standard-bearing" institutions, as well as good but lesser known ones; and reviews specific intellectual issues within various disciplines as they relate to graduate school choice. After an introductory chapter,…

  18. Students' Attitudes toward Introductory Physics Course

    ERIC Educational Resources Information Center

    Demirci, Neset

    2004-01-01

    The problem examined in this study deals with students' attitude toward physics among the freshmen and sophomore students who were taking first introductory physics course. In the study there were 176 students, and they were chosen sample of convenience from Florida Institute of Technology, Melbourne, Florida. 125 subjects were male students, and…

  19. "World Religions" in Introductory Sociology Textbooks

    ERIC Educational Resources Information Center

    Carroll, Michael P.

    2017-01-01

    A section on "world religions" (WRs) is now routinely included in the religion chapters of introductory sociology textbooks. Looking carefully at these WR sections, however, two things seem puzzling. The first is that the criteria for defining a WR varies considerably from textbook to textbook; the second is that these WRs sections…

  20. A Self-Paced Introductory Programming Course

    ERIC Educational Resources Information Center

    Gill, T. Grandon; Holton, Carolyn F.

    2006-01-01

    In this paper, a required introductory programming course being taught to MIS undergraduates using the C++ programming language is described. Two factors make the objectives of the course--which are to provide students with an exposure to the logical organization of the computer in addition to teaching them basic programming logic--particularly…

  1. 29 CFR 452.1 - Introductory statement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... provisions of the Act with “a practical guide * * * as to how the office representing the public interest in... DISCLOSURE ACT OF 1959 General Considerations § 452.1 Introductory statement. (a) This part discusses the... which will guide him in performing his duties unless and until he is directed otherwise by authoritative...

  2. Inference and the Introductory Statistics Course

    ERIC Educational Resources Information Center

    Pfannkuch, Maxine; Regan, Matt; Wild, Chris; Budgett, Stephanie; Forbes, Sharleen; Harraway, John; Parsonage, Ross

    2011-01-01

    This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its…

  3. Women in Astronomy: Inclusion in Introductory Textbooks.

    ERIC Educational Resources Information Center

    Larsen, Kristine M.

    1995-01-01

    Discusses the reasons for identifying the contributions of women astronomers in introductory textbooks. The evolution of inclusion over the past 4 decades is explored by examining the rates of inclusion of 10 women astronomers in textbooks. Contains 100 references. (DDR)

  4. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

    ERIC Educational Resources Information Center

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

  5. Transversality of Electromagnetic Waves in the Calculus--Based Introductory Physics Course

    NASA Astrophysics Data System (ADS)

    Burko, Lior M.

    2009-05-01

    Introductory calculus--based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation), and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

  6. Research on School Bullying and Victimization: What Have We Learned and Where Do We Go from Here?

    ERIC Educational Resources Information Center

    Espelage, Dorothy L.; Swearer, Susan M.

    2003-01-01

    This special issue on bullying and victimization in "School Psychology Review" highlights current research efforts in American schools on bullying and peer victimization, and how this research can inform prevention and intervention planning. This introductory article provides a brief overview of several major insights gained over the last decade…

  7. An Assessment of the Level of Mathematics in Introductory Meteorology Textbooks.

    NASA Astrophysics Data System (ADS)

    Ulanski, Stan L.

    1992-10-01

    A review of introductory meteorology textbooks shows a wide difference in the level of mathematical treatment of atmospheric principles-from virtually none to fairly high. Particular deficiencies include lack of equations integrated into the text, problem-solving examples, and paucity of end-of-chapter questions requiring mathematical reasoning. These issues are raised in order to generate discussion among the meteorological community with regard to the degree of interaction between mathematics and meteorology in introductory courses.

  8. Enhancing the Teaching of Introductory Economics with a Team-Based, Multi-Section Competition

    ERIC Educational Resources Information Center

    Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

    2017-01-01

    The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic…

  9. Integrating Sociological Research into Large Introductory Courses: Learning Content and Increasing Quantitative Literacy

    ERIC Educational Resources Information Center

    Atkinson, Maxine P.; Czaja, Ronald F.; Brewster, Zachary B.

    2006-01-01

    Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of…

  10. Preparing Children for Schools and Schools for Children. Notes, Comments = Preparer les enfants a l'ecole et adapter l'ecole aux enfants. Notes, Comments--No. 194.

    ERIC Educational Resources Information Center

    United Nations Children's Fund, New York, NY.

    This paper critically examines evaluations of the effects of early childhood development programs in Third World countries. Introductory comments underscoring the importance of preschool interventions for the improvement of primary schools are followed by a section explaining the paper's analytical framework, which posits an interactive…

  11. Exploring Urban America: An Introductory Reader.

    ERIC Educational Resources Information Center

    Caves, Roger W.

    This introductory text presents a collection of articles from urban-studies journals to introduce undergraduate students to the interdisciplinary field of urban studies. The book is divided into 9 parts as follows: Part 1: Cities and Urbanism; part 2: Urban History; part 3: Urban Policy; part 4: Economic Development; part 5: Community Services and…

  12. Research as a guide for curriculum development: An example from introductory spectroscopy. II. Addressing student difficulties with atomic emission spectra

    NASA Astrophysics Data System (ADS)

    Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

    2015-02-01

    This is the second of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. Paper I describes how several conceptual and reasoning difficulties were identified among university students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. This second article (Paper II) illustrates how findings from this research informed the development of a tutorial that led to improvement in student understanding of atomic emission spectra.

  13. Research as a guide for curriculum development: An example from introductory spectroscopy. I. Identifying student difficulties with atomic emission spectra

    NASA Astrophysics Data System (ADS)

    Ivanjek, L.; Shaffer, P. S.; McDermott, L. C.; Planinic, M.; Veza, D.

    2015-01-01

    This is the first of two closely related articles (Paper I and Paper II) that together illustrate how research in physics education has helped guide the design of instruction that has proved effective in improving student understanding of atomic spectroscopy. Most of the more than 1000 students who participated in this four-year investigation were science majors enrolled in the introductory calculus-based physics course at the University of Washington (UW) in Seattle, WA, USA. The others included graduate and undergraduate teaching assistants at UW and physics majors in introductory and advanced physics courses at the University of Zagreb, Zagreb, Croatia. About half of the latter group were preservice high school physics teachers. This article (Paper I) describes how several serious conceptual and reasoning difficulties were identified among students as they tried to relate a discrete line spectrum to the energy levels of atoms in a light source. Paper II illustrates how findings from this research informed the development of a tutorial that led to significant improvement in student understanding of atomic emission spectra.

  14. Elementary School Child Health for Parents and Teachers.

    ERIC Educational Resources Information Center

    Humphrey, James H.

    The primary health educators of children are their parents; secondary health educators of children are their teachers. This book provides a resource for parents and teachers interested in child and school health and offers guidance to promote the health of children between the ages of 5 and 12. An introductory chapter describes such terms as…

  15. Zero-Base Budgeting: A Management Tool for School Districts.

    ERIC Educational Resources Information Center

    Bliss, Sam W.

    To help school managers make more efficient use of educational resources, this handbook discusses and describes zero-base budgeting (ZBB). After a brief introductory chapter, the author explores the nature and characteristics of ZBB, gives a little of its historical background, notes its relationship to planning and to educational accountability,…

  16. Teaching Quantum Mechanics on an Introductory Level.

    ERIC Educational Resources Information Center

    Muller, Rainer; Wiesner, Hartmut

    2002-01-01

    Presents a new research-based course on quantum mechanics in which the conceptual issues of quantum mechanics are taught at an introductory level. Involves students in the discovery of how quantum phenomena deviate from classical everyday experiences. (Contains 31 references.) (Author/YDS)

  17. Layering the Introductory History of Europe Course.

    ERIC Educational Resources Information Center

    Waddy, Helena

    1997-01-01

    Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

  18. Roadmap for creating an accelerated three-year medical education program.

    PubMed

    Leong, Shou Ling; Cangiarella, Joan; Fancher, Tonya; Dodson, Lisa; Grochowski, Colleen; Harnik, Vicky; Hustedde, Carol; Jones, Betsy; Kelly, Christina; Macerollo, Allison; Reboli, Annette C; Rosenfeld, Melvin; Rundell, Kristen; Thompson, Tina; Whyte, Robert; Pusic, Martin

    2017-01-01

    Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development - meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring - and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education.

  19. The World of Wonder Accelerated Learning Community: A Case Study.

    ERIC Educational Resources Information Center

    Biddle, Julie K.

    This report presents a case study of the World of Wonders Accelerated Learning Community School (WOW). A community school in Ohio is a new kind of public school-an independent public school that is nonsectarian and nondiscriminatory. The report presents three contexts for the study--historical, local and methodological--and highlights some of the…

  20. Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

    ERIC Educational Resources Information Center

    Srougi, Melissa C.; Miller, Heather B.

    2018-01-01

    Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…

  1. The Development of Prerequisite Notions for an Introductory Conception of a Functional Limit

    ERIC Educational Resources Information Center

    Nagle, Courtney Rose

    2012-01-01

    The limit concept plays a foundational role in calculus, appearing in the definitions of the two main ideas of introductory calculus, derivatives and integrals. Previous research has focused on three stages of students' development of limit ideas: the premathematical stage, the introductory calculus stage, and the transition from introductory…

  2. Python and Roles of Variables in Introductory Programming: Experiences from Three Educational Institutions

    ERIC Educational Resources Information Center

    Nikula, Uolevi; Sajaniemi, Jorma; Tedre, Matti; Wray, Stuart

    2007-01-01

    Students often find that learning to program is hard. Introductory programming courses have high drop-out rates and students do not learn to program well. This paper presents experiences from three educational institutions where introductory programming courses were improved by adopting Python as the first programming language and roles of…

  3. Reducing the failure rate in introductory physics classes

    NASA Astrophysics Data System (ADS)

    Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

    2017-01-01

    Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

  4. Behaviorism, Latent Learning, and Cognitive Maps: Needed Revisions in Introductory Psychology Textbooks

    PubMed Central

    Jensen, Robert

    2006-01-01

    This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks. PMID:22478463

  5. 29 CFR 451.1 - Introductory statement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... provisions of the Act with “a practical guide * * * as to how the office representing the public interest in....1 Introductory statement. (a) This part discusses the meaning and scope of sections 3(i) and 3(j) of..., nor to section 505 of title V, which amends section 302 (a), (b), and (c) of the Labor Management...

  6. "Reverse Engineering" in Introductory Physics Education

    ERIC Educational Resources Information Center

    Badraslioglu, Duruhan

    2016-01-01

    One of the intermediate goals of STEM education has been turning our students into problem solvers and critical thinkers who are equipped with better scientific analysis skills. In light of this initiative, it is imperative that we, the educators, modify the way we teach classic introductory physics topics, and in the long run all sciences, and…

  7. Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

    PubMed

    Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

    2017-11-01

    The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

  8. Integrated Circuits in the Introductory Electronics Laboratory

    ERIC Educational Resources Information Center

    English, Thomas C.; Lind, David A.

    1973-01-01

    Discusses the use of an integrated circuit operational amplifier in an introductory electronics laboratory course for undergraduate science majors. The advantages of this approach and the implications for scientific instrumentation are identified. Describes a number of experiments suitable for the undergraduate laboratory. (Author/DF)

  9. An Introductory Exercise for Courses in Birding.

    ERIC Educational Resources Information Center

    Applegate, James E.

    1982-01-01

    Introduces a teaching method called guided design which involves a series of problems and solutions with feedback that leads students in a logical sequence through material being taught. Presents 15 worksheets to demonstrate the use of this technique in an introductory ornithology course. (Author/DC)

  10. Barriers to Teaching Introductory Physical Geography Online

    ERIC Educational Resources Information Center

    Ritter, Michael E.

    2012-01-01

    Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

  11. Stimulating Situational Interest and Student Questioning through Three Types of Historical Introductory Texts

    ERIC Educational Resources Information Center

    Logtenberg, Albert; van Boxtel, Carla; van Hout-Wolters, Bernadette

    2011-01-01

    This study investigates questions students ask related to an introductory text about a new topic in the history classroom. The effects of a narrative, problematizing, and expository introductory text on the situational interest of students and the number and type of student-generated questions, are compared. Participants are 174 students in higher…

  12. Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

    ERIC Educational Resources Information Center

    Momsen, Jennifer L.; Long, Tammy M.; Wyse, Sara A.; Ebert-May, Diane

    2010-01-01

    Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…

  13. The Year-Round School: Where Learning Never Stops. Fastback 259.

    ERIC Educational Resources Information Center

    Ballinger, Charles E.; And Others

    This fastback examines the instructional and administrative benefits of year-round education and describes schools currently operating on a year-round schedule. Instructional benefits of year-round education for gifted, average, and remedial students are cited in a brief introductory article. Other benefits, discussed in more detail, include…

  14. Breaking down the Boundary between High School and University Chemistry

    ERIC Educational Resources Information Center

    Cunningham, Natashia; Knorr, Kris; Lock, Pippa E.; Vajoczki, Susan L.

    2013-01-01

    This study examined some of the factors that influence students' transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students' transition into…

  15. Analyzing Collision Processes with the Smartphone Acceleration Sensor

    ERIC Educational Resources Information Center

    Vogt, Patrik; Kuhn, Jochen

    2014-01-01

    It has been illustrated several times how the built-in acceleration sensors of smartphones can be used gainfully for quantitative experiments in school and university settings (see the overview in Ref. 1 ). The physical issues in that case are manifold and apply, for example, to free fall, radial acceleration, several pendula, or the exploitation…

  16. Psychological Adjustment in a College-Level Program of Marked Academic Acceleration.

    ERIC Educational Resources Information Center

    Robinson, Nancy M.; Janos, Paul M.

    1986-01-01

    The questionnaire responses of 24 markedly accelerated young students at the University of Washington were compared with those of 24 regular-aged university students, 23 National Merit Scholors, and 27 students who had qualified for acceleration but instead elected to participate in high school. Accelerants appeared as well adjusted as all…

  17. English Language Learners Utilizing the Accelerated Reader Program

    ERIC Educational Resources Information Center

    Gomez, Frank, II

    2009-01-01

    The purpose of this study was to evaluate the impact (positive, negative, or neutral) of Accelerated Readers (AR), a standard based intervention, on the academic achievement of English Language Learners at Carolina Herrera Elementary School. Carolina Herrera Elementary School, was analyzed using these specific lenses: (1) curriculum and…

  18. An Introductory Interprofessional Exercise for Healthcare Students

    PubMed Central

    Rege, Saumitra V.; Misto, Kara; Dollase, Richard; George, Paul

    2012-01-01

    Objective. To evaluate healthcare students’ perceptions of an introductory interprofessional exercise and their team dynamics. Design. A workshop was developed, combining second-year medical students, fourth-year nursing students, and third-year pharmacy students to work as an interdisciplinary team. The teams alternated between working together on patient cases focusing on chronic obstructive pulmonary disease and asthma, and on the evaluation of standardized pneumonia patients. Teams were given the patients' health information and no other instructions. A faculty member and the standardized patient evaluated the students using a teamwork global rating scale. Assessment. Student survey results showed a positive response to interprofessional teamwork. The faculty members and standardized patients reported that the students worked as a cohesive unit and demonstrated good team communication. Conclusions. This introductory interprofessional experience had a positive impact on the students’ understanding of collaboration and teamwork. This type of experience will help students foster future collaborations as healthcare providers. PMID:23129853

  19. One-Semester Introductory Economics Textbooks: Echoes and Choices.

    ERIC Educational Resources Information Center

    Shackelford, Jean

    1991-01-01

    Reviews 21 one-semester economics textbooks using Kenneth E. Boulding's ideas for introductory textbooks. Lists 240 concepts and topic areas in macroeconomics, microeconomics, public policy, and international economics that may be covered in a textbook. (NL)

  20. Teaching Health Care in Introductory Economics

    ERIC Educational Resources Information Center

    Cutler, David M.

    2017-01-01

    Health care is one of the economy's biggest industries, so it is natural that the health care industry should play some role in the teaching of introductory economics. There are many ways that health care can appear in such a context: in the teaching of microeconomics, as a macroeconomic issue, to learn about social welfare, and even to learn how…

  1. Personality types and student performance in an introductory physics course

    NASA Astrophysics Data System (ADS)

    Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

    2017-12-01

    We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

  2. School Psychology Publishing Contributions to the Advancement of Knowledge, Science, and Its Application: An Introduction to the Themed Issue

    ERIC Educational Resources Information Center

    Eckert, Tanya L.; Hintze, John M.

    2011-01-01

    This introductory article briefly reviews the studies and commentaries making up this themed issue on the process and products of professional publications in school psychology. Each article highlights important considerations for advancing scholarly scientific publishing in the field of school psychology. A case is made that enhancing the quality…

  3. Sparky IntroChem: A Student-Oriented Introductory Chemistry Course.

    ERIC Educational Resources Information Center

    Butcher, David J.; Brandt, Paul F.; Norgaard, Nicholas J.; Atterholt, Cynthia A.; Salido, Arthur L.

    2003-01-01

    Describes an introductory chemistry course that incorporates student-oriented approaches such as inquiry and problem-based laboratories. Provides an overview of the modules. (Contains 16 references.) (DDR)

  4. A Planetary System Exploration Project for Introductory Astronomy and Astrobiology Courses

    NASA Astrophysics Data System (ADS)

    Rees, Richard F.

    2015-01-01

    I have created three-part projects for the introductory astronomy and astrobiology courses at Westfield State University which simulate the exploration of a fictional planetary system. The introductory astronomy project is an initial reconnaissance of the system by a robotic spacecraft, culminating in close flybys of two or three planets. The astrobiology project is a follow-up mission concluding with the landing of a roving lander on a planet or moon. Student responses in earlier parts of each project can be used to determine which planets are targeted for closer study in later parts. Highly realistic views of the planets from space and from their surfaces can be created using programs such as Celestia and Terragen; images and video returned by the spacecraft are thus a highlight of the project. Although designed around the particular needs and mechanics of the introductory astronomy and astrobiology courses for non-majors at WSU, these projects could be adapted for use in courses at many different levels.

  5. The screening role of an introductory course in cognitive therapy training.

    PubMed

    Pehlivanidis, Artemios; Papanikolaou, Katerina; Politis, Antonis; Liossi, Angeliki; Daskalopoulou, Evgenia; Gournellis, Rossetos; Soldatos, Marina; Papakosta, Vasiliki Maria; Zervas, Ioannis; Papakostas, Yiannis G

    2006-01-01

    This study examines the role of an introductory course in cognitive therapy and the relative importance of trainees' characteristics in the selection process for an advanced course in cognitive therapy. The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over the last seven consecutive years (N = 203). The authors examined variables such as previous training, overall involvement during the course, performance, and ability to relate to others, as well as the trainer's evaluations of their performance. Interaction skills in group situations and performance in written assignments were better predictors for admission into the advanced course. Trainees' abilities to learn and to successfully relate to others in group situations are critical for entering an advanced cognitive therapy training course. These findings question the policy of full-scale training in cognitive therapy based merely on the candidates' professional background, stressing instead the merits of an introductory course as an appropriate screening procedure.

  6. Kepler's Laws in an Introductory Astronomy Laboratory: The Influence of a Computer-based Simulation Used With Multiple Variables

    NASA Astrophysics Data System (ADS)

    Ruzhitskaya, Lanika; French, R. S.; Speck, A.

    2009-05-01

    We report first results from a multi-faceted study employing the lab "Revolution of the Moons of Jupiter" from the CLEA group (Contemporary Laboratory Experiences in Astronomy) in an introductory astronomy laboratory course for nonscience majors. Four laboratory sections participated in the study: two at a traditional four-year public institution in Missouri and two at a two-year community college in California. Students in all sections took identical pre- and post-tests and used the same simulation software. In all sections, students were assigned randomly to work either in pairs or individually. One section at both schools was given a brief mini-lecture on Kepler's laws and introduction to the exercise while the other section at both schools was given no instructions whatsoever. The data allow comparisons between the impact of the simulation with and without instructions and on the influences of peer interactions on learning outcomes.

  7. Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

    ERIC Educational Resources Information Center

    Waller, William H.; Slater, Timothy F.

    2011-01-01

    Over the past 15 years, professional astronomers, their societies, and associated funding agencies have collaborated to improve astronomy teaching and learning at the introductory undergraduate level. Many nonscience majors and preservice teachers enroll in these introductory astronomy courses, thus meriting the focused attention. In this review…

  8. An introductory pharmacy practice experience based on a medication therapy management service model.

    PubMed

    Agness, Chanel F; Huynh, Donna; Brandt, Nicole

    2011-06-10

    To implement and evaluate an introductory pharmacy practice experience (IPPE) based on the medication therapy management (MTM) service model. Patient Care 2 is an IPPE that introduces third-year pharmacy students to the MTM service model. Students interacted with older adults to identify medication-related problems and develop recommendations using core MTM elements. Course outcome evaluations were based on number of documented medication-related problems, recommendations, and student reviews. Fifty-seven older adults participated in the course. Students identified 52 medication-related problems and 66 medical problems, and documented 233 recommendations relating to health maintenance and wellness, pharmacotherapy, referrals, and education. Students reported having adequate experience performing core MTM elements. Patient Care 2 may serve as an experiential learning model for pharmacy schools to teach the core elements of MTM and provide patient care services to the community.

  9. The Lasting Effects of Introductory Economics Courses.

    ERIC Educational Resources Information Center

    Sanders, Philip

    1980-01-01

    Reports research which tests the Stigler Hypothesis. The hypothesis suggests that students who have taken introductory economics courses and those who have not show little difference in test performance five years after completing college. Results of the author's research illustrate that economics students do retain some knowledge of economics…

  10. Beat the Instructor: An Introductory Forecasting Game

    ERIC Educational Resources Information Center

    Snider, Brent R.; Eliasson, Janice B.

    2013-01-01

    This teaching brief describes a 30-minute game where student groups compete in-class in an introductory time-series forecasting exercise. The students are challenged to "beat the instructor" who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated…

  11. Gender, experience, and self-efficacy in introductory physics

    NASA Astrophysics Data System (ADS)

    Nissen, Jayson M.; Shemwell, Jonathan T.

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] There is growing evidence of persistent gender achievement gaps in university physics instruction, not only for learning physics content, but also for developing productive attitudes and beliefs about learning physics. These gaps occur in both traditional and interactive-engagement (IE) styles of physics instruction. We investigated one gender gap in the area of attitudes and beliefs. This was men's and women's physics self-efficacy, which comprises students' thoughts and feelings about their capabilities to succeed as learners in physics. According to extant research using pre- and post-course surveys, the self-efficacy of both men and women tends to be reduced after taking traditional and IE physics courses. Moreover, self-efficacy is reduced further for women than for men. However, it remains unclear from these studies whether this gender difference is caused by physics instruction. It may be, for instance, that the greater reduction of women's self-efficacy in physics merely reflects a broader trend in university education that has little to do with physics per se. We investigated this and other alternative causes, using an in-the-moment measurement technique called the Experience Sampling Method (ESM). We used ESM to collect multiple samples of university students' feelings of self-efficacy during four types of activity for two one-week periods: (i) an introductory IE physics course, (ii) students' other introductory STEM courses, (iii) their non-STEM courses, and (iv) their activities outside of school. We found that women experienced the IE physics course with lower self-efficacy than men, but for the other three activity types, women's self-efficacy was not reliably different from men's. We therefore concluded that the experience of physics instruction in the IE physics course depressed women's self-efficacy. Using complementary measures showing the IE physics course to be similar to

  12. The Efficacy of Academic Acceleration for Gifted Minority Students

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George

    2010-01-01

    This study supported the use of acceleration for gifted minority students in math. The gifted minority students in this study viewed taking accelerated math courses as exciting and beneficial for preparation for high school and college and particularly liked the challenges they encountered while taking advanced classes. They enjoyed working ahead…

  13. Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

    NASA Astrophysics Data System (ADS)

    Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

    2017-06-01

    At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

  14. Comparing Student Success and Understanding in Introductory Statistics under Consensus and Simulation-Based Curricula

    ERIC Educational Resources Information Center

    Hldreth, Laura A.; Robison-Cox, Jim; Schmidt, Jade

    2018-01-01

    This study examines the transferability of results from previous studies of simulation-based curriculum in introductory statistics using data from 3,500 students enrolled in an introductory statistics course at Montana State University from fall 2013 through spring 2016. During this time, four different curricula, a traditional curriculum and…

  15. Content Trends in Sustainable Business Education: An Analysis of Introductory Courses in the USA

    ERIC Educational Resources Information Center

    Landrum, Nancy E.; Ohsowski, Brian

    2017-01-01

    Purpose: This study aims to identify the content in introductory business sustainability courses in the USA to determine the most frequently assigned reading material and its sustainability orientation. Design/methodology/approach: In total, 81 introductory sustainable business course syllabi reading lists were analyzed from 51 US colleges and…

  16. Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics

    ERIC Educational Resources Information Center

    Meletiou-Mavrotheris, Maria

    2004-01-01

    While technology has become an integral part of introductory statistics courses, the programs typically employed are professional packages designed primarily for data analysis rather than for learning. Findings from several studies suggest that use of such software in the introductory statistics classroom may not be very effective in helping…

  17. Roadmap for creating an accelerated three-year medical education program

    PubMed Central

    Leong, Shou Ling; Cangiarella, Joan; Fancher, Tonya; Dodson, Lisa; Grochowski, Colleen; Harnik, Vicky; Hustedde, Carol; Jones, Betsy; Kelly, Christina; Macerollo, Allison; Reboli, Annette C.; Rosenfeld, Melvin; Rundell, Kristen; Thompson, Tina; Whyte, Robert; Pusic, Martin

    2017-01-01

    ABSTRACT Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development – meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring – and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public. Abbreviations: CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education PMID:29117817

  18. Study of Environment in School. Research in Comparative Education. International Conference on Public Education. (31st, Geneva, 1968)

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France).

    UNESCO and the International Bureau of Education devoted this international inquiry in comparative education to the study of environment in schools throughout 79 countries of the world. Concerning the scope of the topic, introductory comments note that "study of environment in schools is difficult to define or confine, for it constitutes more…

  19. From Random Walks to Brownian Motion, from Diffusion to Entropy: Statistical Principles in Introductory Physics

    NASA Astrophysics Data System (ADS)

    Reeves, Mark

    2014-03-01

    Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is dominant contribution of the entropy in driving important biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy) that enable students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce seemingly complex biological processes and structures to be described by tractable models that include deterministic processes and simple probabilistic inference. The students test these models in simulations and in laboratory experiments that are biologically relevant. The students are challenged to bridge the gap between statistical parameterization of their data (mean and standard deviation) and simple model-building by inference. This allows the students to quantitatively describe realistic cellular processes such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront ``random'' forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk

  20. Land Use Planning Experiment for Introductory Earth Science Courses

    ERIC Educational Resources Information Center

    Fetter, C. W., Jr.; Hoffman, James I.

    1975-01-01

    Describes an activity which incorporates topographic map interpretation, soils analysis, hydrogeology, and local geology in a five-week series of exercises for an introductory college earth science class. (CP)

  1. Terra Firma: "Physics First" for Teaching Chemistry to Pre-Service Elementary School Teachers

    ERIC Educational Resources Information Center

    More, Michelle B.

    2007-01-01

    A pre-service elementary school teacher chemistry class that incorporates the physics first idea is described. This class is taught basic physics followed by introductory chemistry and the students' response indicates that both science literacy and science interest increase using this method.

  2. Designing an Online, Introductory Gifted Education Course.

    ERIC Educational Resources Information Center

    Hull, Debra F.; Bull, Kay S.; Montgomery, Diane; May, James R.; Overton, Robert

    Rural teachers are often undertrained in the identification and education of gifted students. This paper describes the principles and development of an online introductory course in gifted education that could meet the need for rural teacher training. Using the philosophy that learners construct their own knowing, the system for developing an…

  3. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary

    ERIC Educational Resources Information Center

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

  4. The Teacher Advisor Program: An Innovative Approach to School Guidance.

    ERIC Educational Resources Information Center

    Myrick, Robert D.; And Others

    The Teacher Advisor Program (TAP) is an innovative developmental approach to counseling that directly involves teachers as advisors to 18 to 20 students, with whom they meet both individually and in group sessions. An introductory chapter that cites the need for a developmental approach to counseling in contemporary schools and the potential role…

  5. Computer Education Curriculum. Connecticut Vocational Technical School System. Version 4.

    ERIC Educational Resources Information Center

    Kittell, Linda; Walczak, Joseph

    This computer education curriculum is designed specifically for Connecticut's Regional Vocational Technical Schools' grade 9 computer education course. Each of the 24 lessons is expected to cover at least one class period of 50 minutes. Introductory materials include a listing of course goals and objectives, an outline of sequence and scope via…

  6. An "Elective Replacement" Approach to Providing Extra Help in Math: The Talent Development Middle Schools' Computer- and Team-Assisted Mathematics Acceleration (CATAMA) Program.

    ERIC Educational Resources Information Center

    Mac Iver, Douglas J.; Balfanz, Robert; Plank, Stephan B.

    1999-01-01

    Two studies evaluated the Computer- and Team-Assisted Mathematics Acceleration course (CATAMA) in Talent Development Middle Schools. The first study compared growth in math achievement for 96 seventh-graders (48 of whom participated in CATAMA and 48 of whom did not); the second study gathered data from interviews with, and observations of, CATAMA…

  7. Introductory Statistics Students' Conceptual Understanding of Study Design and Conclusions

    NASA Astrophysics Data System (ADS)

    Fry, Elizabeth Brondos

    Recommended learning goals for students in introductory statistics courses include the ability to recognize and explain the key role of randomness in designing studies and in drawing conclusions from those studies involving generalizations to a population or causal claims (GAISE College Report ASA Revision Committee, 2016). The purpose of this study was to explore introductory statistics students' understanding of the distinct roles that random sampling and random assignment play in study design and the conclusions that can be made from each. A study design unit lasting two and a half weeks was designed and implemented in four sections of an undergraduate introductory statistics course based on modeling and simulation. The research question that this study attempted to answer is: How does introductory statistics students' conceptual understanding of study design and conclusions (in particular, unbiased estimation and establishing causation) change after participating in a learning intervention designed to promote conceptual change in these areas? In order to answer this research question, a forced-choice assessment called the Inferences from Design Assessment (IDEA) was developed as a pretest and posttest, along with two open-ended assignments, a group quiz and a lab assignment. Quantitative analysis of IDEA results and qualitative analysis of the group quiz and lab assignment revealed that overall, students' mastery of study design concepts significantly increased after the unit, and the great majority of students successfully made the appropriate connections between random sampling and generalization, and between random assignment and causal claims. However, a small, but noticeable portion of students continued to demonstrate misunderstandings, such as confusion between random sampling and random assignment.

  8. The Introductory College Business Course: A New Dimension

    ERIC Educational Resources Information Center

    Podell, Joel; And Others

    1977-01-01

    Describes various methodologies used at the Queensboro Community College, New York, to enrich some of the topics traditionally included in the introductory course such as union management relations, social responsibility and business ethics, internal organization structure, and small business management. (TA)

  9. Misrepresentation, liberalism, and heterosexual bias in introductory psychology textbooks.

    PubMed

    McDonald, G

    1981-01-01

    The present study investigated the content of 48 introductory psychology textbooks published over a five-year period (1975-1979) and recommended by publishing companies or psychology professors for use in Canadian universities. The findings indicated that for every one source of relevant information on homosexuality there were five sources of misrepresentative data that reflect a combination of misleading information, liberalism, and heterosexual bias. Textbook editors and authors have: (1) failed to address the rights and needs of gay people; (2) failed to document accurately the social changes associated with being gay; and (3) perpetuated societal stereotypes, thereby appearing to justify the prejudice and discrimination encountered by gay people in their daily lives. Guidelines for the discussion of lesbianism and male homosexuality in introductory psychology textbooks are proposed.

  10. Documenting Progress and Demonstrating Results: Evaluating Local Out-of-School Time Programs.

    ERIC Educational Resources Information Center

    Little, Priscilla; DuPree, Sharon; Deich, Sharon

    A collaborative publication between Harvard Family Research Project and The Finance Project, this brief offers guidance in documenting progress and demonstrating results in local out-of-school-time programs. Following introductory remarks providing a rationale for program evaluation, discussing principles of program evaluation, and clarifying key…

  11. Higher Education in the U.S.S.R.: Curriculums, Schools, and Statistics.

    ERIC Educational Resources Information Center

    Rosen, Seymour M.

    This study is designed to provide more comprehensive information on Soviet higher learning emphasizing its increasingly close alignment with Soviet national planning and economy. Following introductory material, Soviet curriculums in higher education and schools and statistics are reviewed. Highlights include: (1) A major development in Soviet…

  12. Religious Discrimination Discourse in the Mono-Cultural School: The Case of Poland

    ERIC Educational Resources Information Center

    Anczyk, Adam; Grzymala-Moszczynska, Joanna

    2018-01-01

    The article forms an analysis of the religious discrimination discourse in Polish public schools, with special attention paid to the culturally specific, Polish understanding of the notion of religious discrimination. The introductory part presents the concept of religious discrimination as present in anti-discriminatory policies. The following…

  13. Incorporating Service Learning into the Introductory Astronomy Course

    NASA Astrophysics Data System (ADS)

    Mukherjee, K.

    2002-05-01

    The introductory Astronomy course can be enriched by adding a service learning component to it. This enables students to interact with and educate the general public about matters of outer space. At Slippery Rock University we have incorporated this idea into our Astronomy and Space Science courses. Working in groups, the students do a presentation which is often interdisciplinary. Frequently the department gets requests from schools to do a show specifically tailored to a topic like the solar system or constellations. Such projects are beneficial to students in many ways. They demand a thorough knowledge of the subject matter so as to communicate to the audience in a clear and nontechnical manner. The students also experience first hand the difficulties involved in coordinating a group effort. They learn to take responsibility for their allocated part and how to combine effectively to make the entire show a success. Interacting with various age groups demands a versatility in planning content and public speaking skills not easily available elsewhere in a traditional education. Our planetarium facilities help in attracting diverse audiences from preschoolers to senior citizens. Performance in these shows constitutes twenty five percent of course grade. Feedback from audience groups helps refine future shows by subsequent student cohorts.

  14. An Integrated Learning Project in Introductory Soils.

    ERIC Educational Resources Information Center

    Robinson, C. A.; Schafer, J.

    1993-01-01

    Describes a problem-solving teaching method used in the Introductory Soils course at Iowa State University whereby students are assigned to groups and asked to serve as an advisor to a landowner. Using a computerized database for most data acquisition, students recommend farm usage and urban/alternate development plans. Includes the program…

  15. Spherical Rare-Earth Magnets in Introductory Physics

    ERIC Educational Resources Information Center

    Adams, Al

    2007-01-01

    Permanent magnets have long been used in both traditional laboratory exercises and in inquiry-based learning activities. These pedagogical applications are typically timed to correspond to the early coverage of magnetism in the second-semester sequence of introductory physics. At the initial level the concepts relate to the magnetic field of the…

  16. The Mysterious Universe - Exploring Our World with Particle Accelerators

    ScienceCinema

    Brau, James E [University of Oregon

    2018-04-24

    The universe is dark and mysterious, more so than even Einstein imagined. While modern science has established deep understanding of ordinary matter, unidentified elements ("Dark Matter" and "Dark Energy") dominate the structure of the universe, its behavior and its destiny. What are these curious elements? We are now working on answers to these and other challenging questions posed by the universe with experiments at particle accelerators on Earth. Results of this research may revolutionize our view of nature as dramatically as the advances of Einstein and other quantum pioneers one hundred years ago. Professor Brau will explain for the general audience the mysteries, introduce facilities which explore them experimentally and discuss our current understanding of the underlying science. The presentation is at an introductory level, appropriate for anyone interested in physics and astronomy.

  17. Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science

    ERIC Educational Resources Information Center

    Heiner, Cecily

    2009-01-01

    Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

  18. Educating and Training Accelerator Scientists and Technologists for Tomorrow

    NASA Astrophysics Data System (ADS)

    Barletta, William; Chattopadhyay, Swapan; Seryi, Andrei

    2012-01-01

    Accelerator science and technology is inherently an integrative discipline that combines aspects of physics, computational science, electrical and mechanical engineering. As few universities offer full academic programs, the education of accelerator physicists and engineers for the future has primarily relied on a combination of on-the-job training supplemented with intensive courses at regional accelerator schools. This article describes the approaches being used to satisfy the educational curiosity of a growing number of interested physicists and engineers.

  19. Educating and Training Accelerator Scientists and Technologists for Tomorrow

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Barletta, William A.; Chattopadhyay, Swapan; Seryi, Andrei

    2012-07-01

    Accelerator science and technology is inherently an integrative discipline that combines aspects of physics, computational science, electrical and mechanical engineering. As few universities offer full academic programs, the education of accelerator physicists and engineers for the future has primarily relied on a combination of on-the-job training supplemented with intense courses at regional accelerator schools. This paper describes the approaches being used to satisfy the educational interests of a growing number of interested physicists and engineers.

  20. Pre-Service Physics Teachers' Opinions about the Difficulties in Understanding Introductory Quantum Physics Topics

    ERIC Educational Resources Information Center

    Kizilcik, Hasan Sahin; Yavas, Pervin Ünlü

    2017-01-01

    The aim of this study is to identify the opinions of pre-service physics teachers about the difficulties in introductory quantum physics topics. In this study conducted with twenty-five pre-service physics teachers, the case study method was used. The participants were interviewed about introductory quantum physics topics. The interviews were…

  1. Lessons from the Middle: High-End Learning for Middle School Students.

    ERIC Educational Resources Information Center

    Kaplan, Sandra

    This book provides 12 theme-based model lessons for gifted students in grades 6, 7, and 8. Introductory material addresses ways to integrate middle school curricula with established national standards and principles of differentiated curriculum. Each lesson follows a five-part outline: (1)motivation (stimulating the learner); (2) input (providing…

  2. Black Holes and Pulsars in the Introductory Physics Course

    ERIC Educational Resources Information Center

    Orear, Jay; Salpeter, E. E.

    1973-01-01

    Discusses the phenomenon of formation of white dwarfs, neutron stars, and black holes from dying stars for the purpose of providing college teachers with materials usable in the introductory physics course. (CC)

  3. Cultural Diversity in Introductory Psychology Textbook Selection: The Case for Historically Black Colleges/Universities (HBCUs)

    ERIC Educational Resources Information Center

    Whaley, Arthur L.; Clay, William A. L.; Broussard, Dominique

    2017-01-01

    The present study describes a culturally relevant approach to introductory psychology textbook selection for students attending a historically Black college/university (HBCU). The following multistage procedure was used: (1) a survey of HBCU psychology departments was conducted to ascertain how they selected their introductory psychology…

  4. Alternative Strategies to Improve and Expand the Delivery of Vocational Education in Small, Rural, and/or Isolated Secondary Schools in Hawaii.

    ERIC Educational Resources Information Center

    Hawaii State Dept. of Education, Honolulu. Office of the Director for Vocational Education.

    Intended for administrators of schools within the Hawaii Department of Education, this document provides descriptions of 34 alternative strategies implemented by small, rural, and/or isolated secondary schools across the nation to improve the quality of their vocational programs. Introductory materials discuss the document's purpose, the need for…

  5. Factor Pattern Comparisons of EPPS Scales of High School, College, and Innovative College Program Students

    ERIC Educational Resources Information Center

    Dixon, Paul W.; Ahern, Elsie H.

    1973-01-01

    EPPS scores from 167 high school seniors (Study 1, S1), 137 introductory psychology students (S2), and students from an innovative college program (S3) were compared using analysis of variance, image analysis, and factor pattern comparison. (Editor)

  6. Accelerating Literacy Program: The First Year 1993-94.

    ERIC Educational Resources Information Center

    Smith, Ralph J.

    The 1993-94 school year was the first year of the Accelerating Literacy Program (ALP) of the Austin (Texas) Independent School District. The ALP used a grant from the Texas Education Agency to train elementary educators in the methods of a short-term reading intervention program based on the Reading Recovery/Whole Language theory. A group of 367…

  7. Teaching Introductory Statistics Online--Satisfying the Students

    ERIC Educational Resources Information Center

    Tudor, Gail E.

    2006-01-01

    This paper describes the components of a successful, online, introductory statistics course and shares students' comments and evaluations of each component. Past studies have shown that quality interaction with the professor is lacking in many online courses. While students want a course that is well organized and easy to follow, they also want to…

  8. Freeing the Creative Writer: An Introductory Lesson.

    ERIC Educational Resources Information Center

    Ehrle, Lisa

    1990-01-01

    Describes an introductory creative writing lesson in which students gave low grades to passages they later learned were written by William Faulkner and Ernest Hemingway. Reports that the students graded mainly on mechanics and grammar (and very little on content). Notes that students began to learn to manipulate the various aspects of writing. (RS)

  9. 29 CFR 2580.412-33 - Introductory statement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... company or through any agent or broker in whose business operations such plan or any party in interest in... BONDING RULES Prohibition Against Bonding by Parties Interested in the Plan § 2580.412-33 Introductory statement. (a) This part discusses the meaning and scope of section 13(c) of the Welfare and Pension Plans...

  10. Compendium of Interdisciplinary Activities for an Introductory Course in Communication Systems at the Secondary Level.

    ERIC Educational Resources Information Center

    Lasko, David J.

    This compendium of interdisciplinary learning activities is designed to assist technology education instructors who are conducting an introductory secondary-level course in communication technology. The 12 activities, which are sequenced from introductory, low-cost activities to more advanced and more involved activities, deal with the following…

  11. The Effect of "Clickers" on Attendance in an Introductory Statistics Course: An Action Research Study

    ERIC Educational Resources Information Center

    Amstelveen, Raoul H.

    2013-01-01

    The purpose of this study was to design and implement a Classroom Response System, also known as a "clicker," to increase attendance in introductory statistics courses at an undergraduate university. Since 2010, non-attendance had been prevalent in introductory statistics courses. Moreover, non-attendance created undesirable classrooms…

  12. The Inclusion of Disability in Introductory Sociology Textbooks.

    ERIC Educational Resources Information Center

    Taub, Diane E.; Fanflik, Patricia L.

    2000-01-01

    Investigates the portrayal of disability in 25 introductory sociology textbooks that were published between 1996 and 1998. Focuses on textual representation and pictorial depiction of individuals with disabilities using content analysis. Reveals that the textbooks provide a limited amount of information on disability. (CMK)

  13. A Program of Physical Education for Vocational Technical Schools of Connecticut.

    ERIC Educational Resources Information Center

    Connecticut State Dept. of Education, Hartford. Bureau of Vocational-Technical Schools.

    These recommendations and suggestions are intended as a guide for the development of a well-balanced program of physical education in vocational schools. Introductory materials outline the purpose, aims, and objectives of a physical education program as well as the general philosophy and goals, program goals and their objectives, general policies,…

  14. An Infiltration Exercise for Introductory Soil Science

    ERIC Educational Resources Information Center

    Barbarick, K. A.; Ippolito, J. A.; Butters, G.; Sorge, G. M.

    2005-01-01

    One of the largest challenges in teaching introductory soil science is explaining the dynamics of soil infiltration. To aid students in understanding the concept and to further engage them in active learning in the soils laboratory course, we developed an exercise using Decagon Mini-Disk Infiltrometers with a tension head (h[subscript o]) of 2 cm.…

  15. 29 CFR 776.0a - Introductory statement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... Employee Coverage § 776.0a Introductory statement. (a) Scope and significance of this part. (1) The Fair... goods for commerce.” 2 What employees are so engaged must be ascertained in the light of the definitions... Reorganization Plan No. 2 (60 Stat. 1095), effective July 16, 1946; by the Portal-to-Portal Act of 1947, approved...

  16. A Case-Based Curriculum for Introductory Geology

    ERIC Educational Resources Information Center

    Goldsmith, David W.

    2011-01-01

    For the past 5 years I have been teaching my introductory geology class using a case-based method that promotes student engagement and inquiry. This article presents an explanation of how a case-based curriculum differs from a more traditional approach to the material. It also presents a statistical analysis of several years' worth of student…

  17. Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

    ERIC Educational Resources Information Center

    Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

    2017-01-01

    Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

  18. Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

    ERIC Educational Resources Information Center

    Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

    2017-01-01

    At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics…

  19. Introductory Guide to Advocacy: Working To Improve Advocacy for School Health Education and Services.

    ERIC Educational Resources Information Center

    Reynolds, Sherri T.; Reilly, Linda A.; Ballin, Scott; Wooley, Susan Frelick

    This guide was developed to help advocates who support school health programs, both as volunteers and staff. Four parts include: (1) "Introduction to Advocacy" (overview, American School Health Association and advocacy, lobbying laws and American School Health Association, and contract lobbyists); (2) "Advocacy Concepts"…

  20. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  1. Worldviews of Introductory Astronomy Students

    NASA Astrophysics Data System (ADS)

    Green, Chrystin; Wallace, C. S.; Brissenden, G.; Prather, E. E.; Collaboration of Astronomy Teaching Scholars (CATS)

    2014-01-01

    As a part of a larger project to study introductory astronomy students’ worldviews and beliefs about the role of science in society, we examined students’ responses to a subset of questions designed to probe students’ worldviews and how they change after taking a general education, introductory astronomy course (Astro 101). Specifically, we looked at about 400 students’ choices for the top ten scientific discoveries in the past 150 years. We collected students’ rankings twice: Once at the start of their Astro 101 class and once at the end. We created a rubric that we used to categorize the responses and we established the inter-rater reliability of the rubric. Our results show that students preferentially answered with topics related to technology and health and medicine. The data also show that there was an increase, pre- to post-instruction, in the number of responses in the technology and health and medicine categories. We also saw a decrease in the number of responses in the science category. These results imply that an aspect of the course specifically implemented to broaden student’s views on science in relation to society was successful. This material is based upon work supported by the National Science Foundation under Grant No. AST-0847170, for the California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) program. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  2. SIGKit: Software for Introductory Geophysics Toolkit

    NASA Astrophysics Data System (ADS)

    Kruse, S.; Bank, C. G.; Esmaeili, S.; Jazayeri, S.; Liu, S.; Stoikopoulos, N.

    2017-12-01

    The Software for Introductory Geophysics Toolkit (SIGKit) affords students the opportunity to create model data and perform simple processing of field data for various geophysical methods. SIGkit provides a graphical user interface built with the MATLAB programming language, but can run even without a MATLAB installation. At this time SIGkit allows students to pick first arrivals and match a two-layer model to seismic refraction data; grid total-field magnetic data, extract a profile, and compare this to a synthetic profile; and perform simple processing steps (subtraction of a mean trace, hyperbola fit) to ground-penetrating radar data. We also have preliminary tools for gravity, resistivity, and EM data representation and analysis. SIGkit is being built by students for students, and the intent of the toolkit is to provide an intuitive interface for simple data analysis and understanding of the methods, and act as an entrance to more sophisticated software. The toolkit has been used in introductory courses as well as field courses. First reactions from students are positive. Think-aloud observations of students using the toolkit have helped identify problems and helped shape it. We are planning to compare the learning outcomes of students who have used the toolkit in a field course to students in a previous course to test its effectiveness.

  3. Integrating writing into an introductory environmental science curriculum: Perspectives from biology and physics

    NASA Astrophysics Data System (ADS)

    Selkin, P. A.; Cline, E. T.; Beaufort, A.

    2008-12-01

    In the University of Washington, Tacoma's Environmental Science program, we are implementing a curriculum-wide, scaffolded strategy to teach scientific writing. Writing in an introductory science course is a powerful means to make students feel part of the scientific community, an important goal in our environmental science curriculum. Writing is already an important component of the UW Tacoma environmental science program at the upper levels: our approach is designed to prepare students for the writing-intensive junior- and senior-level seminars. The approach is currently being tested in introductory biology and physics before it is incorporated in the rest of the introductory environmental science curriculum. The centerpiece of our approach is a set of research and writing assignments woven throughout the biology and physics course sequences. The assignments progress in their degree of complexity and freedom through the sequence of introductory science courses. Each assignment is supported by a number of worksheets and short written exercises designed to teach writing and critical thought skills. The worksheets are focused on skills identified both by research in science writing and the instructors' experience with student writing. Students see the assignments as a way to personalize their understanding of basic science concepts, and to think critically about ideas that interest them. We find that these assignments provide a good way to assess student comprehension of some of the more difficult ideas in the basic sciences, as well as a means to engage students with the challenging concepts of introductory science courses. Our experience designing these courses can inform efforts to integrate writing throughout a geoscience or environmental science curriculum, as opposed to on a course-by-course basis.

  4. Introductory Guide to the Statistics of Molecular Genetics

    ERIC Educational Resources Information Center

    Eley, Thalia C.; Rijsdijk, Fruhling

    2005-01-01

    Background: This introductory guide presents the main two analytical approaches used by molecular geneticists: linkage and association. Methods: Traditional linkage and association methods are described, along with more recent advances in methodologies such as those using a variance components approach. Results: New methods are being developed all…

  5. Original Courseware for Introductory Psychology: Implementation and Evaluation.

    ERIC Educational Resources Information Center

    Slotnick, Robert S.

    1988-01-01

    Describes the implementation and field testing of PsychWare, a courseware package for introductory psychology developed and field tested at New York Institute of Technology. Highlights include the courseware package (10 software programs, a faculty manual, and a student workbook), and instructional design features (simulations, real-time…

  6. A Trans-Disciplinary Writing Project in Introductory Psychology.

    ERIC Educational Resources Information Center

    Tjeltveit, Alan C.

    In response to curricular changes at Muhlenberg College (Pennsylvania), emphasizing interdisciplinary exploration and a focus on writing, students in an introductory psychology course were assigned a paper examining a "hero" of their own choosing from a psychological perspective, from an ethical perspective, and from a viewpoint…

  7. Students' Ethics Ratings of Demonstrations in Introductory Psychology.

    ERIC Educational Resources Information Center

    Harcum, E. Rae; Friedman, Herbert

    1991-01-01

    Reports results of a study of introductory psychology students' opinions of whether 10 classroom demonstrations would offend their sense of dignity or propriety. Discusses demonstrations of stages of death and dying, suggestibility, obedience to authority, and impressionability. Concludes that greater concern about ethical issues in classroom…

  8. Does the Choice of Introductory Microeconomics Textbook Matter?

    ERIC Educational Resources Information Center

    Pyne, Derek

    2007-01-01

    The author examines the effects of different introductory microeconomics textbooks on student performance in subsequent economics courses (specifically, Intermediate Microeconomics I and Money and Banking). In some cases, the effects are significant and sizeable. There is also evidence of other variables affecting student performance in later…

  9. Introductory Physics Students' Physics and Mathematics Epistemologies

    ERIC Educational Resources Information Center

    Scanlon, Erin M.

    2017-01-01

    The purpose of this three study dissertation is to investigate why students are enrolled in introductory physics courses experience difficulties in being successful; one possible source of their difficulties is related to their epistemology. In order to investigate students' epistemologies about mathematics and physics, students were observed…

  10. Introductory Statistics Education and the National Science Foundation

    ERIC Educational Resources Information Center

    Hall, Megan R.; Rowell, Ginger Holmes

    2008-01-01

    This paper describes 27 National Science Foundation supported grant projects that have innovations designed to improve teaching and learning in introductory statistics courses. The characteristics of these projects are compared with the six recommendations given in the "Guidelines for Assessment and Instruction in Statistics Education (GAISE)…

  11. Introductory Life Science Mathematics and Quantitative Neuroscience Courses

    ERIC Educational Resources Information Center

    Duffus, Dwight; Olifer, Andrei

    2010-01-01

    We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

  12. Indicators of Middle School Implementation: How Do Kentucky's Schools to Watch Measure Up?

    ERIC Educational Resources Information Center

    Cook, Christopher M.; Faulkner, Shawn A.; Kinne, Lenore J.

    2009-01-01

    High-performing middle schools are a critical link in the educational continuum. In an effort to stimulate the sluggish reform efforts of middle schools, the National Forum to Accelerate Middle-Grades Reform established the Schools to Watch recognition program. Using responses of school personnel to a statewide survey, this study examined the…

  13. Towards a Theory of Schooling. Deakin Studies in Education Series, Volume 4.

    ERIC Educational Resources Information Center

    Hamilton, David

    This book examines long-term changes in the form and function of schooling. The work falls into three sections: an introductory chapter; five historical essays; and a concluding chapter. Chapter 1 unfolds the theoretical and practical considerations that governed the selection and organization of the historical essays. The historical essays in…

  14. Inter-Ethnic Celebration; A Curriculum and Resource Manual for Elementary School Teachers.

    ERIC Educational Resources Information Center

    Wei, William

    In this manual activities centering around ethnic holidays are provided for use by elementary school teachers within a normal classroom setting. Introductory activities are designed to increase students' awareness of the seasonal nature of celebrations. In addition, the relationship is demonstrated between the values of a people and the content,…

  15. 1, 2, 3, 4: infusing quantitative literacy into introductory biology.

    PubMed

    Speth, Elena Bray; Momsen, Jennifer L; Moyerbrailean, Gregory A; Ebert-May, Diane; Long, Tammy M; Wyse, Sara; Linton, Debra

    2010-01-01

    Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students' development of important quantitative skills.

  16. 1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology

    PubMed Central

    Momsen, Jennifer L.; Moyerbrailean, Gregory A.; Ebert-May, Diane; Long, Tammy M.; Wyse, Sara; Linton, Debra

    2010-01-01

    Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students' development of important quantitative skills. PMID:20810965

  17. Using VMD - An Introductory Tutorial

    PubMed Central

    Hsin, Jen; Arkhipov, Anton; Yin, Ying; Stone, John E.; Schulten, Klaus

    2010-01-01

    VMD (Visual Molecular Dynamics) is a molecular visualization and analysis program designed for biological systems such as proteins, nucleic acids, lipid bilayer assemblies, etc. This unit will serve as an introductory VMD tutorial. We will present several step-by-step examples of some of VMD’s most popular features, including visualizing molecules in three dimensions with different drawing and coloring methods, rendering publication-quality figures, animate and analyze the trajectory of a molecular dynamics simulation, scripting in the text-based Tcl/Tk interface, and analyzing both sequence and structure data for proteins. PMID:19085979

  18. Accelerated Proficiency and Facilitated Retention: Recommendations Based on an Integration of Research and Findings from a Working Meeting

    DTIC Science & Technology

    2010-12-01

    Psychology– Learning , Memory and Cognition , 13, 344-349. Bahrick, H. P., & Hall, L. K. (1991a). Lifetime maintenance of high school mathematics content...been through an initiation ceremony—a novice who has begun introductory instruction . APPRENTICE Literally, one who is learning —a student undergoing...area of medical education, Problem-Based Learning is an instructional method that has students collaborate in work on challenging practical problems

  19. THE STUDY OF MUSIC IN THE ELEMENTARY SCHOOL--A CONCEPTUAL APPROACH.

    ERIC Educational Resources Information Center

    GARY, CHARLES L., ED.

    THIS GUIDE TO THE STUDY OF MUSIC IN THE ELEMENTARY SCHOOL EMPHASIZES THE CENTRALITY OF INTELLECTUAL APPREHENSION IN THE MUSIC EDUCATION PROGRAM. THE IMPORTANCE OF DEVELOPING A GENUINE UNDERSTANDING OF THE ART OF MUSIC IS EMPHASIZED. AN INTRODUCTORY CHAPTER PROVIDES A DISCUSSION OF A CONCEPTUAL APPROACH TO MUSIC LEARNING AND NAMES AND DEFINES THE…

  20. Vocational School Students' Information and Communication Technology Self-Efficacy Beliefs and the Factors Affecting Their Use of Such a Technology

    ERIC Educational Resources Information Center

    Turel, Vehbi; Calik, Sinan; Doganer, Adem

    2015-01-01

    The purpose of vocational schools (VSs) in Turkey, which offer two-year degree courses, is to provide the students who have completed a high school programme successfully with practical introductory experience in skilled trades such as computing, electronics, mechanics, carpentry, construction, field crops, and so on. Those who complete a two-year…

  1. Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics

    NASA Astrophysics Data System (ADS)

    Hannah, John; James, Alex; Montelle, Clemency; Nokes, Jacqui

    2011-04-01

    For many years, it has been a common practice to recognize students with high potential by according them targeted privileges and opportunities. This includes the practice of allowing students to accelerate their high school programme and, in the case of New Zealand students, to take university courses during their final school years. This work assesses the wisdom of this practice of acceleration in mathematics both for the student and the tertiary institution.

  2. Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

    NASA Astrophysics Data System (ADS)

    Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

    2010-10-01

    With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

  3. Assessment of Factors that Influence the Recruitment of Majors from Introductory Geology Classes

    NASA Astrophysics Data System (ADS)

    Hoisch, T. D.; Bowie, J. I.

    2009-12-01

    In order to guide the formulation of strategies for recruiting undergraduates taking introductory geology courses into the geology program at Northern Arizona University, we surveyed 783 students in introductory geology classes and 23 geology majors in their junior and senior years. Our introductory courses (GLG100, Introduction to Geology; GLG101, Physical Geology; and GLG112, Geologic Disasters) typically enroll ~600 students each semester. The majority of students in these classes are non-majors who take them in order to satisfy a university general education requirement (called “Liberal Studies requirements” at NAU). A large proportion of these students are freshmen (51%) and sophomores (30%), and many have not yet decided on a major or are uncertain about the major they have chosen. Our analysis shows that ~7% of students in the introductory classes are possible candidates for recruitment. Although a small percentage, it represents a large number of individuals, in fact more than could be accommodated were they all to decide to major in geology. Influential factors that weigh in favor of majoring in geology include good employability, good salary potential, and opportunities for working outdoors, field work, observing nature, travel, and environmentally friendly employment. In addition, students view a career as a geologist as potentially the most fulfilling of the different science occupations (biologist, chemist, geologist, environmental scientist, physicist) and among the more environmentally friendly. However, students perceive geology to be the least difficult of the sciences, and geology occupations to be low-paying and low in prestige relative to the other sciences. These negative perceptions could be countered by providing data to introductory students showing the starting salaries of geologists in comparison to other science occupations, and by communicating the rigorous nature of the more advanced classes in the geology degree program. A

  4. Incentive Matters!--The Benefit of Reminding Students about Their Academic Standing in Introductory Economics Courses

    ERIC Educational Resources Information Center

    Chen, Qihui; Okediji, Tade O.

    2014-01-01

    In this article, the authors illustrate how incentives can improve student performance in introductory economics courses. They implemented a policy experiment in a large introductory economics class in which they reminded students who scored below an announced cutoff score on the midterm exam about the risk of failing the course. The authors…

  5. Introductory Level Problems Illustrating Concepts in Pharmaceutical Engineering

    ERIC Educational Resources Information Center

    McIver, Keith; Whitaker, Kathryn; De Delva, Vladimir; Farrell, Stephanie; Savelski, Mariano J.; Slater, C. Stewart

    2012-01-01

    Textbook style problems including detailed solutions introducing pharmaceutical topics at the level of an introductory chemical engineering course have been created. The problems illustrate and teach subjects which students would learn if they were to pursue a career in pharmaceutical engineering, including the unique terminology of the field,…

  6. Graphical User Interface Programming in Introductory Computer Science.

    ERIC Educational Resources Information Center

    Skolnick, Michael M.; Spooner, David L.

    Modern computing systems exploit graphical user interfaces for interaction with users; as a result, introductory computer science courses must begin to teach the principles underlying such interfaces. This paper presents an approach to graphical user interface (GUI) implementation that is simple enough for beginning students to understand, yet…

  7. Student Understanding of Gravity in Introductory College Astronomy

    ERIC Educational Resources Information Center

    Williamson, Kathryn E.; Willoughby, Shannon

    2012-01-01

    Twenty-four free-response questions were developed to explore introductory college astronomy students' understanding of gravity in a variety of contexts, including in and around Earth, throughout the solar system, and in hypothetical situations. Questions were separated into three questionnaires, each of which was given to a section of…

  8. Public Scholarship Student Projects for Introductory Environmental Courses

    ERIC Educational Resources Information Center

    Baum, Seth D.; Aman, Destiny D.; Israel, Andrei L.

    2012-01-01

    This paper presents a model project for introductory undergraduate courses that develops students as citizens contributing scholarship to public discussions of environmental issues. In this field-based project, students actively and independently engage with an environmental issue and present their project experience to a relevant public forum. In…

  9. Topical and Applied Interests of Introductory Psychology Students

    ERIC Educational Resources Information Center

    Stalder, Daniel R.; Stec, Deborah A.

    2007-01-01

    Using forced-choice and continuous measures, introductory psychology students reported highest interest for the topical areas of clinical and social psychology (over biological, cognitive, and developmental) and for the applied areas of education and health (over business, environment, and law) at both the beginning and end of semesters. Among…

  10. Autonomy and the Student Experience in Introductory Physics

    ERIC Educational Resources Information Center

    Hall, Nicholas Ron

    2013-01-01

    The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students…

  11. Computer Managed Instruction: An Application in Teaching Introductory Statistics.

    ERIC Educational Resources Information Center

    Hudson, Walter W.

    1985-01-01

    This paper describes a computer managed instruction package for teaching introductory or advanced statistics. The instructional package is described and anecdotal information concerning its performance and student responses to its use over two semesters are given. (Author/BL)

  12. An Evaluation of the Accelerated Reader Program in Grades 3-5 on Reading Vocabulary, Comprehension, and Attitude in an Urban Southeastern School District in Virginia.

    ERIC Educational Resources Information Center

    Howard, Carol Ann

    The purpose of this study was to study recreational reading in third, fourth, and fifth grade urban students in a school district in Southeastern Virginia. The widely-used Accelerated Reader (AR) was the tool examined in the promotion of recreational reading. The major research questions determined if recreational reading, using Accelerated…

  13. First order error corrections in common introductory physics experiments

    NASA Astrophysics Data System (ADS)

    Beckey, Jacob; Baker, Andrew; Aravind, Vasudeva; Clarion Team

    As a part of introductory physics courses, students perform different standard lab experiments. Almost all of these experiments are prone to errors owing to factors like friction, misalignment of equipment, air drag, etc. Usually these types of errors are ignored by students and not much thought is paid to the source of these errors. However, paying attention to these factors that give rise to errors help students make better physics models and understand physical phenomena behind experiments in more detail. In this work, we explore common causes of errors in introductory physics experiment and suggest changes that will mitigate the errors, or suggest models that take the sources of these errors into consideration. This work helps students build better and refined physical models and understand physics concepts in greater detail. We thank Clarion University undergraduate student grant for financial support involving this project.

  14. Evolution of Student Knowledge in a Traditional Introductory Classroom

    NASA Astrophysics Data System (ADS)

    Sayre, Eleanor C.; Heckler, Andrew F.

    2008-10-01

    In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.

  15. Toward equity through participation in Modeling Instruction in introductory university physics

    NASA Astrophysics Data System (ADS)

    Brewe, Eric; Sawtelle, Vashti; Kramer, Laird H.; O'Brien, George E.; Rodriguez, Idaykis; Pamelá, Priscilla

    2010-06-01

    We report the results of a five year evaluation of the reform of introductory calculus-based physics by implementation of Modeling Instruction (MI) at Florida International University (FIU), a Hispanic-serving institution. MI is described in the context of FIU’s overall effort to enhance student participation in physics and science broadly. Our analysis of MI from a “participationist” perspective on learning identifies aspects of MI including conceptually based instruction, culturally sensitive instruction, and cooperative group learning, which are consistent with research on supporting equitable learning and participation by students historically under-represented in physics (i.e., Black, Hispanic, women). This study uses markers of conceptual understanding as measured by the Force Concept Inventory (FCI) and odds of success as measured by the ratio of students completing introductory physics and earning a passing grade (i.e., C- or better) by students historically under-represented in physics to reflect equity and participation in introductory physics. FCI pre and post scores for students in MI are compared with lecture-format taught students. Modeling Instruction students outperform students taught in lecture-format classes on post instruction FCI (61.9% vs 47.9%, p<0.001 ), where these benefits are seen across both ethnic and gender comparisons. In addition, we report that the odds of success in MI are 6.73 times greater than in lecture instruction. Both odds of success and FCI scores within Modeling Instruction are further disaggregated by ethnicity and by gender to address the question of equity within the treatment. The results of this disaggregation indicate that although ethnically under-represented students enter with lower overall conceptual understanding scores, the gap is not widened during introductory physics but instead is maintained, and the odds of success for under-represented students is not different from majority students. Women

  16. La Administracion de las Bibliotecas Escolares (School Library Administration). IFLA Professional Reports, No. 29.

    ERIC Educational Resources Information Center

    Galler, Anne M.; Coulter, Joan M.

    This manual provides practical information on the planning, organization, and operation of school libraries. Some of the guidelines differentiate between small libraries with minimal collections and larger, better-equipped libraries with more resources. Introductory materials include definitions of terms used in this manual. Guidelines are then…

  17. Professional Identities of School Leaders across International Contexts: An Introduction and Rationale

    ERIC Educational Resources Information Center

    Crow, Gary M.; Møller, Jorunn

    2017-01-01

    This introductory article attempts to set a conceptual stage for the special issue on identities of school leaders. We do this by beginning with a discussion of identity--its definition, philosophical roots, nature, and components. We then move to a discussion of identity development and the various dimensions that characterize this development.…

  18. Coverage of the Phineas Gage Story in Introductory Psychology Textbooks: Was Gage No Longer Gage?

    ERIC Educational Resources Information Center

    Griggs, Richard A.

    2015-01-01

    Most introductory textbooks discuss the story of Phineas Gage and his terrible accident in which he survived a three-and-a-half-foot-long tamping iron that weighed 13¼ pounds exploding through his head. Twenty-three current introductory textbooks were analyzed for the accuracy of their coverage of Gage's subsequent (post-accident) history and…

  19. Addressing Gender Disparity in Introductory Physics Courses: Are existing reforms enough?

    NASA Astrophysics Data System (ADS)

    Finkelstein, Noah; Pollock, Steven; Dubson, Michael

    2007-03-01

    Previously researchers have reported that by transforming teaching practices in introductory physics, it is possible to eliminate the disparity in achievement of males and females on measures of conceptual learning. [1] We follow-up on the studies of the original researchers by comparing achievement of male and female students on measures of conceptual learning in the introductory physics courses at a large public research university. Just as the original authors find, we observe that reform teaching practices, such as the use of Peer Instruction [2] increase the learning gains of all students in introductory physics. Additionally, we observe a significant reduction in this gender gap in learning gains in some but not all of our transformed courses. Notably, however, the gender gap does not completely disappear in any of our courses. In addition to discussing learning gains, we analyze shifts in student beliefs [3] and examine correlations between student beliefs and learning gains. [1] Lorenzo, M et al. (2006).Am. J. Phys. 74(2): 118-122 [2] Mazur, E. (1997). Peer Instruction (Prentice Hall). [3] Adams, W.K et al. Physical Review, ST:PER. 2,1,010101.

  20. Mediating relationship of differential products in understanding integration in introductory physics

    NASA Astrophysics Data System (ADS)

    Amos, Nathaniel; Heckler, Andrew F.

    2018-01-01

    In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and administered the instrument to over 1000 students in first and second semester introductory physics courses. Using a regression-based mediation analysis with conceptual understanding of integration as the dependent variable, we found evidence consistent with a simple mediation model: the relationship between differentials scores and integral scores may be mediated by the understanding of differential products. The indirect effect (a quantifiable metric of mediation) was estimated as a b =0.29 , 95% CI [0.25, 0.33] for N =1102 Physics 1 students, and a b =0.27 , 95% CI [0.14, 0.48] for N =65 Physics 2 students. We also find evidence that the physical context of the questions can be an important factor. These results imply that for introductory physics courses, instructional emphasis first on differentials then on differential products in a variety of contexts may in turn promote better integral understanding.

  1. Integrating writing research with curricular development in large-enrollment introductory physics

    NASA Astrophysics Data System (ADS)

    Demaree, Dedra

    2008-05-01

    Multiple research projects have been undertaken as part of an ongoing study to develop methods to do quantitative assessment of writing to learn within physics. The ability to make use of writing to learn at first glance appears limited in large-enrollment courses due to the time-intensive nature of essay writing and grading. However, effective ways to implement writing are quite possible. One study that will be discussed required students to do textbook summary writing in introductory physics in the 2007 spring semester of the ``Foundation Physics Course'' at the University of Cape Town. This course is a component of the special access program which contains mostly second language English speakers. Another use of writing will be reported that is currently being used in the introductory physics course at Oregon State University as a way to enhance problem solving. This project is also aimed at scaffolding students toward goals in our upper division courses. This talk will report on some of what we know about writing to learn, how we are working to improve ways to study it quantitatively, and how we are incorporating some aspects of it in accessible ways in large-enrollment introductory courses.

  2. Some Insights Regarding a Popular Introductory Gas Law Experiment

    ERIC Educational Resources Information Center

    DePierro, Ed; Garafalo, Fred

    2005-01-01

    The Dumas method provides a relatively simple way to determine the molar mass of volatile chemical compounds. A potential source of error in the Dumas molar mass method as it is often practiced in introductory chemistry laboratories is reported.

  3. Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

    PubMed

    Momsen, Jennifer L; Long, Tammy M; Wyse, Sara A; Ebert-May, Diane

    2010-01-01

    Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.

  4. Handpiece and bur skills evaluation during an introductory Clinical Skills Programme in a graduate-entry dental school: a pilot study.

    PubMed

    Foley, J I; Drummie, J

    2012-06-01

    To assess the effect of an introductory Clinical Skills Program on the development of two tasks aimed at teaching a Class II cavity preparation technique. A prospective, observational study. Twenty three first year students (F: 19; M: 4) were asked to complete two cavities on a Frasaco(®) tooth 46 using a FG 565 pear-shaped diamond bur. Task One: A groove was cut from the central fissure area to within 1mm of the marginal ridge which was 5mm in length, 2mm in width and 2mm in depth. Task Two: As for Task One and in addition, a slot was cut vertically downward at the marginal ridge to create a box 2mm in length, 2mm in width and 3mm in depth. Both tasks were undertaken at the start of an introductory Clinical Skills course and two months later after further skills practice. Cavity dimensions were measured using a digital caliper with a depth gauge. Data were analysed using a two-sample t-test (MINITAB(®) 15.1). Regarding Task One, a statistically-significant improvement in groove width was noted (p=0.001). Concerning Task Two, both the groove width and the box width improved and both were statistically significant p=0.023 and p=0.049, respectively). A Clinical Skills Program would appear to result in an improvement in cavity preparation, particularly in relation to cavity width.

  5. Polymeric, Metallic, and Other Glasses in Introductory Chemistry

    ERIC Educational Resources Information Center

    Hawkes, Stephen J.

    2008-01-01

    Non-ceramic glasses are not adequately discussed in introductory chemistry. Such glasses include polycarbonate, which many corrective lenses are made of, amber, enamel, gelatin, hard candy, coal, refrigerated glycerol, and metallic glasses that have been marketed in recent decades. What is usually discussed in elementary texts is siliceous glass,…

  6. Similarity of Introductory Psychology Textbooks: Reality or Illusion?

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Marek, Pam

    2001-01-01

    Presents a study that reviewed introductory psychology textbooks to examine the perception of extensive similarity. Focuses on six dimensions: (1) chapter topics, organization, and extent of topic coverage; (2) core concepts and key terms; (3) pedagogical aids and data graphs; (4) critical-thinking programs; (5) reference citations; and (6) level…

  7. Teaching Introductory Weather and Climate Using Popular Movies

    ERIC Educational Resources Information Center

    Yow, Donald M.

    2014-01-01

    Addressing the need for an introductory atmospheric science course for nonscience majors, a course was developed that provides a general understanding of atmospheric processes by examining how meteorological events are portrayed in movies. The course also uses films to study the causes of, impacts associated with, and potential adaptations to…

  8. Rhetorical Analysis as Introductory Speech: Jumpstarting Student Engagement

    ERIC Educational Resources Information Center

    Malone, Marc P.

    2012-01-01

    When students enter the basic public speaking classroom,When students enter the basic public speaking classroom, they are asked to develop an introductory speech. This assignment typically focuses on a speech of self-introduction for which there are several pedagogical underpinnings: it provides an immediate and relatively stress-free speaking…

  9. Transitioning from Introductory Calculus to Formal Limit Conceptions

    ERIC Educational Resources Information Center

    Nagle, Courtney

    2013-01-01

    The limit concept is a fundamental mathematical notion both for its practical applications and its importance as a prerequisite for later calculus topics. Past research suggests that limit conceptualizations promoted in introductory calculus are far removed from the formal epsilon-delta definition of limit. In this article, I provide an overview…

  10. Assessing Expertise in Introductory Physics Using Categorization Task

    ERIC Educational Resources Information Center

    Mason, Andrew; Singh, Chandralekha

    2011-01-01

    The ability to categorize problems based upon underlying principles, rather than surface features or contexts, is considered one of several proxy predictors of expertise in problem solving. With inspiration from the classic study by Chi, Feltovich, and Glaser, we assess the distribution of expertise among introductory physics students by asking…

  11. The Effect of Vocabulary on Introductory Microbiology Instruction

    ERIC Educational Resources Information Center

    Richter, Emily

    2011-01-01

    This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and…

  12. Diversity and Identity in Societal Context: Introductory Remarks

    ERIC Educational Resources Information Center

    Kiwan, Dina

    2008-01-01

    This introductory piece highlights key themes raised by Sir Bernard Crick and Professor Tariq Ramadan. Firstly I consider why citizenship is on the agenda and how these discourses are increasingly linked to discourses of diversity and identity. Secondly, I consider understandings of integration, especially with respect to Muslims, and thirdly,…

  13. Learning Styles and Student Performance in Introductory Economics

    ERIC Educational Resources Information Center

    Brunton, Bruce

    2015-01-01

    Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…

  14. Using Eportfolios to Aid Reflection in Introductory Psychology

    ERIC Educational Resources Information Center

    Siporin, Sheldon

    2013-01-01

    Electronic portfolios (EP) are an academic version of online social media (e.g., Facebook) that archive student work and support integrated learning. Despite limited theory, advocates believe EP enhances the reflective process. Thirty-six students in introductory psychology at Pace University were invited to create EP and complete optional EP…

  15. Forum: Crafting the Introductory Course in Religious Studies

    ERIC Educational Resources Information Center

    McCutcheon, Russell T.; Hollander, Aaron T.; Durdin, Andrew F.; Gardner, Kelli A.; Miller, Adam T.; Crews, Emily D.

    2016-01-01

    This series of short essays considers the complex choices and decision-making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's "The Craft of Teaching in the Academic Study of Religion" series, Russell McCutcheon…

  16. Model Rocketry in the High School. Grades 9-12. Course Guide.

    ERIC Educational Resources Information Center

    Grossenbacher, Roger

    This document describes a general introductory course in applied science intended for students of various interests and abilities. The course is designed to provide high school students with a basic understanding of the space age with an emphasis on model rocketry. Included is an outline of the subject matter to be covered in units on: (1)…

  17. Computer-Tailored Student Support in Introductory Physics.

    PubMed

    Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A

    2015-01-01

    Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a 'better-than-expected' measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century.

  18. Computer-Tailored Student Support in Introductory Physics

    PubMed Central

    Huberth, Madeline; Chen, Patricia; Tritz, Jared; McKay, Timothy A.

    2015-01-01

    Large introductory courses are at a disadvantage in providing personalized guidance and advice for students during the semester. We introduce E2Coach (an Expert Electronic Coaching system), which allows instructors to personalize their communication with thousands of students. We describe the E2Coach system, the nature of the personalized support it provides, and the features of the students who did (and did not) opt-in to using it during the first three terms of its use in four introductory physics courses at the University of Michigan. Defining a ‘better-than-expected’ measure of performance, we compare outcomes for students who used E2Coach to those who did not. We found that moderate and high E2Coach usage was associated with improved performance. This performance boost was prominent among high users, who improved by 0.18 letter grades on average when compared to nonusers with similar incoming GPAs. This improvement in performance was comparable across both genders. E2Coach represents one way to use technology to personalize education at scale, contributing to the move towards individualized learning that is becoming more attainable in the 21st century. PMID:26352403

  19. Lecturers' Perspectives on How Introductory Economic Courses Address Sustainability

    ERIC Educational Resources Information Center

    Green, Tom L.

    2015-01-01

    Purpose: The purpose of this article is to explore sustainability commitments' potential implications for the curriculum of introductory economics courses. Universities have signed the Talloires Declaration, committing themselves to promoting students' environmental literacy and ecological citizenship, thereby creating pressure to integrate…

  20. A Conversation on Classroom Etiquette in Introductory Sociology Courses.

    ERIC Educational Resources Information Center

    Emerick, Robert E.

    1994-01-01

    Discusses the inclusion of rules regarding classroom etiquette in an introductory college sociology course. Reports on rules regarding tardiness, leaving early, absenteeism, paying attention, and/or sleeping in class. Concludes that students and colleagues are generally positive about the approach. (CFR)

  1. The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach

    NASA Astrophysics Data System (ADS)

    Gutwill-Wise, Joshua P.

    2001-05-01

    This study evaluates new materials, "modules", for teaching introductory chemistry courses. The modules, under development by faculty from two NSF-funded consortia, employ real-world contexts and an interactive class format to foster conceptual understanding, scientific thinking, and improved attitudes toward science. The evaluation studies were conducted at two institutions, a small college and a large university. The experimental design at each school compared students in a course section taught with modules to those in a section that used a textbook and lecture format. At both schools, students in the modular section outperformed the control group on conceptual problems in chemistry and on scientific thinking problems. Modular section students at the large university also outperformed their peers on the first midterm exam in the subsequent organic chemistry course. Regarding attitudes, the modular section students were more positive about chemistry and the course than their peers in the control section at the small college. However, at the large school, the opposite attitudinal pattern was found. An analysis of informal focus group data provides insight into the negative attitudes in the modular section of the large course. Possible remedies for the issues raised are discussed.

  2. Asperger Syndrome and the Elementary School Experience: Practical Solutions for Academic & Social Difficulties.

    ERIC Educational Resources Information Center

    Moore, Susan Thompson.

    This book provides educators with an understanding of Asperger syndrome (AS) and how it affects a student academically and socially, and provides specific strategies for helping elementary school students with AS function successfully. Following an introductory chapter, chapter 2 presents the major areas of difficulty for individuals with AS with…

  3. Using Accelerated Reader with ESL Students.

    ERIC Educational Resources Information Center

    Hamilton, Betty

    1997-01-01

    Describes the use of Accelerated Reader, a computer program that instantly provides scored tests on a variety of books read by high school ESL (English as a Second Language) students as free voluntary reading. Topics include reading improvement programs, including writing assignments; and changes in students' reading habits. (LRW)

  4. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding.

    PubMed

    Merkel, Susan

    2012-01-01

    The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

  5. The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding

    PubMed Central

    Merkel, Susan

    2012-01-01

    The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology. PMID:23653779

  6. Introductory Chemical Education of Health Professionals: An Integrated Clinical Approach.

    ERIC Educational Resources Information Center

    Farina, Joseph; Frechette, Michael

    1979-01-01

    Reports the development of an integrated clinical approach to introductory chemistry education at the undergraduate level for students majoring in nursing and the allied health professions at the University of Lowell. (BT)

  7. The DPAC Compensation Model: An Introductory Handbook.

    DTIC Science & Technology

    1987-04-01

    introductory and advanced economics courses at the US Air Force Academy, he served for four years as an analyst and action officer in the ...introduces new users to the ACOL framework and provides some guidelines for choosing reasonable values for the four long-run parameters required to run the ...regression coefficients for ACOL and the civilian unemployment rate; for pilots, the number of " new " pilot

  8. Documentation of Decision-Aiding Software: Introductory Guide

    DTIC Science & Technology

    1980-02-01

    for the Manager ( New York: Holt, ’ 6 ( Simply put, the discipline assists planners and deci- sion makers in choosing between alternative courses of...con- ducting international negotiations on tanker safety; g. use by Headquarters, U.S. Marine Corps as an orga- nizing vehicle for the preparation of...literature on decision analysis. For an introductory treatment the reader should refer to Howard Raiffa, Decision Analysis (Reading, Massachusetts

  9. Telluride Nongraded Elementary School.

    ERIC Educational Resources Information Center

    Frick, Paul

    Teachers in a small Colorado elementary school noted that their school program needed changes in (1) promotion and retention, (2) acceleration, (3) individualization, and (4) report cards. A gradual conversion was made to a nongraded school program. The nongraded subjects, reading and arithmetic, were set up for individualized instruction.…

  10. Introducing the Cloud in an Introductory IT Course

    ERIC Educational Resources Information Center

    Woods, David M.

    2018-01-01

    Cloud computing is a rapidly emerging topic, but should it be included in an introductory IT course? The magnitude of cloud computing use, especially cloud infrastructure, along with students' limited knowledge of the topic support adding cloud content to the IT curriculum. There are several arguments that support including cloud computing in an…

  11. Introductory Psychology Textbooks: An Objective Analysis and Update.

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Jackson, Sherri L.; Christopher, Andrew N.; Marek, Pam

    1999-01-01

    Explores changes in the introductory psychology textbook market through an analysis of edition, author, length, and content coverage of the volumes that comprise the current market. Finds a higher edition average, a decrease in the number of authors, an increase in text pages, and a focus on developmental psychology and sensation/perception. (CMK)

  12. [Economics] Introductory Lesson (Begin Day One). Lesson Plan.

    ERIC Educational Resources Information Center

    Lewin, Roland

    This introductory lesson on teaching economics concepts contains sections on the following: purpose; objectives; time; materials needed; and step-by-step classroom procedures. The focus is on the economic problem of scarcity and opportunity costs. Attached is an original skit, "There's no such thing as a free lunch," and a chart that…

  13. The Time-Sharing Computer In Introductory Earth Science.

    ERIC Educational Resources Information Center

    MacDonald, William D.; MacDonald, Geraldine E.

    Time-sharing computer-assisted instructional (CAI) programs employing the APL language are being used in support of introductory earth science laboratory exercises at the State University of New York at Binghamton. Three examples are sufficient to illustrate the variety of applications to which these programs are put. The BRACH program is used in…

  14. Safety Action; Traffic and Pedestrian Safety. A Guide for Teachers in the Elementary Schools.

    ERIC Educational Resources Information Center

    Department of Transportation, Washington, DC.

    GRADES OR AGES: Elementary, grades 1-6. SUBJECT MATTER: Safety action, traffic and pedestrian safety. ORGANIZATION AND PHYSICAL APPEARANCE: After introductory material explaining the philosophy of the guide, the elementary school child, characteristics of children as related to safety, and the responsibility of the safety team, the guide has…

  15. Inexpensive Animal Learning Exercises for Huge Introductory Laboratory Classes

    ERIC Educational Resources Information Center

    Katz, Albert N.

    1978-01-01

    Suggests use of the planarian D. Dorotocephala, an animal 20 mm in size, in order to provide inexpensive lab experiences for students in large introductory psychology courses. The animal can be used to study perception, memory, behavior modification, and group processes. (Author/AV)

  16. Introductory Biophysics Course: Presentation of Physics in a Biological Context

    ERIC Educational Resources Information Center

    Henderson, B. J.; Henderson, M. A.

    1976-01-01

    An introductory biophysics course for science students who have previously taken two quarters of noncalculus physics is described. Material covered emphasizes the physical principles of sound, light, electricity, energy, and information. (Author/CP)

  17. Active Engagement Strategies for Introductory Physics

    NASA Astrophysics Data System (ADS)

    Kolitch, Shawn

    2001-05-01

    Evidence suggests that traditional lectures result in only minimal gains in student understanding of fundamental concepts in introductory physics. However, alternative approaches developed by physics education researchers seem to be more effective. In this talk I will review some of the evidence for these claims, discuss several possible alternatives to the traditional model of instruction, and describe some of the logistics involved in the implementation of such alternatives at both a large public university and a small liberal arts college.

  18. The Effects of a Cognitive Acceleration Intervention Programme on the Performance of Secondary School Pupils in Malawi

    NASA Astrophysics Data System (ADS)

    Mbano, Nellie

    2003-01-01

    The use of the 'Cognitive Acceleration through Science Education' (CASE) intervention programme was explored in Malawi to see if the critical period for cognitive transition from concrete operations to formal operations at 12-14 years of age actually exists. The older pupils (16-17 years of age) in secondary school classes in Malawi made similar cognitive gains to younger English pupils after being taught CASE for 2 years. This was taken to suggest that the critical period does not exist. However, in Malawi, girls, who are on average a year younger than boys in the same class, and older boys, had lower academic achievement than younger boys. Explanations for this age and gender interaction are explored.

  19. Analyzing collision processes with the smartphone acceleration sensor

    NASA Astrophysics Data System (ADS)

    Vogt, Patrik; Kuhn, Jochen

    2014-02-01

    It has been illustrated several times how the built-in acceleration sensors of smartphones can be used gainfully for quantitative experiments in school and university settings (see the overview in Ref. 1). The physical issues in that case are manifold and apply, for example, to free fall,2 radial acceleration,3 several pendula, or the exploitation of everyday contexts.6 This paper supplements these applications and presents an experiment to study elastic and inelastic collisions. In addition to the masses of the two impact partners, their velocities before and after the collision are of importance, and these velocities can be determined by numerical integration of the measured acceleration profile.

  20. The mass-luminosity relation in an introductory astronomy lab

    NASA Astrophysics Data System (ADS)

    LoPresto, Michael C.

    2016-11-01

    Exposing students in general education science courses of lower mathematical levels to experiments that make use of quantitative skills such as collecting and analyzing data is very important because they provide examples of how science is actually done. Experiments with relatively simple procedures that are also interesting and engaging which serve this purpose can be hard to find. This can especially be true for introductory college astronomy courses; however, courses of this type often do still have a laboratory component because most students, regardless of major, are required to take at least one laboratory science course. When required to work with data in a quantitative fashion, the difficulty students with lower mathematical skills often have is that any actual physical meaning of an experiment can become completely lost in a procedure that, to them, seems to be purely an exercise in complex mathematics and for which they have resorted to simply following by rote, from which, perhaps needless to say, they are likely to learn little or nothing. I have seen this happen numerous times and it has inspired me to focus on attempting to develop meaningful laboratory experiences for students of lower mathematical level courses, such as introductory astronomy and conceptual physics, that involve both the gathering and analysis of numerical data. What follows is a simple experiment of this type on the mass-luminosity relation for stars on the main sequence of the Hertzsprung-Russell diagram that has proven useful for an introductory astronomy laboratory course.