Promoting Self-Determination and Transition Planning Using Technology: Student and Parent Perspectives

ERIC Educational Resources Information Center

Van Laarhoven-Myers, Traci E.; Van Laarhoven, Toni R.; Smith, Thomas J.; Johnson, Heather; Olson, Justin

2016-01-01

Despite the Individuals With Disabilities Education Act's (IDEA) mandates for student involvement in the Individualized Education Program (IEP) process, several researchers have demonstrated limited student participation. One method for encouraging self-advocacy and active IEP participation is to teach students to communicate their hopes, dreams,…

Bringing Algorithms to Life: Cooperative Computing Activities Using Students as Processors.

ERIC Educational Resources Information Center

Bachelis, Gregory F.; And Others

1994-01-01

Presents cooperative computing activities in which each student plays the role of a switch or processor and acts out algorithms. Includes binary counting, finding the smallest card in a deck, sorting by selection and merging, adding and multiplying large numbers, and sieving for primes. (16 references) (Author/MKR)

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Planning a pharmacy-led medical mission trip, part 2: servant leadership and team dynamics.

PubMed

Brown, Dana A; Brown, Daniel L; Yocum, Christine K

2012-06-01

While pharmacy curricula can prepare students for the cognitive domains of pharmacy practice, mastery of the affective aspects can prove to be more challenging. At the Gregory School of Pharmacy, medical mission trips have been highly effective means of impacting student attitudes and beliefs. Specifically, these trips have led to transformational changes in student leadership capacity, turning an act of service into an act of influence. Additionally, building team unity is invaluable to the overall effectiveness of the trip. Pre-trip preparation for teams includes activities such as routine team meetings, team-building activities, and implementation of committees, as a means of promoting positive team dynamics. While in the field, team dynamics can be fostered through activities such as daily debriefing sessions, team disclosure times, and provision of medical services.

The Effectiveness of the Dramatic Activities in the Development of the Oral Performance Skills of Prep Students in English

ERIC Educational Resources Information Center

Zayed, Jihan El-Sayed Ahmed

2003-01-01

The goal of this study was to determine the effect of using some dramatic activities on developing the oral performance skills of second year prep school students in English. The dramatic activities included storytelling, story-acting, pantomime, puppetry, role-playing, reader's theater and choral reading. The oral performance skills were…

California DREAMers: Activism, Identity, and Empowerment among Undocumented College Students

ERIC Educational Resources Information Center

DeAngelo, Linda; Schuster, Maximilian T.; Stebleton, Michael J.

2016-01-01

There is a large gap in college access and success for undocumented students. This emergent population remains uniquely and precariously situated within campus environments, despite the passage of Development, Relief, and Education for Alien Minors (DREAM) Acts in some states. These inequities have sparked activism for DREAMers associated with the…

H[subscript 2]O and You

ERIC Educational Resources Information Center

Jackson, Julie

2009-01-01

Learning about states of matter is fun and exciting when students, acting as water molecules, role-play moving from a solid to a liquid to a gas. The 5-E lesson plan model provides the framework for this activity, ensuring that students actively engage in inquiry science while creatively constructing knowledge. (Contains 2 figures.)

Natural Selection Is a Sorting Process: What Does that Mean?

ERIC Educational Resources Information Center

Price, Rebecca M.

2013-01-01

To learn why natural selection acts only on existing variation, students categorize processes as either creative or sorting. This activity helps students confront the misconception that adaptations evolve because species need them.

Acting Like a Physicist: Student Approach Study to Experimental Design

ERIC Educational Resources Information Center

Karelina, Anna; Etkina, Eugenia

2007-01-01

National studies of science education have unanimously concluded that preparing our students for the demands of the 21st century workplace is one of the major goals. This paper describes a study of student activities in introductory college physics labs, which were designed to help students acquire abilities that are valuable in the workplace. In…

Teaching About Fire Safety.

ERIC Educational Resources Information Center

Brady, Holly; Arnold, Anne Jurmu

1982-01-01

This unit on fire safety teaches students how to act in or during a fire and presents fire prevention measures that students can implement at home. Two reproducible masters concerning fire safety and prevention are presented along with class activities, student reading resources, and organizations and companies that offer classroom materials about…

75 FR 46944 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-04

... Act of 1995: Proposed Project: Scholarships for Disadvantaged Students (SDS) Program (OMB No. 0915-0149)--Extension The Scholarships for Disadvantaged Students (SDS) Program has as its purpose, the provision of funds to eligible schools to provide scholarships to full-time, financially needy students from...

78 FR 57371 - Agency Information Collection Activities; Comment Request; Student Aid Internet Gateway (SAIG...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-18

...; Comment Request; Student Aid Internet Gateway (SAIG) Enrollment Document AGENCY: Federal Student Aid (FSA... Internet Gateway (SAIG) Enrollment Document. OMB Control Number: 1845-0002. Type of Review: A revision of... Internet Gateway (SAIG) allows eligible entities to securely exchange Title IV, Higher Education Act (HEA...

Introducing the Action Potential to Psychology Students

ERIC Educational Resources Information Center

Simon-Dack, Stephanie L.

2014-01-01

For this simple active learning technique for teaching, students are assigned "roles" and act out the process of the action potential (AP), including the firing threshold, ion-specific channels for ions to enter and leave the cell, diffusion, and the refractory period. Pre-post test results indicated that students demonstrated increased…

Children's Comprehension and Use of Indirect Speech Acts: The Case of Soliciting Praise.

ERIC Educational Resources Information Center

Kovac, Ceil

Children in school cooperate in the evaluation of their products and activities by teachers and other students by calling attention to these products and activities with various language strategies. The requests that someone notice something and/or praise it are the data base for this study. The unmarked speech act for this request type is in the…

Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices

ERIC Educational Resources Information Center

Hekmati, Nargess; Ghahremani Ghajar, Sue-san; Navidinia, Hossein

2018-01-01

The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

Development of Creative Activity of Students in the System of the Organizational Culture of the Modern University

ERIC Educational Resources Information Center

Khairullina, Nursafa; Bakhtizin, Ramil; Gaisina, Lyutsiya; Kosintseva, Tamara; Belonozhko, Lidia

2016-01-01

Student creativity today is indicative of the successful operation of the higher education institution in the training of specialists. Organizational culture, being a complex of common and shared by all subjects of teaching and educational activity such as values, norms, beliefs, acts as an important integration factor influencing the creative…

Science and Criminal Investigation.

ERIC Educational Resources Information Center

Johnson, Ronald

1997-01-01

Presents a science activity that integrates the disciplines of anatomy, physiology, genetics, and forensics in which students act as detectives unraveling evidence at a murder crime scene. This project is designed to enhance student interest by providing immediate application of these disciplines. (DKM)

The Endangered Species Act and a Deeper Look at Extinction.

ERIC Educational Resources Information Center

Borowski, John F.

1992-01-01

Discusses the importance of saving species and dispels myths surrounding the endangered species act as background to three student activities that include a round table debate, writing to congresspeople, and a research project suggestion. Lists reference materials for endangered species. (MCO)

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

NASA Astrophysics Data System (ADS)

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-10-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

Teacher practices and student science grades as indicators of performance on the Reading, Mathematics, and Science Reasoning subtests of the ACT

NASA Astrophysics Data System (ADS)

Wade, Marilyn R.

In light of the federal mandates of standardized testing at all levels set in the No Child Left Behind Act of 2002, the purpose of this study was to determine if a significant relationship exists between high school science averages, the number of high school science courses taken, and the ACT Reading, Mathematics, and Science Reasoning subscores with consideration of the demographic characteristics of gender, ethnicity, and school attended. Further, this study examined the influence of the instructional practices and assessment methods used by the classroom teacher on students' ACT Science Reasoning subscores. The sample consisted of four public high schools in Northwest Tennessee, which provided data for students in the graduating classes of 2003 and 2004. Eight of 16 teachers at these schools who had taught students from both graduating classes completed a survey indicating instructional practices and assessment methods used in the classroom. Multiple regression results indicated positive significant relationships of white ethnicity, high school science average, and the number of high school courses taken to the three ACT subscores. Negative significant relationships were found for black ethnicity in relation to the three ACT subscores and for gender in relation to the ACT Mathematics and ACT Science Reasoning subscore. MANOVA results indicated no significant difference in instructional practices and Mann-Whitney U test results indicated no significant difference in assessment methods of teachers at lower- and higher-scoring schools. Further study is needed to determine the types of professional development activities that teachers need and desire to make positive changes in instructional practices and assessment methods to raise levels of achievement for all students.

United States History Simulations: 1787-1868: Constitution Convention, Missouri Compromise, Treaty of Guadalupe Hidalgo, The Compromise of 1850, The Kansas/Nebraska Act, Southern Secession from the Union, and the Impeachment and Trial of Andrew Johnson. ETC Simulations Number Two.

ERIC Educational Resources Information Center

Hostrop, Richard W.

This book presents simulation activities for significant events in U.S. history from 1787-1868. Intended for student involvement, the simulations require student research and practice in order to carry out the designated roles. The simulation and role play serve to involve the students actively in their learning, using both the affective and…

Assessing the Political Ideology and Activism of College Students: Reactions to the Persian Gulf War Syndrome.

ERIC Educational Resources Information Center

Williams, Elizabeth A.; Malaney, Gary D.

1996-01-01

Discusses results of a survey of undergraduate student opinion (n=949) in 1991 about the U.S. involvement in the Persian Gulf War. Determines the students' support for or opposition to U.S. involvement, and the extent to which they did or did not act on those beliefs. (JPS)

The "Pay It Forward" Speech: Challenging Students to Become Engaged in the Community

ERIC Educational Resources Information Center

McKenna-Buchanan, Timothy; Munz, Stevie

2014-01-01

This assignment described here serves as a meaningful way to engage students who are perhaps less involved in giving back to their own community (Galston, 2003). By engaging students in "pay it forward" experiences, this assignment can help foster a sense of active citizenship. Often political engagement is associated with acts related…

Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

PubMed Central

Mynlieff, Michelle; Manogaran, Anita L.; St. Maurice, Martin

2014-01-01

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors. PMID:26086661

The Use of Parent Involved Take-Home Science Activities during Student Teaching: Understanding the Challenges of Implementation

ERIC Educational Resources Information Center

Zarazinski, Jill

2010-01-01

The purpose of this study was to identify student teachers use and implementation of "Science in a Bag" when it was no longer a required course-based assessment. This take-home science activity acted as the elaboration component of the 5Es lesson teacher candidates designed and taught in the classroom, utilized household items, and directly…

Why Not Vote?

ERIC Educational Resources Information Center

Carr, Patricia

1984-01-01

Students need to learn about the real-world issues our nation faces. They need to understand how concerned individuals gather information, consider opposing opinions, come to conclusions, and act on their beliefs. Background information, resources, and classroom activities are provided to help students understand the importance of voting. (DF)

Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model.

PubMed

El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A

2014-01-01

Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information.

The Solar System Ballet: A Kinesthetic Spatial Astronomy Activity

NASA Astrophysics Data System (ADS)

Heyer, Inge; Slater, T. F.; Slater, S. J.; Astronomy, Center; Education ResearchCAPER, Physics

2011-05-01

The Solar System Ballet was developed in order for students of all ages to learn about the planets, their motions, their distances, and their individual characteristics. To teach people about the structure of our Solar System can be revealing and rewarding, for students and teachers. Little ones (and some bigger ones, too) often cannot yet grasp theoretical and spatial ideas purely with their minds. Showing a video is better, but being able to learn with their bodies, essentially being what they learn about, will help them understand and remember difficult concepts much more easily. There are three segments to this activity, which can be done together or separately, depending on time limits and age of the students. Part one involves a short introductory discussion about what students know about the planets. Then students will act out the orbital motions of the planets (and also moons for the older ones) while holding a physical model. During the second phase we look at the structure of the Solar System as well as the relative distances of the planets from the Sun, first by sketching it on paper, then by recreating a scaled version in the class room. Again the students act out the parts of the Solar System bodies with their models. The third segment concentrates on recreating historical measurements of Earth-Moon-Sun system. The Solar System Ballet activity is suitable for grades K-12+ as well as general public informal learning activities.

Class Acts: Activities and Games for the Business Classroom.

ERIC Educational Resources Information Center

Villee, Pat A. Gallo; Kaser, Kenneth J.

This collection of 30 business classroom activities is designed to help students become active thinkers and doers. It provides a variety of ways for reinforcing concepts, practicing problem-solving and critical-thinking skills, and having fun. This manual provides an objective, instructions, and a material list for each activity. Several…

Higher Education Music Students' Perceptions of the Benefits of Participative Music Making

ERIC Educational Resources Information Center

Kokotsaki, Dimitra; Hallam, Susan

2007-01-01

This study aimed to assess the perceived impact of music students' active engagement in music making. Seventy-eight music students were asked to report on the impact that their participation in music making had on their lives. The data were analysed using Atlas.ti software. The findings fell within three categories: music making as a musical act,…

Who Goes to Graduate School? Tracking 2003 ACT®-Tested High School Graduates for More than a Decade. ACT Research Report Series, 2015 (2)

ERIC Educational Resources Information Center

Mattern, Krista; Radunzel, Justine

2015-01-01

Many students who earn a bachelor's degree also aspire to earn a graduate degree. In this study, we examined student and institutional characteristics that are related to graduate school enrollment. Student characteristics included demographic characteristics; high school performance measures, coursework taken, and extracurricular activities;…

If It's about Me, Why Do It without Me? Genuine Student Engagement in School Cyberbullying Education

ERIC Educational Resources Information Center

Cross, Donna; Lester, Leanne; Barnes, Amy; Cardoso, Patricia; Hadwen, Kate

2015-01-01

This study reports on a three-year group randomized controlled trial, the Cyber Friendly Schools Project (CFSP), aimed to reduce cyberbullying among grade 8 students during 2010-2012. In each year, 14-15 year old student "cyber" leaders acted as catalysts to develop and implement whole-school activities to reduce cyberbullying-related…

Providing health services for children with special health care needs on out-of-state field trips.

PubMed

Erwin, Karen; Clark, Saudi; Mercer, Sharon Eli

2014-03-01

An increasing number of children attend school with special health care needs. Title II of the Americans with Disabilities Act (ADA) requires all school-sponsored activities to be easily accessible to all students. School-sponsored field trips enhance students' education, and students who require health services may not be excluded. For students with special health care needs, fully participating in the field trip experience presents unique challenges. These challenges are further complicated by out-of-state field trips due to variances in nurse practice acts, variances in delegation regulations, and most recently, state-by-state participation or nonparticipation in the Nurse Licensure Compact. Review of state laws, regulations, and nursing scope of practice for school health services is critical when planning and problem solving for students requiring health services on out-of-state field trips.

The effect of active learning on college students' achievement, motivation, and self-efficacy in a human physiology course for non-majors

NASA Astrophysics Data System (ADS)

Wilke, Roger Russell

2000-10-01

This study investigated the effects active learning strategies had on college students' achievement, motivation, and self-efficacy, in a human physiology course for non-majors. A continuum-based active learning instructional model was implemented over the course of a semester to assess the effects on the variables and specific student outcomes of learning mentioned above. In addition analyses were conducted to explore what learner characteristics contributed to the successful implementation of the model such as students' gender, classification, major, grade point average, ACT and SAT scores, motivation, and self-efficacy. A quasi-experimental, Solomon-4 Group design was undertaken on 171 students in a small west-Texas university. Treatment groups were taught using the model while controls were taught using traditional lecture methods. Students were administered a comprehensive physiology content exam, sections of the Motivated Strategies for Learning Questionnaire, and attitude surveys to assess the effects of the continuum-based active learning strategies. Factorial analyses indicated the treatment group acquired significantly more content knowledge and were significantly more self-efficacious than students in the control group. There were no significant differences in motivation. Factorial and modified regression analyses in the aptitude by treatment interaction exploration determined that males in the treatment group performed significantly better on the comprehensive physiology content exam versus males in the control group. While females performed better overall than males, there were no significant differences in achievement between females in the treatment group and those in the control. No significant interactions were found for the other learner characteristics. The results also indicated that students' general cognitive ability as measured by their grade point average, ACT, and SAT scores and their self-efficacy contributed significantly to their achievement. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped them to learn the material, and would choose an active learning course in the future if given the opportunity. This study demonstrated that continuum-based active learning strategies used in this context, improved students' content acquisition and self-efficacy and had wide applicability with a number of learner characteristics.

The Great Balancing Act. Nutrition Comes Alive. Level 4. Nutrition Educator's Guide and Work Sheets, Information Sheets, Story, Letters to Parents. Revised Edition.

ERIC Educational Resources Information Center

Waldron, Laurie

This guide offers a nutrition education program for students in Kindergarten through Grade 6. Activities span all grades as well as activities for the specific level. Nutrition education objectives are stated for each grade level: (1) grade four--students will explore how to balance food intake and energy output for overall health and physical…

Transition Practices of Vocational Rehabilitation Counselors Serving Students and Youth with Disabilities

ERIC Educational Resources Information Center

Neubert, Debra A.; Luecking, Richard G.; Fabian, Ellen S.

2018-01-01

Purpose: The Workforce Innovation and Opportunity Act of 2014 mandates vocational rehabilitation (VR) counselors play a greater role in providing transition-related services for students and youth with disabilities, such as pre-employment activities and increased collaborative efforts with state and local education agencies and American Jobs…

Teaching Persuasion through Personal Advocacy

ERIC Educational Resources Information Center

Hahn, Allison Hailey

2016-01-01

Many instructors and textbooks encourage the use of debate and critical thinking in the classroom by creating artificial public space in which students then act out engagements. The tools gained from such activities do encourage better thinking and speaking, but they do not adequately prepare students for "real" situations when they must…

Acid Rain. Teacher's Guide. LHS GEMS.

ERIC Educational Resources Information Center

Hocking, Colin; Barber, Jacqueline; Coonrod, Jan

This teacher's guide presents a unit on acid rain and introduces hands-on activities for sixth through eighth grade students. In each unit, students act as real scientists and gather evidence by using science process skills such as observing, measuring and recording data, classifying, role playing, problem solving, critical thinking, synthesizing…

"No Taxation without Representation:" A Simulation Activity.

ERIC Educational Resources Information Center

Schur, Joan Brodsky

1992-01-01

Describes a simulation exercise designed to help students understand the objections of U.S. colonists to the Stamp Act and other taxes. Includes a sample handout, instructions for the teacher in carrying out the simulation, and questions to compare students' and colonists' about feelings being assessed fees unfairly. (DK)

Middle School Physical Education Teachers' Perspectives on Overweight Students

ERIC Educational Resources Information Center

Doolittle, Sarah A.; Rukavina, Paul B.; Li, Weidong; Manson, Mara; Beale, Angela

2016-01-01

Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers' perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school…

College Student Interest in Social Issues

ERIC Educational Resources Information Center

Fenske, Robert H.; Scott, Craig S.

1972-01-01

This study deals with interest and involvement with contemporary social issues through passive activities like discussion, reading, or attending lectures. The study was part of a more comprehensive survey that was undertaken by The American College Testing Program (ACT) in 1969 to assess characteristics of students entering college, to measure…

"Variation in Student Learning" as a Threshold Concept

ERIC Educational Resources Information Center

Meyer, Jan H. F.

2012-01-01

The Threshold Concepts Framework acts as a catalyst in faculty development activities, energising and provoking discussion by faculty about their own courses in their own disciplines, and often leading to the discovery of transformational concepts that occasion epistemic and ontological shifts in their students. The present study focuses on…

78 FR 77496 - Agency Information Collection Activities; Submission for OMB Review; Comment Request; Student...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-23

... (DOL) is submitting the Occupational Safety and Health Administration (OSHA) sponsored information... maintain PRA authorization for the Student Data Form, Form OSHA-182. The Occupational Safety and Health Act... education in occupational safety and health for Federal and State compliance officers, OSHA professionals...

Motivations Underlying Volunteerism: Differences and Similarities between Student and Senior Citizen Volunteers.

ERIC Educational Resources Information Center

Sibicky, Mark; And Others

Many Americans engage in voluntary activities and many of these volunteers traditionally have been college students and older adults. A functional approach to volunteerism suggests that similar acts of volunteerism may actually reflect very different personal, social, and psychological functions for different volunteers. This study examined the…

Listening as an Act of Composing.

ERIC Educational Resources Information Center

Ronald, Katharine; Roskelly, Hephzibah

The fact that students have not learned to listen may be the reason some of them cannot write. Listening is an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalization that reading and writing demand. The following three exercises were designed to make students conscious of themselves as active…

Building Civic Bridges: Community-Centered Action Civics

ERIC Educational Resources Information Center

LeCompte, Karon; Blevins, Brooke

2015-01-01

Project-based learning is an example of powerful social studies learning in which student engage in active inquiry. Action civics is a relatively new educational practice in which students "act as citizens" through a cycle of research, action, and reflection about problems they care about in their community. "Building Civic…

Student-Produced Video: Two Approaches

ERIC Educational Resources Information Center

Carney, Nathaniel; Foss, Patrick

2008-01-01

This article introduces the idea of using video production to engage second language learners in learner-centered, project-based learning activities to motivate them to learn and participate through writing, directing, acting in, and editing a movie. The authors describe two projects. In the first project, four pairs of students each created a…

Parents' Experiences with the IEP Process: Considerations for Improving Practice

ERIC Educational Resources Information Center

Reiman, John W.; Beck, Laura; Coppola, Teresa; Engiles, Anita

2010-01-01

Since 1975 active parent participation in all aspects of educational programming for students receiving special education services has been legally mandated, initially with the Education for All Handicapped Children Act (PL 94-142), then in 1990 with the Individuals with Disabilities Education Act (IDEA) (PL 102-119), and most recently with the…

Once Upon a Synapse: A Drug Education Simulation in Three Acts.

ERIC Educational Resources Information Center

London, William M.

1989-01-01

An instructional activity designed to clarify pharmacological concepts related to drug use is described. The focus of the activity is a simulation, with student actors, of the effect of drugs and alcohol on the nervous system. (IAH)

Stop the Stretching. Grades 6-8.

ERIC Educational Resources Information Center

Rushton, Erik; Ryan, Emily; Swift, Charles

In this activity, students learn about composite materials, tension as a force, and how they act on structural components through the design and testing of a strip of plastic chair webbing. This activity requires a 60-minute time period for completion. (Author/NB)

Plastics in Our Environment: A Jigsaw Learning Activity

ERIC Educational Resources Information Center

Hampton, Elaine; Wallace, Mary Ann; Lee, Wen-Yee

2009-01-01

In this lesson, a ready-to-teach cooperative reading activity, students learn about the effects of plastics in our environment, specifically that certain petrochemicals act as artificial estrogens and impact hormonal activities. Much of the content in this lesson was synthesized from recent medical research about the impact of xenoestrogens and…

Think Locally, Act Globally! Linking Local and Global Communities through Democracy and Environment. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

ERIC Educational Resources Information Center

Dowler, Lorraine

Designed so that it can be adapted to a wide range of student abilities and institutional settings, this learning module on the human dimensions of global change seeks to: actively engage students in problem solving, challenge them to think critically, invite them to participate in the process of scientific inquiry, and involve them in cooperative…

Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study.

PubMed

Tan, Paulo; Alant, Erna

2018-01-01

This study employed an A-B singled subject design to explore the extent to which a peer-mediated intervention supported a first-grade student with autism's usage both in purpose and frequency of a speech-generating device (SGD) during mathematics activities. The intervention involved teaching a peer without a disability to encourage the student with autism to use the SGD during partnered mathematics activities. Our analysis involved visual and descriptive examination of trends and patterns over time, and comparison of means between and within phases. We found during the course of this study that (1) the student with autism's level of overall communication, which included the relevancy of these communicative behaviors, increased; (2) the student with autism's level of spontaneous communication acts increased; and (3) the peer became more independent with supporting the student with autism's communication. Implications for future research and practice are provided.

Student Placement in Elementary and Secondary Schools and Section 504.

ERIC Educational Resources Information Center

Fund for the Improvement of Postsecondary Education (ED), Washington, DC.

This pamphlet outlines the provisions of Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against students on the basis of handicap, in programs or activities that receive federal financial assistance. The evaluation and placement procedures that schools must carry out to determine the educational needs of a…

Academic Achievement and Extracurricular School Activities of At-Risk High School Students

ERIC Educational Resources Information Center

Marchetti, Ryan; Wilson, Randal H.; Dunham, Mardis

2016-01-01

This study compared the employment, extracurricular participation, and family structure status of students from low socioeconomic families that achieved state-approved benchmarks on ACT reading and mathematics tests to those that did not achieve the benchmarks. Free and reduced lunch eligibility was used to determine SES. Participants included 211…

78 FR 61346 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-03

... Assistance General Provisions--Subpart K--Cash Management AGENCY: Federal Student Aid (FSA), Department of... accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 3506(c)(2)(A)), provides the general... of Collection: Student Assistance General Provisions--Subpart K--Cash Management. OMB Control Number...

Predictors of Supported Employment for Transitioning Youth with Developmental Disabilities

ERIC Educational Resources Information Center

Simonsen, Monica Lynn

2010-01-01

The Individuals with Disabilities Education Act of 2004 requires school systems to plan systematically for the transition from school to post-secondary education and/or employment and include measurable post-school goals in students' IEPs. Schools are required to coordinate activities, such as work experiences, to assist students in meeting their…

Plate Tectonics: The Way the Earth Works. Teacher's Guide. LHS GEMS.

ERIC Educational Resources Information Center

Cuff, Kevin

This teacher guide presents a unit on plate tectonics and introduces hands-on activities for students in grades 6-8. In each unit, students act as real scientists and gather evidence by using science process skills such as observing, graphing, analyzing data, designing and making models, visualizing, communicating, theorizing, and drawing…

The Classroom Observations of Vietnamese Teachers: Mediating Underlying Values to Understand Student Learning

ERIC Educational Resources Information Center

Tsukui, Atsushi; Saito, Eisuke; Sato, Masaaki; Michiyama, Megumi; Murase, Masatsugu

2017-01-01

This study uses the grounded theory approach (GTA) to investigate the value and characteristics of teacher observations, when used to understand student learning. Earlier studies have analysed the act of observation, defining it as a combination of joint observation and interpretation activities. By contrast, this analysis of 28 primary school…

Learning Comes Together: The Creation of a Play.

ERIC Educational Resources Information Center

Smart, Jim; And Others

1994-01-01

Each year, fifth graders at Kamehameha Elementary School produce a play about American history. Students do research, write scripts and songs, design costumes and the stage sets, act, and promote the event. The article explains how the students accomplished this over several months and notes how the activity tied into their schoolwork. (SM)

Opening Discourses of Citizenship Education: A Theorization with Foucault

ERIC Educational Resources Information Center

Nicoll, Katherine; Fejes, Andreas; Olson, Maria; Dahlstedt, Magnus; Biesta, Gert

2013-01-01

We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus,…

20 CFR 638.813 - Nondiscrimination; nonsectarian activities.

Code of Federal Regulations, 2010 CFR

2010-04-01

.... 638.813 Section 638.813 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Administrative Provisions... assistance. (Section 167) (b) Nonsectarian activities. Students shall not be employed or trained on the...

Teaching Students to Build Historical Buildings in Virtual Reality: A Didactic Strategy for Learning History of Art in Secondary Education

ERIC Educational Resources Information Center

Frontera, Eloi Biosca

2009-01-01

This article is a summary and conclusions of a field study carried out in a secondary education classroom with the aim of experimenting and observing how 13-year-old students learn the history of architecture by using complex virtual reality software. Within the framework of autonomous and active learning, students act as builders of some of the…

School Sanctioned Extracurricular Activities and Academic Achievement: A Quantitative Study of Hours of Extracurricular Participation and the Impact upon GPA and ACT Score

ERIC Educational Resources Information Center

Dearman, Scott G.

2017-01-01

There are concerns about the increasing demands placed on students not only within the classroom but outside it as well. Parents and educators alike are faced with the daunting challenge of balancing the educational and extracurricular pressures that students face. In light of student needs and limited time educational leaders along with parents…

Evaluating voice characteristics of first-year acting students in Israel: factor analysis.

PubMed

Amir, Ofer; Primov-Fever, Adi; Kushnir, Tami; Kandelshine-Waldman, Osnat; Wolf, Michael

2013-01-01

Acting students require diverse, high-quality, and high-intensity vocal performance from early stages of their training. Demanding vocal activities, before developing the appropriate vocal skills, put them in high risk for developing vocal problems. A retrospective analysis of voice characteristics of first-year acting students using several voice evaluation tools. A total of 79 first-year acting students (55 women and 24 men) were assigned into two study groups: laryngeal findings (LFs) and no laryngeal findings, based on stroboscopic findings. Their voice characteristics were evaluated using acoustic analysis, aerodynamic examination, perceptual scales, and self-report questionnaires. Results obtained from each set of measures were examined using a factor analysis approach. Significant differences between the two groups were found for a single fundamental frequency (F(0))-Regularity factor; a single Grade, Roughness, Breathiness, Asthenia, Strain perceptual factor; and the three self-evaluation factors. Gender differences were found for two acoustic analysis factors, which were based on F(0) and its derivatives, namely an aerodynamic factor that represents expiratory volume measurements and a single self-evaluation factor that represents the tendency to seek therapy. Approximately 50% of the first-year acting students had LFs. These students differed from their peers in the control group in a single acoustic analysis factor, as well as perceptual and self-report factors. No group differences, however, were found for the aerodynamic factors. Early laryngeal examination and voice evaluation of future professional voice users could provide a valuable individual baseline, to which later examinations could be compared, and assist in providing personally tailored treatment. Copyright © 2013 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Monitoring of Student Right To Know and Campus Security Act of 1990. Report To Accompany H. Res. 470. House of Representatives, 104th Congress, 2d Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Economic and Educational Opportunities.

This report to accompany House Resolution 470 expresses the sense of Congress that the Department of Education should play a more active role in the monitoring of and enforcing compliance with the Higher Education Act of 1965 related to campus crime. The report makes reference to the Campus Crime and Security Awareness Act, enacted as part of the…

Understanding physiology by acting out concepts.

PubMed

Yucha, C B

1995-12-01

Typically, classes in anatomy and physiology are taught via lecture and visual aids. This seems to work well for students who are primarily auditory and visual learners but not for those who learn better through kinesthetic experiences. This is the first report describing the use of improvisation to act out physiological concepts within an anatomy and physiology course. Improvisational techniques encourage active participation and allow students to personally interact with and experience difficult concepts in the classroom. In this paper, sensory modality preferences for learning will be discussed briefly. Improvisational techniques will be described, and examples of improvisations useful to convey intricate physiological concepts will be provided. Last, student responses to the use of improvisational techniques in an anatomy and physiology course will be reported.

Developing `Butterfly Warriors': a Case Study of Science for Citizenship

NASA Astrophysics Data System (ADS)

Chen, Junjun; Cowie, Bronwen

2013-12-01

Given worldwide concern about a decline in student engagement in school science and an increasing call for science for citizenship in New Zealand Curriculum, this study focused on a butterfly unit that investigated how students in a year-4 primary classroom learnt about New Zealand butterflies through thinking, talking, and acting as citizen scientists. The butterfly unit included five lessons. The researchers observed the lessons and interviewed students and the classroom teacher. The students completed a unit evaluation survey after the unit. Findings indicate that the students enjoyed and were interested in activities such as reading about butterflies, learning and using new vocabulary, drawing butterfly life cycles, as well as hunting, tagging and releasing butterflies and publishing the data they had collected on a dedicated website. Through their participation in the unit, students had opportunities to act locally and globally, and to `see themselves' in science through `being there' experience. Units like this have the potential to develop students' interest for longer-term engagement in science, even those students who may never envision themselves as professional scientists.

Threats to Computer Systems

DTIC Science & Technology

1973-03-01

frequently, they embody rational as well as unpredictable human behavior under natural stress, and they occur in real, undisturbed environments...proliferation of the incidence of acts in an aca- demic environment. Students rationalizing these acts as games and legiti- mate challenges with... rationalizes that this type of activity is not unethical or illegal and challenges anybody to prove that it is in the absence of legal precedence

Flexibility and Coordination among Acts of Visualization and Analysis in a Pattern Generalization Activity

ERIC Educational Resources Information Center

Nilsson, Per; Juter, Kristina

2011-01-01

This study aims at exploring processes of flexibility and coordination among acts of visualization and analysis in students' attempt to reach a general formula for a three-dimensional pattern generalizing task. The investigation draws on a case-study analysis of two 15-year-old girls working together on a task in which they are asked to calculate…

Free Appropriate Public Education for Students with Disabilities: Requirements under Section 504 of the "Rehabilitation Act of 1973." Revised

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

Section 504 of the "Rehabilitation Act of 1973" protects the rights of individuals with disabilities in programs and activities that receive federal funds. The Section 504 regulation requires a school district to provide a "free appropriate public education" (FAPE) to each qualified person with a disability who is in the school…

See It, Be It, Write It: Using Performing Arts to Improve Writing Skills and Test Scores

ERIC Educational Resources Information Center

Blecher-Sass, Hope Sara; Moffitt, Maryellen

2010-01-01

Improve students' writing skills and boost their assessment scores while adding arts education, creativity, and fun to your writing curriculum. With this vibrant resource, improving writing skills goes hand-in-hand with improving test scores. Students learn how to use acting and visualization as prewriting activities to help them connect writing…

Student Learning Centre (SLC) Embraces the New Melbourne Model of Teaching: Facilitating Collaborative Learning

ERIC Educational Resources Information Center

Ball, Sarah

2010-01-01

Learning is about discovery and change. As schools and universities look to the future, it is fundamental that they provide environments that facilitate collaborative learning and act as points for interaction and social activity. The redevelopment of the existing Engineering Library into a Student Learning Centre (SLC) embraces the new Melbourne…

Integrating Social Studies and the Humanities through Drama: The Meaning of Tribe.

ERIC Educational Resources Information Center

Geoghegan, Wendy

1989-01-01

Describes the use of drama to give meaning and understanding to a unit on Native Americans. Students worked in small groups or "tribes" to research cultural attributes, and then acted out tribal rituals and created costumes and artifacts. The group work and the active roleplaying helped students to develop a new understanding of…

The Squeeze is On. Grades 6-8.

ERIC Educational Resources Information Center

Rushton, Erik; Ryan, Emily; Swift, Charles

When asked to list some strong materials, people think of steel, concrete, and wood. In this activity, students learn about the force of compression and how it acts on structural components through a hands-on group problem. Using everyday products such as paper, toothpicks, and tape, students construct a structure that will support the weight of a…

The Role of Green Chemistry Activities in Fostering Secondary School Students' Understanding of Acid-Base Concepts and Argumentation Skills

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Roth, Wolff Michael; Sinniah, Devananthini

2016-01-01

In a world where environmental degradation is taking on alarming levels, understanding, and acting to minimize, the individual environmental impact is an important goal for many science educators. In this study, a green chemistry curriculum--combining chemistry experiments with everyday, environmentally friendly substances with a student-centered…

Creative Writing for the Verbally Gifted: Senior High.

ERIC Educational Resources Information Center

Boesen, Steve

The guide presents information on a creative writing course for verbally gifted senior high school students. Part I of the course consists of general exploration activities on literary forms: the journal, the poem, the short story, and a student selection from among such types as one-act plays, essays or by-lined articles, editorials, and TV (or…

Students with Disabilities Participation in Extracurricular Athletics: School District Obligations

ERIC Educational Resources Information Center

Yell, Mitchell L.; Losinski, Mickey L.; Katsiyannis, Antonis

2014-01-01

On January 25, 2013 the Office of Civil Rights (OCR) in the U.S. Department of Education issued a Dear Colleague letter (DCL) that addressed the obligations of school districts under Section 504 of the Rehabilitation Act regarding the participation of students with disabilities in extracurricular athletic activities (U.S. Department of Education,…

ESEA Title I Evaluation Report. Wichita Program for Educationally Deprived Children, September 1968-August 1969.

ERIC Educational Resources Information Center

Wichita Unified School District 259, KS.

The Wichita Program for Educationally Deprived Children, funded by the Elementary and Secondary Education Act Title I, directed itself to correcting reading problems of and attendance aide activities for elementary and junior high school students. The present program involved over 13,000 students in 43 schools. Additional art, music, physical…

Experiences from 10 years of school programmes at GEOMAR Kiel

NASA Astrophysics Data System (ADS)

Dengg, Joachim

2014-05-01

GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, started a programme of cooperations with secondary schools in 2003, which has been expanding continually since that time. By active involvement of teachers and students, the Centre's research topics are communicated to schools, and young people are encouraged to develop their interest for biogeosciences. The portfolio of activities includes: project work with schools over periods from one day to several months, individual student theses at the research centre, internships, a weekly "Research Club" allowing individual experiments, summer school programmes, teacher training courses, joint activities with international partners and a video-project in which students portray scientific aspects of oceanic oxygen minimum zones (in the context of the Collaborative Research Center SFB 754) to other students. Essential prerequisites for these activities are the direct involvement of the Centre's researchers who contribute their expertise and act as role-models for the students, dedicated staff for coordination and continuity, and financial and structural support both at the research centre and the schools.

Assessing Empathy and Self-Efficacy Levels of Pharmacy Students in an Elective Diabetes Management Course

PubMed Central

Stahnke, Amanda M.; Behnen, Erin M.

2015-01-01

Objective. To assess the impact of a 6-week patient/provider interaction simulation on empathy and self-efficacy levels of diabetes management skills in third-year pharmacy students. Design. Pharmacy students enrolled in a diabetes elective course were paired to act as a patient with diabetes or as a provider assisting in the management of that patient during a 6-week simulation activity. After 3 weeks, students switched roles. The simulation was designed with activities to build empathy. Assessment. The Jefferson Scale of Empathy (JSE) and a self-efficacy survey were administered to assess change in empathy and confidence levels from baseline to the end of the activity. Completion of the activity resulted in significant improvement in total JSE scores. Additionally, significant improvements in overall self-efficacy scores regarding diabetes management were noted. Conclusion. The 6-week patient/provider interaction simulation improved empathy and self-efficacy levels in third-year pharmacy students. PMID:25995517

Translating evidence-based guidelines to improve feedback practices: the interACT case study.

PubMed

Barton, Karen L; Schofield, Susie J; McAleer, Sean; Ajjawi, Rola

2016-02-09

There has been a substantial body of research examining feedback practices, yet the assessment and feedback landscape in higher education is described as 'stubbornly resistant to change'. The aim of this paper is to present a case study demonstrating how an entire programme's assessment and feedback practices were re-engineered and evaluated in line with evidence from the literature in the interACT (Interaction and Collaboration via Technology) project. Informed by action research the project conducted two cycles of planning, action, evaluation and reflection. Four key pedagogical principles informed the re-design of the assessment and feedback practices. Evaluation activities included document analysis, interviews with staff (n = 10) and students (n = 7), and student questionnaires (n = 54). Descriptive statistics were used to analyse the questionnaire data. Framework thematic analysis was used to develop themes across the interview data. InterACT was reported by students and staff to promote self-evaluation, engagement with feedback and feedback dialogue. Streamlining the process after the first cycle of action research was crucial for improving engagement of students and staff. The interACT process of promoting self-evaluation, reflection on feedback, feedback dialogue and longitudinal perspectives of feedback has clear benefits and should be transferable to other contexts. InterACT has involved comprehensive re-engineering of the assessment and feedback processes using educational principles to guide the design taking into account stakeholder perspectives. These principles and the strategies to enact them should be transferable to other contexts.

Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?

ERIC Educational Resources Information Center

Cotner, Sehoya; Loper, Jessica; Walker, J. D.; Brooks, D. Christopher

2013-01-01

Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course using the same syllabus, course goals, exams, and instructor. Using ACT scores as predictive, we…

78 FR 68427 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-14

... determining satisfactory academic progress (SAP) as required in Section 484 of the Higher Education Act of... DEPARTMENT OF EDUCATION [Docket No.: ED-2013-ICCD-0113] Agency Information Collection Activities... Assistance General Provisions--Satisfactory Academic Progress Policy AGENCY: Federal Student Aid (FSA...

Privacy in Educational Use of Social Media in the U.S.

ERIC Educational Resources Information Center

Marek, Michael W.; Skrabut, Stan

2017-01-01

Few scholarly publications have addressed in detail the question of student privacy when using social media for classroom educational activities. This study combined qualitative and conceptual methodologies to explore the implications of privacy law on learning activities, using the strict Family Educational Rights Privacy Act (FERPA) in the…

The Principal and Religious Activity.

ERIC Educational Resources Information Center

Mawdsley, Ralph D.

1998-01-01

Religious activity in public schools has become a major issue, thanks to the Equal Access Act and "Lamb's Chapel," but neither has eliminated the Establishment Clause as a feasible concern for school officials. Protecting student religious expression to the same extent as other forms of free speech raises legitimate concerns regarding…

42 CFR 6.6 - Covered acts and omissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... a volunteer basis or on behalf of a third-party (except as described in paragraph (d) of this... activity. Even though the students treated are not necessarily registered patients of the center, the...

42 CFR 6.6 - Covered acts and omissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... a volunteer basis or on behalf of a third-party (except as described in paragraph (d) of this... activity. Even though the students treated are not necessarily registered patients of the center, the...

Near-Peer Teaching in an Anatomy Course with a Low Faculty-to-Student Ratio

ERIC Educational Resources Information Center

Duran, Claudia Elisa Pamanes; Bahena, Eduardo Navarro; Rodriguez, Maria de los Angeles Garcia; Baca, Guillermo Jacobo; Uresti, Antonio Sanchez; Elizondo-Omana, Rodrigo Enrique; Lopez, Santos Guzman

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer…

Look at That!: Using Madagascar Hissing Cockroaches to Develop and Enhance the Scientific Inquiry Skill of Observation in Middle School Students

ERIC Educational Resources Information Center

Wagler, Ron

2011-01-01

Middle school students can develop and enhance their observation skills by participating in teacher-guided scientific inquiry (NRC 1996) activities where they observe animals that tend to act in known, predictable ways. Madagascar hissing cockroaches ("Gromphadorhina portentosa") are one such animal. This article presents beginning, intermediate,…

Offering Educational Opportunities to Expelled Students in Wisconsin. Bulletin No. 02030.

ERIC Educational Resources Information Center

Fernan, Steve; Parman, Mary Jo; White, Doug; Wiltrout, Dan

The U.S. Congress bolstered the increase in expulsions by passing into law the federal Gun Free School Act of 1994. All states receiving federal funds were to pass laws requiring schools to expel students who brought firearms to school or to school activities. There is evidence that schools are safer, but expulsion rates continue to climb. With…

Effect of handoff skills training for students during the medicine clerkship: a quasi-randomized study.

PubMed

Reyes, Juan A; Greenberg, Larrie; Amdur, Richard; Gehring, James; Lesky, Linda G

2016-03-01

Continuity is critical for safe patient care and its absence is associated with adverse outcomes. Continuity requires handoffs between physicians, but most published studies of educational interventions to improve handoffs have focused primarily on residents, despite interns expected to being proficient. The AAMC core entrustable activities for graduating medical students includes handoffs as a milestone, but no controlled studies with students have assessed the impact of training in handoff skills. The purpose of this study was to assess the impact of an educational intervention to improve third-year medical student handoff skills, the durability of learned skills into the fourth year, and the transfer of skills from the simulated setting to the clinical environment. Trained evaluators used standardized patient cases and an observation tool to assess verbal handoff skills immediately post intervention and during the student's fourth-year acting internship. Students were also observed doing real time sign-outs during their acting internship. Evaluators assessed untrained control students using a standardized case and performing a real-time sign-out. Intervention students mean score demonstrated improvement in handoff skills immediately after the workshop (2.6-3.8; p < 0.0001) that persisted into their fourth year acting internship when compared to baseline performance (3.9-3.5; p = 0.06) and to untrained control students (3.5 vs. 2.5; p < 0.001, d = 1.2). Intervention students evaluated in the clinical setting also scored higher than control students when assessed doing real-time handoffs (3.8 vs. 3.3; p = 0.032, d = 0.71). These findings should be useful to others considering introducing handoff teaching in the undergraduate medical curriculum in preparation for post-graduate medical training. Trial Registration Number NCT02217241.

Inclusion in the Technology Education Classroom.

ERIC Educational Resources Information Center

Clark, Craig B.

For several years, Weaver High School (Hartford, Connecticut) has used a grant to fund the services of a consultant to provide information and training on the Americans with Disabilities Act (ADA). Weaver has a program that allows students with multiple disabilities to be part of the school program and all activities. Activities have provided…

Stop Staring! Proposed Strategies to Reduce Students' Body-Related Concerns in Physical Education

ERIC Educational Resources Information Center

Crombie, Patricia-Ann; Brunet, Jennifer; Sabiston, Catherine M.

2011-01-01

Although physical activity may provide a means for adolescents to improve their physical appearance and subsequently lessen body-related concerns, the fear of being negatively evaluated by others can act as a barrier to physical activity. Moreover, environments where people are constantly looked at and evaluated--such as physical education…

Sports That Work for Gifted Children

ERIC Educational Resources Information Center

Lutostanski, Scott

2018-01-01

Finding an enjoyable, exciting, and engaging activity for gifted students can be a challenging balancing act. While parents want their children to become active and involved, they may face setbacks as they try to find the right fit, with some gifted children grappling with poor fine and gross motor abilities. While a high percentage of gifted…

SAFETY: an integrated clinical reasoning and reflection framework for undergraduate nursing students.

PubMed

Hicks Russell, Bedelia; Geist, Melissa J; House Maffett, Jenny

2013-01-01

Nurse educators can no longer focus on imparting to students knowledge that is merely factual and content specific. Activities that provide students with opportunities to apply concepts in real-world scenarios can be powerful tools. Nurse educators should take advantage of student-patient interactions to model clinical reasoning and allow students to practice complex decision making throughout the entire curriculum. In response to this change in nursing education, faculty in a pediatric course designed a reflective clinical reasoning activity based on the SAFETY template, which is derived from the National Council of State Boards of Nursing RN practice analysis. Students were able to prioritize key components of nursing care, as well as integrate practice issues such as delegation, Health Insurance Portability and Accountability Act violations, and questioning the accuracy of orders. SAFETY is proposed as a framework for integration of content knowledge, clinical reasoning, and reflection on authentic professional nursing concerns. Copyright 2012, SLACK Incorporated.

Video Pedagogy as Political Activity.

ERIC Educational Resources Information Center

Higgins, John W.

1991-01-01

Asserts that the education of students in the technology of video and audio production is a political act. Discusses the structure and style of production, and the ideologies and values contained therein. Offers alternative approaches to critical video pedagogy. (PRA)

Helping Children/ Youth with RSD/ CRPS Succeed in School

MedlinePlus

... of the Rehabilitation Act of 1973 is a civil rights law that prevents discrimination against individuals with ... activities.” 3 US Department of Education, Office of Civil Rights Protecting Students With Disabilities: http://www.ed. ...

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

Associate Administrator for Education and Astronaut Leland Melvin, left, and President of LEGO Education USA Stephan Turnipseed, right, talk with a student during the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

Associate Administrator for Education and Astronaut Leland Melvin, left, and President of LEGO Education USA Stephan Turnipseed, right, help students during the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

ISS National Laboratory Education Project: Enhancing and Innovating the ISS as an Educational Venue

NASA Technical Reports Server (NTRS)

Melvin, Leland D.

2011-01-01

The vision is to develop the ISS National Laboratory Education Project (ISS NLE) as a national resource for Science, Technology, Engineering and Mathematics (STEM) education, utilizing the unique educational venue of the International Space Station per the NASA Congressional Authorization Act of 2005. The ISS NLE will serve as an educational resource which enables educational activities onboard the ISS and in the classroom. The ISS NLE will be accessible to educators and students from kindergarten to post-doctoral studies, at primary and secondary schools, colleges and universities. Additionally, the ISS NLE will provide ISS-related STEM education opportunities and resources for learners of all ages via informal educational institutions and venues Though U.S. Congressional direction emphasized the involvement of U.S. students, many ISS-based educational activities have international student and educator participation Over 31 million students around the world have participated in several ISS-related education activities.

Diabetes and physical activity in school.

PubMed

Kollipara, Sobha; Warren-Boulton, Elizabeth

2004-05-01

Physical activity and exercise are critical components of diabetes management. Everyone can benefit from regular exercise, but it is even more important for a student with diabetes. In addition to maintaining cardiovascular fitness and controlling weight, physical activity can help to lower blood glucose levels and increase insulin sensitivity. With the nearly epidemic incidence of childhood obesity and type 2 diabetes in youth, physical education should be part of the school day for all children. Students with diabetes should participate fully in physical education classes and team sports. To maintain blood glucose levels within their target ranges during exercise, students with type 1 diabetes will make adjustments in their insulin and food intake. To prevent hypoglycemia, they also will need to check their blood glucose levels more frequently while engaging in physical activity. Physical education instructors and sports coaches must be able to recognize and assist with the treatment of hypoglycemia. A quick-acting source of glucose and the student's glucose meter should always be available, along with water. The student's Diabetes Medical Management Plan, nursing care plan, 504 Plan, IEP, or other education plan should include specific instructions.

School-based intervention to enable school children to act as change agents on weight, physical activity and diet of their mothers: a cluster randomized controlled trial.

PubMed

Gunawardena, Nalika; Kurotani, Kayo; Indrawansa, Susantha; Nonaka, Daisuke; Mizoue, Tetsuya; Samarasinghe, Diyanath

2016-04-06

School health promotion has been shown to improve the lifestyle of students, but it remains unclear whether school-based programs can influence family health. We developed an innovative program that enables school children to act as change agents in promoting healthy lifestyles of their mothers. The objective of this study was to examine the effect of the child-initiated intervention on weight, physical activity and dietary habit of their mothers. A 12-month cluster randomized trial was conducted, with school as a cluster. Participants were mothers with grade 8 students, aged around 13 years, of 20 schools in Homagama, Sri Lanka. Students of the intervention group were trained by facilitators to acquire the ability to assess noncommunicable disease risk factors in their homes and take action to address them, whereas those of the comparison group received no intervention. Body weight, step count and lifestyle of their mothers were assessed at baseline and post-intervention. Multi-level multivariable linear regression and logistic regression were used to assess the effects of intervention on continuous and binary outcomes, respectively. Of 308 study participants, 261 completed the final assessment at 12 month. There was a significantly greater decrease of weight and increase of physical activity in the intervention group. The mean (95% confidence interval) difference comparing the intervention group with the control group was -2.49 (-3.38 to -1.60) kg for weight and -0.99 (-1.40 to -0.58) kg/m(2) for body mass index. The intervention group had a 3.25 (95% confidence interval 1.87-5.62) times higher odds of engaging in adequate physical activity than the control group, and the former showed a greater number of steps than the latter after intervention. The intervention group showed a greater reduction of household purchase of biscuits and ice cream. A program to motivate students to act as change agents of family's lifestyle was effective in decreasing weight and increasing physical activity of their mothers. Sri Lanka Clinical Trials Registry SLCTR/2013/011 .

Introduction to a Dubbing Activity for a College First-Year Japanese Language Course

ERIC Educational Resources Information Center

Koyama, Nobuko

2016-01-01

This case study presents a description and outline of a dubbing activity in which students utilized their basic linguistic skills holistically. Authentic materials such as television dramas and feature films are "a rich repository of various speech acts, lexicon and linguistic emotivity" (Koyama, 2009) and as such have the potential to…

Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement and the Every Student Succeeds Act. Series on Implementation of the Every Student Succeeds Act

ERIC Educational Resources Information Center

Fleischman, Steve; Scott, Caitlin; Sargrad, Scott

2016-01-01

Signed into law in December 2015, the Every Student Suceeds Act (ESSA) offers state education agencies significant opportunities to use evidence to support the improvement of schools and ensure better outcomes for all students. ESSA replaces the law, regulations, and guidance established through the 2001 No Child Left Behind Act (NCLB), but two…

The Influence of High Stakes Testing and Test Preparation on High School Students' Perspectives on Education and Lifelong Learning

ERIC Educational Resources Information Center

Rowland, Barbara

2011-01-01

With the implementation of the No Child Left Behind Act in January of 2002, curricula in high schools in the United States have adjusted to make room for test preparation activities and high stakes testing. This involves teaching skills and content in the format of the test only, drilling students on specific skills and content areas that will be…

Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

PubMed

Kaylor, Sara K

2014-02-01

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.

34 CFR 535.54 - Under what circumstances is repayment deferred?

Code of Federal Regulations, 2012 CFR

2012-07-01

...-time student at an IHE; (d) Is a member of the Armed Forces of the United States on active duty; (e) Is in service as a volunteer under the Peace Corps Act; or (f) Demonstrates to the Secretary's...

34 CFR 535.54 - Under what circumstances is repayment deferred?

Code of Federal Regulations, 2014 CFR

2014-07-01

...-time student at an IHE; (d) Is a member of the Armed Forces of the United States on active duty; (e) Is in service as a volunteer under the Peace Corps Act; or (f) Demonstrates to the Secretary's...

34 CFR 535.54 - Under what circumstances is repayment deferred?

Code of Federal Regulations, 2011 CFR

2011-07-01

...-time student at an IHE; (d) Is a member of the Armed Forces of the United States on active duty; (e) Is in service as a volunteer under the Peace Corps Act; or (f) Demonstrates to the Secretary's...

34 CFR 535.54 - Under what circumstances is repayment deferred?

Code of Federal Regulations, 2013 CFR

2013-07-01

...-time student at an IHE; (d) Is a member of the Armed Forces of the United States on active duty; (e) Is in service as a volunteer under the Peace Corps Act; or (f) Demonstrates to the Secretary's...

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

NASA Astrophysics Data System (ADS)

Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L.

2011-12-01

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students' misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project's design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

President of LEGO Education USA Stephan Turnipseed, back left, and Associate Administrator for Education and Astronaut Leland Melvin, 2nd from right, talk with a student during the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

Acting Antarctica: science on stage

NASA Astrophysics Data System (ADS)

Ciceri, Piera; Tizzoni, Paola; Pierro, Luigia

2016-04-01

Key-words: Polar science, Earth science, Theatre, Hands on activities The legendary Antarctic Expedition of sir E. Shackleton and his crew of 27 aboard the Endurance (1914/16) trapped in the Antarctic ice has become the starting point to learn about Polar Science and Climate Change. While the students were involved into this incredible adventure by the astonishing images of the Australian photographer Frank Hurley (who joined the crew), they discovered the world in which this story happened. Students were then involved in hands-on activities and role plays and have become the writers of the play "Uomini a scienza ai confini del mondo". They act the story of Shackelton's expedition and they tell at the same time to the audience about ice pack, ice cores and their role in understanding the past of the climate, physical and geographical characteristic of polar regions, thermal phenomena related to adaptations of polar animals, solar radiation at different latitude, day/night duration. The theater was the place to "stage" some scientific experiments and to explain the current research carried out in polar regions and their importance in climate change studies and to stress some similarities between Antarctica and space. The project was carried out from teachers of science, letters and geography and was born in collaboration with the "Piccolo Teatro di Milano" and the association "Science Under 18" with the support of a professional actor and director and was played for other schools at "EXPO 2015" in Milano (Italy). In our opinion drama activities improve reading comprehension, and both verbal and non-verbal communication skills. To be able to write and to act, students need a deep understanding of contents. Arts, including theatre, are a good key to involve emotionally students. To have an audience different from their own teachers and classmates offers a real task and the opportunity to play and let grow real skills.

The Every Student Succeeds Act (ESSA): What It Means for Students With Disabilities and Music Educators

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2016-01-01

On December 10, 2015, President Obama signed the Every Student Succeeds Act (ESSA) (P.L. 114-95), legislation which reauthorizes the Elementary and Secondary Education Act of 1965, and replaces the widely criticized No Child Left Behind Act. After various versions were offered, rejected, or revised, the ESSA ultimately passed both chambers of…

Dynamic lighting system for the learning environment: performance of elementary students.

PubMed

Choi, Kyungah; Suk, Hyeon-Jeong

2016-05-16

This study aims to investigate the effects of lighting color temperatures on elementary students' performance, and thereby propose a dynamic lighting system for a smart learning environment. Three empirical studies were conducted: First, physiological responses were measured as a potential mediator of performance. Second, cognitive and behavioral responses were observed during academic and recess activities. Lastly, the experiment was carried out in a real-life setting with prolonged exposure. With a comprehensive analysis of the three studies, three lighting presets-3500 K, 5000 K, and 6500 K-are suggested for easy, standard, and intensive activity, respectively. The study is expected to act as a good stepping stone for developing dynamic lighting systems to support students' performance in learning environments.

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2014 CFR

2014-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2011 CFR

2011-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2013 CFR

2013-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

7 CFR 3430.304 - Project Types and priorities.

Code of Federal Regulations, 2012 CFR

2012-01-01

... sciences and other related educational matters. Projects may include faculty development, student... and activities that deliver science-based knowledge and informal educational programs to people... interwoven throughout the life of the project and act to complement and reinforce one another. The proposed...

Idea Sharing: The Use of Read-Share-Act to Promote Extensive Reading

ERIC Educational Resources Information Center

Charumanee, Nisakorn

2014-01-01

Nisakorn Charumanee believes that a reading teacher has an active role in cultivating reading culture or reading habit and in activating students to "want" to read. One way to do this is to integrate extensive reading into the classroom (Day and Bamford, 1998; Bamford and Day, 2004) where extensive reading can be enhanced if the teacher…

Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors

ERIC Educational Resources Information Center

Edwards, Joshua Joel

2012-01-01

Test anxiety can act as a major inhibitor for students to perform to their ability. Students can find that what life decisions they are going to be afforded is going to be determined by a series of multiple choice mathematics questions. There must be a way to deal with their test anxiety so that the true nature of their knowledge is displayed, and…

Hearing on the Reauthorization of the Higher Education Act of 1965: Early Intervention. Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

This document presents tetimony and prepared statements concerning three pieces of legislation which seek to increase early intervention and outreach activities designed to inform students and their families about postsecondary education and student financial assistance options. The legislation provides for technical assistance to guidance…

FY 2015 Adult Education and Family Literacy: Report to the Governor and General Assembly. A Summary of Programs and Activities during the Fiscal Year July 1, 2014 through June 30, 2015

ERIC Educational Resources Information Center

Illinois Community College Board, 2016

2016-01-01

The Illinois Community College Board (ICCB) continues to build and expand opportunities for adult education students to transition into college and the workforce. Through the Workforce Innovation and Opportunity Act (WIOA), the ICCB will better align services with the core partners to assist students in accessing career pathway instructional and…

Acoustics Characteristics of Voice and Vocal Care in Acting and Other Students

ERIC Educational Resources Information Center

Varosanec-Skaric, Gordana

2008-01-01

Based on voice-history data, a X[superscript 2] test was used to investigate the difference between students of acting (n = 45) and other students (n = 45). A t-test was used to calculate the differences in acoustic parameters between the two groups. It was expected that students of acting spent significantly more time practicing voice exercises,…

The Relationship between Upper-Level Math Course Completion and ACT Math Sub Score Achievement

ERIC Educational Resources Information Center

Dial, Larry Michael

2016-01-01

More high school students are taking the ACT and more students are taking it at an earlier age. States such as Missouri are now testing all public and charter school students during their junior year to use the ACT as a formative assessment to drive discussions about student schedules, plans of study, and course offerings. With more data from more…

A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning.

PubMed

Bogossian, Fiona E; Cooper, Simon J; Cant, Robyn; Porter, Joanne; Forbes, Helen

2015-10-01

High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. A population of 489 final-year nursing students in programs of study leading to license to practice. Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation. Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation. Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R(2)=0.090, F(7, 352)=4.962, p<0.001. The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

The "No Child Left Behind Act of 2001": Benefits to Private School Students and Teachers

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

The "Elementary and Secondary Education Act" ("ESEA"), as reauthorized by the "No Child Left Behind Act of 2001," provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. These services are considered assistance to students and teachers…

Attitudes of Nursing Faculty towards Nursing Students with Disabilities: An Integrative Review

ERIC Educational Resources Information Center

Levey, Janet A.

2014-01-01

The Americans with Disabilities Act (ADA, 1990) and Americans with Disabilities Act Amendments Act (ADAAA, 2008) provide students with disabilities access to postsecondary institutions and are applicable to nursing education in all learning environments. Nursing faculty members are charged with admitting, educating, and graduating students, with…

Services to Homeless Students and Families: The McKinney-Vento Act and Its Implications for School Social Work Practice

ERIC Educational Resources Information Center

Jozefowicz-Simbeni, Debra M. Hernandez; Israel, Nathaniel

2006-01-01

In 1987 Congress authorized the Stewart B. McKinney Homeless Assistance Act to protect the rights of homeless students and to ensure that they receive the same quality and appropriate education that other students receive. This article summarizes key aspects of the 2001 reauthorization of the act, now known as the McKinney-Vento Act, outlines how…

Sexual Behavior and Contraceptive Use at Brown University: 1975-2011.

PubMed

Peipert, Benjamin J; Scott, Dana Marie; Matteson, Kristen A; Clark, Melissa A; Zhao, Qiuhong; Peipert, Jeffrey F

2016-01-01

To assess sexual behaviors and contraceptive use in a sample of Brown University students. A total of 255 undergraduate students responded to an anonymous online survey in May 2011. The survey addressed level of sexual activity, behaviors, and contraceptive use. Female responders were compared to results from surveys conducted in 1975, 1986, 1989, and 1995. Of the surveyed undergraduates 62% were sexually active. Sexual activity among women was similar to that of previous survey years. Contraceptive pills were the most common primary contraceptive method, reported by 59% of students, and 32% used dual method contraceptive use for sexually transmitted disease (STD) and pregnancy prevention. We observed a plateau in condom use among women in 2011 after an increase from 1975-1995. Use of long-acting reversible contraception (LARC) was uncommon (3%). Educational efforts should emphasize the effectiveness of LARC and dual method contraceptive use to reduce the risk of STDs and unintended pregnancies.

Students implement the Affordable Care Act: a model for undergraduate teaching and research in community health and sociology.

PubMed

Green, Brandn; Jones, Kristal; Boyd, Neil; Milofsky, Carl; Martin, Eric

2015-06-01

The implementation of the Affordable Care Act (ACA) provides an opportunity for undergraduate students to observe and experience first-hand changing social policies and their impacts for individuals and communities. This article overviews an action research and teaching project developed at an undergraduate liberal arts university and focused on providing ACA enrollment assistance as a way to support student engagement with community health. The project was oriented around education, enrollment and evaluation activities in the community, and students and faculty together reflected on and analyzed the experiences that came from the research and outreach project. Student learning centered around applying concepts of diversity and political agency to health policy and community health systems. Students reported and faculty observed an unexpected empowerment for students who were able to use their university-learned critical thinking skills to explain complex systems to a wide range of audiences. In addition, because the project was centered at a university with no health professions programs, the project provided students interested in community and public health with the opportunity to reflect on how health and access to health care is conditioned by social context. The structure and pedagogical approaches and implications of the action research and teaching project is presented here as a case study for how to engage undergraduates in questions of community and public health through the lens of health policy and community engagement.

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

LEGOs are seen assembled by students as part of a “Build the Future” activity inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Wednesday, Nov. 3, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

Sixth Grade Student Self-Regulation in Science

NASA Astrophysics Data System (ADS)

Reid, Lisa J.

The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

Undergraduate research experiences support science career decisions and active learning.

PubMed

Lopatto, David

2007-01-01

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

The HISD Class of 1991: American College Testing Program (ACT).

ERIC Educational Resources Information Center

Ronacher, Karl; And Others

This report analyzes the performance of students in the graduating class of 1991 of the Houston (Texas) Independent School District (HISD) who took the American College Testing Program (ACT) test. Eleven percent of the class of 1991, 796 students, graduated with ACT scores. Houston White, Black, and Mexican American students obtained higher…

Students with Disabilities at Degree-Granting Postsecondary Institutions. First Look. NCES 2011-018

ERIC Educational Resources Information Center

Raue, Kimberley; Lewis, Laurie

2011-01-01

Growing enrollments of students with disabilities in postsecondary education along with recent key legislation such as the Americans with Disabilities Act Amendments Act of 2008 and the 2008 Higher Education Opportunity Act, have generated considerable interest in research on accessibility of higher education for students with disabilities. This…

34 CFR 403.114 - How does a State determine the number of economically disadvantaged students attending vocational...

Code of Federal Regulations, 2011 CFR

2011-07-01

... TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... Children under part A of title IV of the Social Security Act (42 U.S.C. 601). (iii) Benefits under the Food...

34 CFR 403.114 - How does a State determine the number of economically disadvantaged students attending vocational...

Code of Federal Regulations, 2014 CFR

2014-07-01

... TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... Children under part A of title IV of the Social Security Act (42 U.S.C. 601). (iii) Benefits under the Food...

34 CFR 403.114 - How does a State determine the number of economically disadvantaged students attending vocational...

Code of Federal Regulations, 2012 CFR

2012-07-01

... TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... Children under part A of title IV of the Social Security Act (42 U.S.C. 601). (iii) Benefits under the Food...

34 CFR 403.114 - How does a State determine the number of economically disadvantaged students attending vocational...

Code of Federal Regulations, 2010 CFR

2010-07-01

... TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... Children under part A of title IV of the Social Security Act (42 U.S.C. 601). (iii) Benefits under the Food...

34 CFR 403.114 - How does a State determine the number of economically disadvantaged students attending vocational...

Code of Federal Regulations, 2013 CFR

2013-07-01

... TECHNOLOGY EDUCATION PROGRAM What Kinds of Activities Does the Secretary Assist Under the Basic Programs... Children under part A of title IV of the Social Security Act (42 U.S.C. 601). (iii) Benefits under the Food...

The FARE Software

ERIC Educational Resources Information Center

Pitarello, Adriana

2015-01-01

This article highlights the importance of immediate corrective feedback in tutorial software for language teaching in an academic learning environment. We aim to demonstrate that, rather than simply reporting on the performance of the foreign language learner, this feedback can act as a mediator of students' cognitive and metacognitive activity.…

75 FR 81623 - Agency Information Collection Activities: Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-28

... Reduction Act of 1995: Proposed Project: The National Health Service Corps (NHSC) Scholarship Program Application (OMB No. 0915-0146)--[Revision] The National Health Service Corps (NHSC) Scholarship Program... students are awarded scholarships in return for service in a federally designated Health Professional...

Closing the Achievement Gap on ACT & SAT

ERIC Educational Resources Information Center

Anderson, David

2010-01-01

Research has focused on four groups of factors and the achievement gap: (1) student characteristics (high school GPA, attendance patterns, courses taken in high school, participation in extra-curricular activities, etc.); (2) family characteristics (family structure, in home, parents' level of education, mobility, etc.); (3) school-based…

School Safety and Congress. Teaching Strategy.

ERIC Educational Resources Information Center

Kopecky, Frank

1995-01-01

Presents a lesson plan that examines the effects of Supreme Court decisions on state/federal relations using the issue of school safety. Student handouts discuss the constitutionality of the Gun Free School Zones Act as it relates to a specific criminal case. Activities include several structured discussions. (MJP)

"Listening Is an Act of Love": Learning Listening through StoryCorps

ERIC Educational Resources Information Center

Simmons, Nathaniel; Tenzek, Kelly E.

2016-01-01

The importance of listening continues to be reinforced within professional, personal, and popular cultural contexts. Despite the attention employers, teachers, scholars, and various popular outlets attend to listening, engaging students in activities that practice such skills remain challenging. Understanding that interpersonal competence requires…

Estimating How Often Mass Extinctions Due to Impacts Occur on the Earth

NASA Technical Reports Server (NTRS)

Buratti, Bonnie J.

2013-01-01

This hands-on, inquiry based activity has been taught at JPL's summer workshop "Teachers Touch the Sky" for the past two decades. Students act as mini-investigators as they gather and analyze data to estimate how often an impact large enough to cause a mass extinction occurs on the Earth. Large craters are counted on the Moon, and this number is extrapolated to the size of the Earth. Given the age of the Solar System, the students can then estimate how often large impacts occur on the Earth. This activity is based on an idea by Dr. David Morrison, NASA Ames Research Center.

The validity of ACT-PEP test scores for predicting academic performance of registered nurses in BSN programs.

PubMed

Yang, J C; Noble, J

1990-01-01

This study investigated the validity of three American College Testing-Proficiency Examination Program (ACT-PEP) tests (Maternal and Child Nursing, Psychiatric/Mental Health Nursing, Adult Nursing) for predicting the academic performance of registered nurses (RNs) enrolled in bachelor's degree BSN programs nationwide. This study also examined RN students' performance on the ACT-PEP tests by their demographic characteristics: student's age, sex, race, student status (full- or part-time), and employment status (full- or part-time). The total sample for the three tests comprised 2,600 students from eight institutions nationwide. The median correlation coefficients between the three ACT-PEP tests and the semester grade point averages ranged from .36 to .56. Median correlation coefficients increased over time, supporting the stability of ACT-PEP test scores for predicting academic performance over time. The relative importance of selected independent variables for predicting academic performance was also examined; the most important variable for predicting academic performance was typically the ACT-PEP test score. Across the institutions, student demographic characteristics did not contribute significantly to explaining academic performance, over and above ACT-PEP scores.

Enabling Remote Activity: Using mobile technology for remote participation in geoscience fieldwork

NASA Astrophysics Data System (ADS)

Davies, Sarah; Collins, Trevor; Gaved, Mark; Bartlett, Jessica; Valentine, Chris; McCann, Lewis

2010-05-01

Field-based activities are regarded as essential to the development of a range of professional and personal skills within the geosciences. Students enjoy field activities, preferring these to learning with simulations (Spicer and Stratford 2001), and these improve deeper learning and understanding (Kern and Carpenter, 1984; Elkins and Elkins, 2007). However, some students find it difficult to access these field-based learning opportunities. Field sites may be remote and often require travel across uneven, challenging or potentially dangerous terrain. Mobility-impaired students are particularly limited in their opportunities to participate in field-based learning activities and, as higher education institutions have a responsibility to provide inclusive opportunities for students (UK Disability Discrimination Act 1995, UK Special Education Needs and Disability Rights Act 2001), the need for inclusive fieldwork learning is being increasingly recognised. The Enabling Remote Activity (ERA) project has been investigating how mobile communications technologies might allow field learning experiences to be brought to students who would otherwise find it difficult to participate, and also to enhance activities for all participants. It uses a rapidly deployable, battery-powered wireless network to transmit video, audio, and high resolution still images to connect participants at an accessible location with participants in the field. Crucially, the system uses a transient wireless network, allowing multiple locations to be explored during a field visit, and for plans to be changed dynamically if required. Central to the concept is the requirement for independent investigative learning: students are enabled to participate actively in the learning experience and to direct the investigations, as opposed to being simply remote viewers of the experience. Two ways of using the ERA system have been investigated: remote access and collaborative groupwork. In 2006 and 2008 remote access was used to enable mobility-impaired students to take part in and complete a field course. This involved connecting the student in an accessible vehicle located close to the field site, via a wireless network, to a geologist in the field. The geologist worked alongside the general body of students and the field tutor as each geological site was investigated. Two-way communications allowed the student to guide the geologist to provide video panoramas of the area, to select areas of interest for further study and to obtain high resolution images of specific points. The students were able to work through the field activities alongside the rest of the student group. A collaborative groupwork trial (2007) was used to connect two groups of students; one in an accessible laboratory, the other at a field site. Traditionally, students collect data in the field and analyze it on return to the laboratory; this system proposes a more rapid collection and analysis procedure, with information being transmitted between sites with field and laboratory participants having their own distinct, significant roles within the learning activity. This project recently received an award at the 2008 Handheld Learning Conference and a HEFCE sponsored Open University Teaching Award. In contrast to the use of ‘virtual fieldwork' that aims to provide simulations or a resource for a student to use, the focus of this project is on how technology can be used to support actual fieldwork activities. This approach has been trialled now over three field seasons, with students using the system to remotely participate in fieldwork activities. Interviews with tutors and students have shown that this was perceived as valuable and allowed participants to achieve the learning objectives of the course alongside their peers. The challenges of remote fieldwork concern the co-ordination of students' activities, the integration of remote and field activities and practical issues of lightweight, easy-to-use, robust technologies and the provision of a reliable communications network. References Elkins, J.T. & Elkins, N.M.L. (2007) Teaching geology in the field: significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55 (2), 126-132. Kern, E. and Carpenter, J. (2004). Enhancement of student values, interests and attitudes in Earth Science through a field-oriented approach. Journal of Geological Education, 32 (5), 299-305. Spicer, J. I. and Stratford, J. (2001) Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17(4), 345-354.

Paramedic student exposure to workplace violence during clinical placements - A cross-sectional study.

PubMed

Boyle, Malcolm; McKenna, Lisa

2017-01-01

Paramedic students are hesitant to formally report exposure to acts of workplace violence as they feel it may jeopardise their chance of getting a job. The objective of this study was to identify the type and number of workplace violence acts experienced by undergraduate paramedic students whilst on an ambulance clinical placement. This was a cross-sectional study using the Paramedic Workplace Violence Exposure Questionnaire to obtain student exposure to acts of workplace violence which occurred whilst on ambulance clinical placements. The survey response rate was 29.8%. The students' average age was 24.1 years, median age of 23 years, range 18-47 years. There were 32.6% of students who were exposed to at least one act of workplace violence with 56% of these being females. Verbal abuse 18%, and intimidation 17% were the common acts of workplace violence students were exposed to. One female, a nursing/paramedic student, was exposed to sexual harassment on more than one occasion. The findings from this study suggest that paramedic students are exposed to similar rates of workplace violence as full time practising paramedics. Further research is required into workplace violence against students from all professions and what detrimental effect this may have on them. Copyright © 2017 Elsevier Ltd. All rights reserved.

Changes in school environments with implementation of Arkansas Act 1220 of 2003.

PubMed

Phillips, Martha M; Raczynski, James M; West, Delia S; Pulley, LeaVonne; Bursac, Zoran; Gauss, C Heath; Walker, Jada F

2010-02-01

Changes in school nutrition and physical activity policies and environments are important to combat childhood obesity. Arkansas Act 1220 of 2003 was among the first and most comprehensive statewide legislative initiatives to combat childhood obesity through school-based change. Annual surveys of principals and superintendents have been analyzed to document substantial and important changes in school environments, policies, and practices. For example, results indicate that schools are more likely to require that healthy options be provided for student parties (4.5% in 2004, 36.9% in 2008; P

From High School to the Future: ACT Preparation--Too Much, Too Late. Why ACT Scores Are Low in Chicago and What It Means for Schools

ERIC Educational Resources Information Center

Allensworth, Elaine; Correa, Macarena; Ponisciak, Steve

2008-01-01

The majority of Chicago Public Schools (CPS) students are not attaining the ACT scores they are aiming for, which they need to qualify for scholarships and college acceptance. This report looks at the reasons behind students' low performance and what matters for doing well on this test. CPS students are highly motivated to do well on the ACT, and…

The Effects of Various High School Scheduling Models on Student Achievement in Michigan

ERIC Educational Resources Information Center

Pickell, Russell E.

2017-01-01

This study reviews research and data to determine whether student achievement is affected by the high school scheduling model, and whether changes in scheduling models result in statistically significant changes in student achievement, as measured by the ACT Composite, ACT English Language Arts, and ACT Math scores. The high school scheduling…

The Cost of Performance? Students' Learning about Acting as Change Agents in Their Schools

ERIC Educational Resources Information Center

Kehoe, Ian

2015-01-01

This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative was…

Factors Principals Consider When Choosing Professional Development for Teachers

ERIC Educational Resources Information Center

Price, Kimberly Jacob

2017-01-01

Professional development is supposed to increase instructional capacity in teachers. It is well funded by the Elementary and Secondary Education Act, which also provides clear expectations for activities and programs that research suggests make it effective in improving student learning (Ball & Cohen, 1999; Banilower et al., 2006; Gersten et…

Walking on by Is Just the Beginning: Dialogically Interrogating Face-Work

ERIC Educational Resources Information Center

Herakova, Liliana L.

2016-01-01

Courses: Introduction to Communication Studies, Interpersonal Communication, Nonverbal Communication. Objectives: After completing this single-class activity, students should be able to (1) describe and interpret face-work as a communicative act that both reflects and constructs identity, (2) explain the concept of intersectionality in basic…

Simulating Issue Networks in Small Classes using the World Wide Web.

ERIC Educational Resources Information Center

Josefson, Jim; Casey, Kelly

2000-01-01

Provides background information on simulations and active learning. Discusses the use of simulations in political science courses. Describes a simulation exercise where students performed specific institutional role playing, simulating the workings of a single congressional issue network, based on the reauthorization of the Endangered Species Act.…

What Role Do Croatian Higher Institution Play? A Study on University Civic Mission

ERIC Educational Resources Information Center

Ledic, Jasminka; Culum, Bojana; Nuzdic, Sandra; Jancec, Lucija

2008-01-01

The paper examines civic mission of higher education analyzing legal prerequisites for establishing civic engagement at Croatian universities, as well as students' experiences and attitudes on important aspects of university activities. The analysis of legal acts indicates insufficient usage of given legislation. Legal regulations, which recommend…

Detente: A Role for U.S.-Soviet Exchanges?

ERIC Educational Resources Information Center

Herman, Paul F., Jr.

The contribution of international exchanges (e.g., cultural activities, tourism, student exchange) to detente enhancement is assessed. International exchanges have a capacity for engendering trust and for providing cultural, political, and economic benefit, two characteristics of policy acts which tend to enhance detente. A comparison of four very…

Dissonance and Difference: Invention Strategies for a Feminist Composition Classroom.

ERIC Educational Resources Information Center

Langstraat, Lisa R.

A feminist composition classroom concentrates on undermining the Platonic view of invention as the private act of an atomistic individual and replacing it with inventional strategies that heighten students' awareness of the social, political, and economic factors which make writing and reading a gendered activity. These alternate strategies allow…

Diet & Cancer: An Update for Biology Teachers.

ERIC Educational Resources Information Center

Anastasiou, Clifford J.

1988-01-01

Reports on dietary substances which act against cancer-causing agents. Indicates that adapting a lifestyle which combines reduced fat intake with increased fiber-containing foods will reduce the risk of some common cancers. Provides teaching strategies and activities to help students analyze their lifestyles for a reduction in cancer risk. (RT)

Persuasive and Informative Advertising: A Classroom Experiment

ERIC Educational Resources Information Center

Freeborn, Beth A.; Hulbert, Jason P.

2011-01-01

The authors outline a pair of classroom activities designed to provide an intuitive foundation to the theoretical introduction of advertising in monopoly markets. The roles of both informative and persuasive advertising are covered. Each student acts as a monopolist and chooses the number of (costly) advertisements and the price. The experiments…

38 CFR 18.503 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Pub. L. 94-135, 42 U.S.C. 6101-6107). (b) Action means any act, activity, policy, rule, standard, or method of administration; or the use of any policy, rule, standard, or method of administration. (c..., children, adult, older persons, but not student). (h) Day means calendar day. (i) Federal financial...

Think Globally and Act Locally.

ERIC Educational Resources Information Center

Alger, Chadwick F.

1985-01-01

Suggests ways teachers can involve themselves and their students in local action as a means of furthering effective and practical global education. Considers possible barriers related to the ideology of the state system, and current breakthroughs, e.g., the nuclear freeze movement, anti-apartheid activism, and the sanctuary movement for Salvadoran…

Acting out: Using Drama with English Learners

ERIC Educational Resources Information Center

Bernal, Penny

2007-01-01

High school teacher Penny Bernal reflects on the success of using drama in her English Language Development classroom over the past ten years. She shares various steps for preparing a play as a means of promoting language learning and literacy, such as familiarizing students with language intonations through toning activities, practicing stage…

CSI: Hard Drive

ERIC Educational Resources Information Center

Sturgeon, Julie

2008-01-01

Acting on information from students who reported seeing a classmate looking at inappropriate material on a school computer, school officials used forensics software to plunge the depths of the PC's hard drive, searching for evidence of improper activity. Images were found in a deleted Internet Explorer cache as well as deleted file space.…

CNN Newsroom Classroom Guides, December 2001.

ERIC Educational Resources Information Center

Cable News Network, Atlanta, GA.

These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of December 2001, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: President Bush responds to the recent acts of terrorism in Israel,…

How Learning Mathematics Can Be Made More Enjoyable

ERIC Educational Resources Information Center

D'Apice, Ciro; Manzo, Rosanna

2004-01-01

New information technologies can act as a Trojan horse offering activities that will require major changes in the teaching-learning process. Computer aided learning applications are able to offer advanced students the opportunity to improve their skills and to maintain their motivation. In the spirit of "learning by doing", they are…

A Vision for Nevada. 1994 Annual Report to the Community.

ERIC Educational Resources Information Center

Nevada State Dept. of Education, Carson City.

In Nevada, equity projects funded through the Carl D. Perkins Vocational and Applied Technology Act and administered by the Nevada Department of Education provide program improvement, occupational preparation, training, resources, and activities designed to address the needs of all students. Although the emphasis has been on females, in particular…

Activities Joining Learning Objectives to Assessments in Introductory Astronomy

NASA Astrophysics Data System (ADS)

Palen, Stacy E.; Larson, Ana M.

2015-01-01

In recent years, accreditation boards and other governing bodies have been pushing hard for explicit learning goals and quantitative measures of assessment for general education courses such as Astronomy 101. This added assessment burden can be problematic, especially for harried adjuncts teaching multiple courses at multiple institutions. It would be helpful to have a field-tested set of combined hands-on activities and assessment tools that help instructors meet these assessment requirements. The authors have produced just such a set. We have been using hands-on activities in our classrooms for more than 15 years. These activities require no special equipment or preparation and can be completed within an hour by most students working in groups of two or three. The sections of each activity are arranged in steps, guiding the students from initial knowledge-level questions or practice to a final evaluation or synthesis of what they have just accomplished. Students thus get practice thinking at higher cognitive levels. A recent addition to these activities is the inclusion of formalized learning objectives and accompanying pre- and post-activity questions. The pre-activity questions address common misconceptions, relate familiar analogous terrestrial examples to the activity, and act as a brief refresher meta-concepts like scale factors, measurements, and basic mathematics review. The post-activity questions review the most important concepts introduced in the activity. We present a number of examples as well as a summary as to how we have initiated their use in a large lecture setting of 300 students, in smaller classrooms of 15 students, and in a community college online course.

Oversight of Student Loan Marketing Association (Sallie Mae). Hearing Before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources. United States Senate, Ninety-Seventh Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

Hearings concerning the activities of the Student Loan Marketing Association (Sallie Mae) are presented. Attention is focused on a request for an exemption under federal priority for recovering money owed the Association in the event that it files for liquidation or reorganization in the future under the Bankruptcy Act. It is noted that two goals…

Higher Education: More Information Could Help Education Determine the Extent to Which Eligible Servicemembers Serving on Active Duty Benefited from Relief Provided by Lenders and Schools. Report to Congressional Requesters. GAO-07-11

ERIC Educational Resources Information Center

Ashby, Cornelia M.

2006-01-01

Since September 11, 2001, over 1.3 million members of the armed forces have been deployed in service to the United States. Congress enacted the Higher Education Relief Opportunities for Students (HEROES) Act to recognize the needs of those servicemembers who are deployed in the midst of pursuing postsecondary education or repaying student loans.…

The Actively Caring for People Movement at Virginia Tech and Beyond: Cultivating Compassion and Relationships in Residence Halls

ERIC Educational Resources Information Center

McCarty, Shane M.; Mullins, Taris G.; Geller, E. Scott; Shushok, Frank, Jr.

2013-01-01

A professor and a group of student leaders initiated the Actively Caring for People (AC4P) Movement to establish a more civil, compassionate, and inclusive culture by inspiring intentional acts of kindness. This article explores the AC4P Movement in a first-year residence hall at Virginia Tech and a second-year residence hall at University of…

Can a comprehensive code of conduct discourage incivility in nursing students?

PubMed

Authement, Renae

2016-08-01

This article discusses problems associated with incivility in nursing education and a proposed implementation strategy designed to decrease uncivil acts of student behavior. Like most colleges across the nation, this nursing program was experiencing an increase in acts of student incivility. Incivility, also called bullying, may include behaviors such as name calling, side conversations, and condescending language. The sample consisted of 94 third-semester nursing students and 6 faculty members. The Incivility in Nursing Education survey was used as a tool to measure student and faculty perceptions. Data from pre- and postimplementation surveys demonstrated scientific evidence of both faculty and student perception and a significant decrease in acts of uncivil behavior in the nursing program. Because the study was limited to one nursing program and included only third-semester nursing students, the results of the study may not be transferable to all nursing programs. The study revealed a reduction in perceived uncivil acts of behavior in the nursing program by faculty and students.

Teacher Perspectives on the Impact of High-Stakes Testing on Students with Disabilities: A Grounded Theory Study

ERIC Educational Resources Information Center

Mayer, Tammy Marie

2017-01-01

The Individuals with Disabilities Education Act 1997 (IDEA), No Child Left Behind Act 2001 (NCLB), and Every Child Succeeds Act 2015 (ESSA) has changed how public schools adapt to standards and accountability systems for all students, including students with mild-to-significant cognitive disabilities. Federal legislation has changed the focus of…

Every Student Succeeds Act (ESSA): New Legislation Creates Opportunities for Parent Advocates

ERIC Educational Resources Information Center

Welch, Carolyn E.

2016-01-01

The passage of the Every Student Succeeds Act (ESSA) in December 2015 is an exciting development for parents, teachers, school leaders, and others who believe U.S. schools should meet the needs of high-ability students. The ESSA revised and reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), previously known as the No Child…

Using ACT Subscores to Identify at Risk Students in Business Statistics and Principles of Management Courses

ERIC Educational Resources Information Center

Welborn, Cliff Alan; Lester, Don; Parnell, John

2015-01-01

The American College Test (ACT) is utilized to determine academic success in business core courses at a midlevel state university. Specifically, subscores are compared to subsequent student grades in selected courses. The results indicate that ACT Mathematics and English subscores are a valid predictor of success or failure of business students in…

A Comparison of an Introductory Course to SAT/ACT Scores in Predicting Student Performance

ERIC Educational Resources Information Center

Marsh, Crystale M.; Vandehey, Michael A.; Diekhoff, George M.

2008-01-01

We assessed students in General Psychology classes and examined their SAT/ACT scores, GPAs, and attempted and earned hours. Exams in General Psychology were superior to the SAT/ACT in predicting GPA, supporting the use of an introductory course as a "gateway" for identifying at-risk students and engaging them in academic services.…

The Impact of Precaution and Practice on the Performance of a Risky Motor Task

PubMed Central

Keren, Hila; Boyer, Pascal; Mort, Joel; Eilam, David

2013-01-01

The association between threat perception and motor execution, mediated by evolved precaution systems, often results in ritual-like behavior, including many idiosyncratic acts that seem irrelevant to the task at hand. This study tested the hypothesis that threat-detection during performance of a risky motor task would result in idiosyncratic activity that is not necessary for task completion. We asked biology students to follow a particular set of instructions in mixing three solutions labeled “bio-hazardous” and then repeat this operation with “non-hazardous” substances (or vice versa). We observed a longer duration of the overall performance, a greater repertoire of acts, longer maximal act duration, and longer mean duration of acts in the “risky” task when it was performed before the “non-risky” task. Some, but not all, of these differences were eliminated when a “non-risky” task preceded the “risky” one. The increased performance of idiosyncratic unnecessary activity is in accordance with the working hypothesis of the present study: ritualized idiosyncratic activities are performed in response to a real or illusionary threat, as a means to alleviate anxiety. PMID:25379241

Improving Student Success in Calculus I Using a Co-Requisite Calculus I Lab

ERIC Educational Resources Information Center

Vestal, Sharon Schaffer; Brandenburger, Thomas; Furth, Alfred

2015-01-01

This paper describes how one university mathematics department was able to improve student success in Calculus I by requiring a co-requisite lab for certain groups of students. The groups of students required to take the co-requisite lab were identified by analyzing student data, including Math ACT scores, ACT Compass Trigonometry scores, and…

Higher Education Opportunity Act (Public Law 110-315)

ERIC Educational Resources Information Center

US Congress, 2008

2008-01-01

This purpose of this Act is to amend and extend the Higher Education Act of 1965, and for other purposes. This Act includes the following titles: (1) General Provisions; (2) Teacher Quality Enhancement; (3) Institutional Aid; (4) Student Assistance (Grants to Students in Attendance at Institutions of Higher Education, Federal Family Education Loan…

Every Student Succeeds Act (Public Law 114-95)

ERIC Educational Resources Information Center

US Congress, 2015

2015-01-01

The Every Student Succeeds Act (Public Law 114-95) was put in place to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves. The Act includes the following titles: (1) Improving Basic Programs Operated by State and Local Educational Agencies; (2) Preparing, Training, and Recruiting High-Quality…

Tracking Student Transfers: The Perils and Pitfalls of Complying with the New Student Right-To-Know Act (PL 101-542).

ERIC Educational Resources Information Center

Lee, Marcia M.

The Student Right-To-Know and Campus Security Act gives community colleges a strong incentive to track transfer students. Westchester Community College (WCC) in New York devised a four-step process to track students who transferred to four-year college before graduating. The method used to track student transfers involved the following steps: (1)…

The dermatology acting internship.

PubMed

Stephens, John B; Raimer, Sharon S; Wagner, Richard F

2011-07-15

Acting internships are an important component of modern day medical school curriculum. Several specialties outside of internal medicine now offer acting internship experiences to fourth year medical students. We have found that a dermatology acting internship is a valuable experience for fourth year medical students who are interested in pursuing a residency in dermatology. Our experience with the dermatology acting internship over the 2010-2011 academic year is described.

Compliance of Postsecondary Institutions with Provisions for Disabled Students Mandated by the Architectural Barriers Act of 1968 and the Rehabilitation Act of 1973.

ERIC Educational Resources Information Center

Williams, Joan M.; Hodinko, Bernard A.

Perceptions were obtained from 480 college student services officers concerning compliance of their employing institutions with selected provisions of the Architectural Barriers Act of 1968 and the Rehabilitation Act of 1973 (specifically Section 504). The survey instrument presented a statement from each of 24 provisions of the two Acts.…

Modeling DNA structure and processes through animation and kinesthetic visualizations

NASA Astrophysics Data System (ADS)

Hager, Christine

There have been many studies regarding the effectiveness of visual aids that go beyond that of static illustrations. Many of these have been concentrated on the effectiveness of visual aids such as animations and models or even non-traditional visual aid activities like role-playing activities. This study focuses on the effectiveness of three different types of visual aids: models, animation, and a role-playing activity. Students used a modeling kit made of Styrofoam balls and toothpicks to construct nucleotides and then bond nucleotides together to form DNA. Next, students created their own animation to depict the processes of DNA replication, transcription, and translation. Finally, students worked in teams to build proteins while acting out the process of translation. Students were given a pre- and post-test that measured their knowledge and comprehension of the four topics mentioned above. Results show that there was a significant gain in the post-test scores when compared to the pre-test scores. This indicates that the incorporated visual aids were effective methods for teaching DNA structure and processes.

Student Residence Classification: Revision and Review of Regulations.

ERIC Educational Resources Information Center

Nussbaum, Tom; Close, Catherine

This report proposes regulations for the implementation of California's Uniform Student Residency Act by the state's community colleges. First, background information is provided on three laws: (1) the Uniform Student Residency Act, which establishes rules for use in classifying college students as residents or non-residents; (2) legislation…

Draft Registration and Student Aid.

ERIC Educational Resources Information Center

Thomas, Stephen B.

1986-01-01

Reviews two recent Supreme Court cases involving challenges to the Military Selective Service Act and the Department of Defense Authorization Act of 1983, which affect the eligibility of students to receive student aid. Concludes that students who fail to register for the draft are now more likely to be prosecuted than in 1984. (KH)

We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

PubMed

Doubleday, Alison F; Wille, Sarah J

2014-01-01

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities. © 2014 American Association of Anatomists.

The Effects of Process Oriented Guided Inquiry Learning on Secondary Student ACT Science Scores

NASA Astrophysics Data System (ADS)

Judd, William Lindsey

The purpose of this study was to examine any significant difference on secondary school chemistry students' ACT Science Test scores between students taught by the Process Oriented Guided Inquiry Learning (POGIL) method versus students taught by traditional, teacher-centered pedagogy. This study also examined any difference between students taught by the POGIL method versus students taught by traditional, teacher-centered pedagogy in regard to the three different types of questions on the ACT Science Test: data representation, research summaries, and conflicting viewpoints. The sample consisted of sophomore-level students at two private, suburban Christian schools. A pretest-posttest design was used to compare the mean difference in scores from ACT issued sample test booklets before and after each group had received instruction via the POGIL method or more traditional methods. This study found that there was no significant difference in the mean difference of test scores between the two groups. This study also found that there was not a significant difference in the mean difference of scores in regard to the three different types of questions on the ACT Science Test. Further implications of this study are discussed.

Ask and You Might Not Receive: How FERPA's Disclosure Provisions Can Affect Educational Research

ERIC Educational Resources Information Center

Tonsager, Lindsey; Skeath, Caleb W.

2017-01-01

The Family Educational Rights and Privacy Act (FERPA) regulates how schools collect, use, and disclose student information, including disclosures to third-party educational researchers. This article examines how educational researchers can structure their activities to reduce the risk of violating FERPA's disclosure restrictions. In order to do…

Intelligence, Global Terrorism and Higher Education: Neutralising Threats or Alienating Allies?

ERIC Educational Resources Information Center

Saeed, Tania; Johnson, David

2016-01-01

The British Counter-Terrorism and Security Act 2015 appears to have drawn universities into the security apparatus of the state. Academics and administrators have been compelled to comply with measures aimed at monitoring the activities of mostly Islamic student societies. While it is not inconceivable that universities are exploited as sites for…

Patriotic Acts: Five Activities for Identity Building

ERIC Educational Resources Information Center

Soetoro-Ng, Maya

2013-01-01

Building a personal identity is a lifelong, thoughtful process that takes into account not only one's race and ethnicity, but also life experiences, relationships, and communities. The process of exploring and evolving one's identity deserves a place in the classroom. Educators can play a key role in supporting their students' in this process by…

North Carolina Marine Education Manual, Unit Two: Seawater.

ERIC Educational Resources Information Center

Mauldin, Lundie; Frankenberg, Dirk

Although North Carolina's coastal water is chemically and physically similar to other bodies of sea water, the specific manner in which tides and waves act upon the coastline is unique. Accordingly, the 30 activities presented in this manual are intended to help junior high school students understand how physical forces modify coastal areas. While…

Acquisition of Operational Environmental Literacy in Social Studies Course

ERIC Educational Resources Information Center

Fidan, Nuray Kurtdede; Ay, Tugba Selanik

2016-01-01

Environmental literacy can be defined as having necessary perceptions and competency of health and environmental systems and as being active in developing necessary acts about them. Individuals are expected to use their knowledge and concepts in daily life. The aim of this study is to determine students' views about operational environmental…

Alternative Break Programs: From Isolated Enthusiasm to Best Practices--The Haiti Compact

ERIC Educational Resources Information Center

Piacitelli, Jill; Barwick, Molly; Doerr, Elizabeth; Porter, Melody; Sumka, Shoshanna

2013-01-01

Alternative break programs, which are short-term service-learning trips, immerse students in direct service and education, resulting in the creation of active citizens who think and act critically around the root causes of social issues. Over the last 20 years, domestic alternative breaks have effectively created strong community partnerships and…

Over Land and Sea: Intermediate Science through Children's Literature.

ERIC Educational Resources Information Center

Butzow, Carol M.; Butzow, John W.

This book suggests an approach to science instruction that integrates literature as an alternative form of instruction or to enrich textbook instruction. It uses conceptually and factually correct works of fiction and outlines activities where students are allowed to do the majority of the work and the teachers act as facilitators. Though the…

45 CFR 91.4 - Definition of terms used in these regulations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... act, activity, policy, rule, standard, or method of administration; or the use of any policy, rule, standard, or method of administration. Age means how old a person is, or the number of years from the date..., children, adult, older persons, but not student). Agency means a Federal department or agency that is...

Acting Out! Combating Homophobia through Teacher Activism. Practitioner Inquiry Series

ERIC Educational Resources Information Center

Blackburn, Mollie V., Ed.; Clark, Caroline T., Ed.; Kenney, Lauren M., Ed.; Smith, Jill M., Ed.

2009-01-01

In this volume, teachers from urban, suburban, and rural districts join together in a teacher inquiry group to challenge homophobia and heterosexism in schools and classrooms. To create safe learning environments for all students they address key topics, including seizing teachable moments, organizing faculty, deciding whether to come out in the…

What States Can Do to Promote District-Charter Collaboration

ERIC Educational Resources Information Center

Medler, Alex

2016-01-01

With the federal government increasingly ceding authority to states in a revamped Every Student Succeeds Act, many states are looking for new ways to positively influence local work and take on greater leadership. States can--and should--play a more active role in fostering collaboration efforts if they are serious about ensuring quality public…

Productive Use of Collaborative Time. Research into Practice

ERIC Educational Resources Information Center

Williamson, Ronald

2012-01-01

Many schools have embraced the idea of professional learning communities (PLC's). While the term is used to describe many types of collaborative activities, PLC's are most successful when they focus intently on improving student learning. In these communities of learners there is a shared commitment to continually learn and act on that learning in…

78 FR 11165 - Agency Information Collection Activities; Submission to the Office of Management and Budget for...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-15

... (SOAR) Act Program. In particular, we are requesting approval for: (1) parent, student, and principal surveys, and (2) records abstraction from DC Public School (DCPS), from the District of Columbia Public Charter School Board, and private school administrative files. The study design, data collection plan...

Energy Theater

ERIC Educational Resources Information Center

Daane, Abigail R.; Wells, Lindsay; Scherr, Rachel E.

2014-01-01

Energy Theater is a dynamic, full-body activity that engages all students in representing the flow of energy in various phenomena, such as a light bulb burning steadily or a refrigerator cooling food. In Energy Theater, each participant acts as a unit of energy that has one form at a time. Regions on the floor correspond to objects in a physical…

Trying Three-Act Tasks with Primary Students

ERIC Educational Resources Information Center

Lomax, Kendra; Alfonzo, Kristin; Dietz, Sarah; Kleyman, Ellen; Kazemi, Elham

2017-01-01

The goals of problem-solving activities in the elementary grades often include making sense of story problems, developing a range of strategies, and reaching accurate solutions. These are important mathematical aims, but they do not fully address the demands of modeling with mathematics as described in the fourth of the Common Core's eight…

The Use of Therapeutic Techniques in Actor Training.

ERIC Educational Resources Information Center

Gross, Roger

Since a fundamental problem of acting--fear--is a fundamental human problem, the basic job of acting teachers is to help their students become the kind of people who can act. Acting teachers need to help their students cast off their fears, free their bodies and their imaginations, and learn all the skills of self-knowledge, self-control, and…

Commercial Activities in Schools: Use of Student Data Is Limited and Additional Dissemination of Guidance Could Help Districts Develop Policies. Report to Congressional Requesters. GAO-04-810.

ERIC Educational Resources Information Center

Shaul, Marnie S.

2004-01-01

This study examined (1) the extent to which, since 2000, states have enacted and proposed statutes and regulations to govern commercial activities in schools; (2) the extent to which districts have developed policies implementing amended provisions of the Protection of Pupil Rights Amendment (PPRA) in the No Child Left Behind Act on the use of…

Factors Predicting Online Graduate Students' Responsiveness to Feedback from Their Professors

ERIC Educational Resources Information Center

Breslin, Mary R.

2012-01-01

College students act on their professors' feedback less often and less completely than their professors would like. The problem this study addressed is that the relative predictive value of factors concerning graduate students in online courses acting on their professors' feedback is unknown. By focusing on graduate students in…

PERSONAL AND CIRCUMSTANTIAL FACTORS INFLUENCING THE ACT OF DISCOVERY.

ERIC Educational Resources Information Center

OSTRANDER, EDWARD R.

HOW STUDENTS SAY THEY LEARN WAS INVESTIGATED. INTERVIEWS WITH A RANDOM SAMPLE OF 74 WOMEN STUDENTS POSED QUESTIONS ABOUT THE NATURE, FREQUENCY, PATTERNS, AND CIRCUMSTANCES UNDER WHICH ACTS OF DISCOVERY TAKE PLACE IN THE ACADEMIC SETTING. STUDENTS WERE ASSIGNED DISCOVERY RATINGS BASED ON READINGS OF TYPESCRIPTS. EACH STUDENT WAS CLASSIFIED AND…

Campus Security Act & Students' Right To Know.

ERIC Educational Resources Information Center

Ramirez, Gus

In November 1990, the Students' Right to Know and Campus Security Act became law, requiring all postsecondary institutions that receive federal student aid to collect campus crime statistics and make timely reports to the campus community on crimes that are considered a threat to other students and other employees. The law also requires that…

The Measurement of Abilities Needed for Planning in PBL

NASA Astrophysics Data System (ADS)

Kiriyama, Satoshi; Konishi, Masaki; Hanabusa, Takao

We have been trying to heighten students' creativity at The Center for Innovation and Creativity Development by two ways. One is supporting their project activities, which are extracurricular and autonomous. We have expected students make their creativity higher by acting with project members in different grades and fields. The another is education for fresh students by PBL (Project Based Learning) courses which are opened as public lectures. In both of these attempts, we have tried to clarify the factors which are necessary for planning, because we have thought planning ability is essential for students to drive PBL. In this paper, we have reported how to measure abilities needed for planning and have discussed how to teach the way of making plans.

The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment

NASA Astrophysics Data System (ADS)

Ketelhut, Diane Jass

2007-02-01

This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined the relationship between students' self-efficacy on entry into the authentic scientific activity and the longitudinal data-gathering behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a server-side database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study found that self-efficacy correlated with the number of data-gathering behaviors in which students initially engaged, with high self-efficacy students engaging in more data gathering than students with low self-efficacy. Also, the impact of student self-efficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE, initial student self-efficacy no longer correlated with data gathering behaviors. In addition, students' level of self-efficacy did not affect how many different sources from which they chose to gather data. These results suggest that embedding science inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students' self-efficacy and learning processes.

Enacting science

NASA Astrophysics Data System (ADS)

MacDonald, Anthony Leo

My study examines the development of forms of knowing that arise when students engage in open-ended explorations involving self-directed design and building involving simple materials. It is grounded in an enactivist theoretical perspective on cognition which holds that the creation of action-thought processes for engaging the world is interwoven with the meanings that are constructed for these experiences. A dynamic conception of persons-acting-in-a-setting is fundamental to an enactivist view of cognition. How is understanding enacted in building activity? How does the shape of a problem emerge? How do students enact meaning and understanding when they experience a high degree of physical engagement in building things? What are some characteristics of an enactive learning/teaching environment? My research settings comprise a range of individual, group and classroom engagements of varying lengths over a three and one-half year period. The first research episode involved two grade eight students in an investigation of Paper Towels. The second four month engagement was in a grade nine science class that culminated in the building of a Solar House. The third grade ten episode involved a one month project to build a Mousetrap Powered Car. A fourth Invent a Machine project was conducted in two grade eight science classes taught by the teacher who participated in the Solar House project. Two students were present in three of the four projects. I interviewed one of these students upon completion of his high school physics courses. I found that building is a form of thinking which develops competency in managing complex practical tasks. A triadic relationship of exploration, planning and acting is present. Practical and procedural understandings emerge as students enter and re-enter self-directed problem settings. Thinking patterns depend on the kinds of materials chosen, the ways they are used, and on how students contextualize the problem. Classroom assessment procedures gain complexity and incorporate process components as students become involved in establishing criteria for their work. Contemporary science programs emphasize using performance criteria to evaluate student learning in investigative activity. My study seeks to expand the notion of performance by identifying and portraying essential features of student action-thought.

Using Incoming Student Information to Identify Students At-Risk of Not Returning to Their Initial Institution in Year Two. ACT Working Paper 2016 (04)

ERIC Educational Resources Information Center

Radunzel, Justine

2016-01-01

As pushes for increased accountability in higher education continue, postsecondary institutions are interested in identifying early on students who are at risk of leaving their institution. With this in mind, this study sought to identify incoming first-year student information (such as that available on the ACT student record) that postsecondary…

My Life as a DREAMer Who ACTed beyond the Barriers: From Growing up "Undocumented" in Arizona to a Master's Degree from Harvard

ERIC Educational Resources Information Center

Vega, Silvia P. Rodriguez

2011-01-01

In this article, the author shares the story of her life as a DREAM Act student who acted beyond the barriers. The DREAM Act, defined as the Development, Relief, and Education for Alien Minors Act, is an effort to establish a path to citizenship for some children of illegal immigrants. Her story begins like the thousands of other students who are…

Undocumented & Unafraid: The DREAM Act 5 and the Public Disclosure of Undocumented Status as a Political Act

ERIC Educational Resources Information Center

Galindo, Rene

2012-01-01

In 2010, the political advocacy of undocumented immigrant students in support of the DREAM Act took a new and decisive direction when the public disclosure of undocumented status as political act was adopted. This new political strategy included the first case of civil disobedience practiced by a group of undocumented immigrant students now known…

A Study of the Relationship between the ACT College Mathematics Readiness Standard and College Mathematics Achievement

ERIC Educational Resources Information Center

Harwell, Michael; Moreno, Mario; Post, Thomas

2016-01-01

This study examined the relationship between the American College Testing (ACT) college mathematics readiness standard and college mathematics achievement using a sample of students who met or exceeded the minimum 3 years high school mathematics coursework recommended by ACT. According to ACT, a student who scores 22 or higher on the ACT…

The Student-Athlete Right-to-Know Act: Legislation Would Require Colleges to Make Public Graduation Rates of Student Athletes.

ERIC Educational Resources Information Center

Alessandro, Christopher J.

1989-01-01

The article examines the proposed Student Athlete Right to Know Act, discusses the reasons for its development and support including the academic neglect of student athletes, and summarizes the effect the bill will have on intercollegiate athletics and higher education if it becomes law. (DB)

Detecting and Understanding the Impact of Cognitive and Interpersonal Conflict in Computer Supported Collaborative Learning Environments

ERIC Educational Resources Information Center

Prata, David Nadler; Baker, Ryan S. J. d.; Costa, Evandro d. B.; Rose, Carolyn P.; Cui, Yue; de Carvalho, Adriana M. J. B.

2009-01-01

This paper presents a model which can automatically detect a variety of student speech acts as students collaborate within a computer supported collaborative learning environment. In addition, an analysis is presented which gives substantial insight as to how students' learning is associated with students' speech acts, knowledge that will…

The Impact of Hill Reading Achievement Program with Students with Disabilities in First through Third Grade

ERIC Educational Resources Information Center

Templeton, Patrice Danielle

2017-01-01

No Child Left Behind Act created a paradigm shift in the education field for all students including students with disabilities. The act impacted students with disabilities because the expectation of education changed in many areas. The expectation of highly qualified teachers teaching utilizing research based strategies and the requirement of…

Education Rights of Homeless Students: A Guide for Advocates

ERIC Educational Resources Information Center

Education Law Center, 2005

2005-01-01

There is no question that students who are homeless, like all students, are entitled to be educated. A federal law, known as the McKinney-Vento Homeless Assistance Act, requires states to provide homeless children and youth with the same access to free public education as is available to other students. The Act also requires states to eliminate…

The Americans with Disabilities Act, Students with Disabilities, and the Role of the Academic Advisor.

ERIC Educational Resources Information Center

Jarrow, Jane E.

1996-01-01

Presents both advice and cautions for the academic advisor working with college students with disabilities, in compliance with the Americans with Disabilities Act. Includes specific discussion of the dangers of stereotyping people or professions and a reminder to view this population as students, with disabilities secondary to student status, and…

College and Career Readiness and the Every Student Succeeds Act

ERIC Educational Resources Information Center

Malin, Joel R.; Bragg, Debra D.; Hackmann, Donald G.

2017-01-01

Purpose: This study addressed the current policy push to improve students' college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by…

The Academic Achievement Rate of Students with Disabilities in a Co-Teaching Setting on End-of-Course Algebra Exams

ERIC Educational Resources Information Center

Randolph, Cassandra Jones

2017-01-01

The passing of the Education for All Handicapped Children Act---later renamed the Individuals With Disabilities Education Act---mandated that schools and districts ensure that all available education services were comparable between students with disabilities and general education students. This mandate led to students with disabilities and…

Service Animals for Students with Disabilities under IDEA and Section 504 of the Rehabilitation Act of 1973

ERIC Educational Resources Information Center

Berry, Jennifer; Katsiyannis, Antonis

2012-01-01

In 2007, services under the Individuals with Disabilities Education Improvement Act were provided to almost 6 million students with disabilities (Data Accountability Center, 2011). By virtue of their eligibility, these students were entitled to a "free and appropriate public education" (FAPE). To ensure that students receive FAPE,…

75 FR 36426 - Legislative Changes to Nursing Student Loan Program Authorized Under Title VIII of the Public...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-25

... Changes to Nursing Student Loan Program Authorized Under Title VIII of the Public Health Service Act....) 111-148. Section 5202 of the ACA changes the Nursing Student Loan (NSL) program by: (1) Increasing the.... SUPPLEMENTARY INFORMATION: The Nursing Student Loan (NSL) program was authorized by the Nurse Training Act of...

ACT Aspire™. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

The "ACT Aspire"™ system provides a longitudinal, systematic approach for assessing and monitoring students' preparation for high school studies and readiness for college and career. "ACT Aspire"™ includes assessments for students from grade 3 through early high school in five subject areas: English, mathematics, reading,…

The School-to-Work Opportunities Act: An Opportunity To Serve All Students. Women's Educational Equity Act Publishing Center Digest.

ERIC Educational Resources Information Center

Wiberg, Mary

This digest consists of two brief articles. The lead article, "The School-to-Work Opportunities Act: An Opportunity To Serve All Students" (Mary Wiberg) tells how the STW Act differs from vocational education by expanding the traditional programs and reflecting the constructivist model of education reform and how STW meets the needs of…

School Accountability Systems and the Every Student Succeeds Act. Re:VISION

ERIC Educational Resources Information Center

Martin, Mike

2016-01-01

The "Every Student Succeeds Act" (ESSA) replaced the "No Child Left Behind Act of 2001" (NCLB) in December 2015, substantially changing the federal role in education and how schools across the country will be held accountable. For state policymakers, designing new ESSA-compliant accountability systems is a significant…

An Overview of the Every Student Succeeds Act

ERIC Educational Resources Information Center

Meibaum, Debra L.

2016-01-01

This publication provides an overview of the Every Student Succeeds Act (ESSA). The following topics are covered : (1) Introductory Information, including a timelime and ESSA modifications to the No Child Left Behind Act (NCLB); (2) State Plan; 3) Statewide Accountability System, ; (4) Academic Assessments; (5) Standards; (6) School Improvement;…

Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

ERIC Educational Resources Information Center

Hack, Catherine

2013-01-01

Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy…

Reporting and Analysis Tools: Helping Mine Education Data for Information Riches

ERIC Educational Resources Information Center

Steiny, Julia; Smith, Nancy J.

2007-01-01

With the passage of the No Child Left Behind Act (NCLB), state education agencies (SEAs) and local educational agencies (LEAs) have stepped up activities to broadly expand their data collection and reporting systems. The Data Quality Campaign (DQC) has advocated strongly for states to build robust student-level longitudinal data systems based on…

Thinking Globally, Acting Locally About Food, Population and Energy Issues. Seventh Grade Interdisciplinary Unit.

ERIC Educational Resources Information Center

Miller, Barbara, Ed.

This social studies unit suggests activities and teaching methods for use by seventh grade social studies classroom teachers as they develop and implement educational programs on global food, population, and energy problems. Objectives are to help students become aware of global interdependence, identify roles of various nations in causing and…

Integrating Grant-Funded Research into the Undergraduate Biology Curriculum Using IMG-ACT

ERIC Educational Resources Information Center

Ditty, Jayna L.; Williams, Kayla M.; Keller, Megan M.; Chen, Grischa Y.; Liu, Xianxian; Parales, Rebecca E.

2013-01-01

It has become clear in current scientific pedagogy that the emersion of students in the scientific process in terms of designing, implementing, and analyzing experiments is imperative for their education; as such, it has been our goal to model this active learning process in the classroom and laboratory in the context of a genuine scientific…

The Biennial Report to Congress on the Implementation of the Title III State Formula Grant Program: School Years 2010-12

ERIC Educational Resources Information Center

Office of English Language Acquisition, US Department of Education, 2015

2015-01-01

"Title III" of the "Elementary and Secondary Education Act" ("ESEA") provides formula grants to states to help support the educational needs of students identified as English learners (ELs). In school year (SY) 2011-12, ELs served by "Title III"-funded activities comprised approximately 9 percent of the…

Section 504 and the Legal Rights of Drug and Alcohol Affected Students.

ERIC Educational Resources Information Center

Hicks, Graham M.

Enacted as a part of the Rehabilitation Act of 1973, Section 504 states, "No otherwise qualified individual with handicaps...shall, solely by reason of her or his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."…

Auxiliary Aids and Services for Postsecondary Students with Handicaps. Higher Education's Obligations under Section 504.

ERIC Educational Resources Information Center

Office for Civil Rights (ED), Washington, DC.

This pamphlet discusses Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of physical or mental handicap by any program or activity receiving federal financial assistance. The regulation applies to all recipients of Department of Education funding, with the focus of this pamphlet including colleges,…

The Juggling Act: A Phenomenological Study of Gifted and Talented Girls' Experiences with Facebook

ERIC Educational Resources Information Center

Price, Eunice; Wardman, Janna; Bruce, Toni; Millward, Pam

2016-01-01

Facebook is a frequently accessed social networking site with more than one billion active users worldwide. Although there are numerous studies on its impact on teenagers, none have investigated its impact on gifted and talented girls. This study's aim was to understand the social media experiences of talented female student leaders. A qualitative…

Listening as an Easy Skill: Analysis of a Particular Context

ERIC Educational Resources Information Center

Morchio, Marcela

2009-01-01

In this paper I want to focus on the difficulty perceived by seventh grade students in connection to listening activities in the English class, at some public schools in San Juan, Argentina. This analysis will lead to the examination of contextual factors that might act as unforeseen constraints on the language learning situation. (Contains 5…

Chapter One in Ohio. Education Consolidation and Improvement Act. 22nd Annual Evaluation Report. Fiscal 1987.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus.

Chapter 1 activities in Ohio for 1986-87 are summarized. The basic programs are described with emphasis on the following components: (1) student participation; (2) instructional areas; (3) impact of reading instruction; (4) impact of math instruction; (5) expenditure patterns; (6) staff positions; (7) inservice teacher education; (8) parent…

Understanding Student Language: An Unsupervised Dialogue Act Classification Approach

ERIC Educational Resources Information Center

Ezen-Can, Aysu; Boyer, Kristy Elizabeth

2015-01-01

Within the landscape of educational data, textual natural language is an increasingly vast source of learning-centered interactions. In natural language dialogue, student contributions hold important information about knowledge and goals. Automatically modeling the dialogue act of these student utterances is crucial for scaling natural language…

Helping Students with Disabilities Deal with Acts of Terrorism.

ERIC Educational Resources Information Center

Friehe, Mary J. (Morris); Swain, Kristine D.

2002-01-01

This article discusses the special needs of students with cognitive or language-processing disabilities in dealing with tragedy, including acts of terrorism. Specific suggestions for helping students cope are given for the following areas: feeling safe, handling emotion, and developing understanding. (Contains references.) (Author/DB)

Science on stage

NASA Astrophysics Data System (ADS)

Ciceri, Piera

2017-04-01

Pictures and diaries of the legendary Antarctic Expedition of sir E. Shackleton and his crew aboard the Endurance (1914/16) have become the starting point to learn about Natural Science, Earth Science and Climate Change. Students, 12 years old, were involved in hands on activities, took part to a network project, used interactive virtual labs, talked to university researchers on Skype and became the writers of a play. The theater was the place to act the story of Shackleton's expedition, to "stage" some scientific experiments and to tell to the audience about ice cores, climate change, physical and geographical characteristic of polar regions, thermal phenomena related to adaptations of polar animals, solar radiation at different latitude, day/night duration. The project was carried out from teachers of science, letters, geography and English in collaboration with the "Piccolo Teatro di Milano", the association "Scienza Under 18", researchers of the "Byrd Polar and Climate Research Center of Ohio State University" and of "M. Zucchelli Station" based in Antarctica. In our opinion drama activities improve both verbal and non-verbal communication skills and soft skills such as teamwork, responsibility and commitment. To be able to write and to act, students need a deep understanding of contents. To have an audience different from their own teachers and classmates and to interact with university researchers offer real tasks. The project aims to develop a relevant skill for the students: to become awareness citizens in a changing word.

Healthy, hunger-free kids act of 2010: an opportunity for school nurses to make a difference.

PubMed

Prokop, Jessica L; Galon, Patricia

2011-12-01

Implementation of the Healthy Hunger-Free Kids Act of 2010 will provide an opportunity for school nurses to intervene in the serious childhood obesity problem in the United States. Major changes in the management of the National School Lunch Program (NSLP) will likely challenge schools yet may provide the impetus for a collaborative effort by the interdisciplinary school staff and parents to make a real difference for children. School nurses must use this occasion for a change to promote healthy eating habits and increased physical activity levels for students to carry into adulthood.

Keeping focus on earthquakes at school for seismic risk mitigation of the next generations

NASA Astrophysics Data System (ADS)

Saraò, Angela; Barnaba, Carla; Peruzza, Laura

2013-04-01

The knowledge of the seismic history of its own territory, the understanding of physical phenomena in response to an earthquake, the changes in the cultural heritage following a strong earthquake, the learning of actions to be taken during and after an earthquake, are piece of information that contribute to keep focus on the seismic hazard and to implement strategies for seismic risk mitigation. The training of new generations, today more than ever subject to rapid forgetting of past events, becomes therefore a key element to increase the perception that earthquakes happened and can happen at anytime and that mitigation actions are the only means to ensure the safety and to reduce damages and human losses. Since several years our institute (OGS) is involved in activities to raise awareness of education on earthquake. We aim to implement education programs with the goal of addressing a critical approach to seismic hazard reduction, differentiating the types of activities according to the age of the students. However, being such kind of activity unfunded, we can act at now only on a very limited number of schools per year. To be effective, the inclusion of the seismic risk issues in school curricula requires specific time and appropriate approaches when planning activities. For this reason, we involve also the teachers as proponents of activities and we encourage them to keep alive memories and discussion on earthquake in the classes. During the past years we acted mainly in the schools of the Friuli Venezia Giulia area (NE Italy), that is an earthquake prone area struck in 1976 by a destructive seismic event (Ms=6.5). We organized short training courses for teachers, we lectured classes, and we led laboratory activities with students. Indeed, being well known that students enjoy classes more when visual and active learning are joined, we propose a program that is composed by seminars, demonstrations and hands-on activities in the classrooms; for high school students we propose summer stages at the OGS Seismological Department. Some examples of education activities we performed during the last two years are here presented. Starting with kids at kindergartens, where we propose play and story-telling activities with the final goal to prepare them on what to do in case an earthquake occurs, we show our experience with the primary and intermediate schools where, through hands-on activities, we reproduce and explain the earthquake phenomenon and its effects. Then we illustrate the work of high school students who, under the guidance of an expert seismologist, designed and performed a microzonation study in Gemona del Friuli, a small town that was severely damaged by the 1976 earthquake. Satisfaction questionnaires and feedback by students and teachers help us to assess the effectiveness of our efforts as well as to improve our next actions.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

Disabled Student Access in an Era of Technology.

ERIC Educational Resources Information Center

Wall, Patricia S.; Sarver, Lee

2003-01-01

Advocates for disabled students now assert that the Americans with Disabilities Act of 1990 (ADA) and the Rehabilitation Act of 1973, which prohibit discrimination against students with disabilities at public and private universities, also require accommodation for Web-based instruction. This article reviews some of the laws and current issues…

Data Privacy Laws Follow Lead of Oklahoma and California

ERIC Educational Resources Information Center

Vance, Amelia

2016-01-01

Oklahoma's Student Data Accessibility, Transparency, and Accountability Act (known as the Student DATA Act) arose just as privacy concerns about student data were beginning to surface. According to Linnette Attai, founder of education technology compliance consultancy PlayWell LLC, "When this climate of data privacy first emerged in its…

77 FR 21540 - Notice of Submission for OMB Review; Federal Student Aid; Comprehensive Transition Programs (CTP...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-04-10

... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Federal Student Aid; Comprehensive Transition Programs (CTP) for Students With Intellectual Disabilities Expenditure Report SUMMARY: The Higher Education Opportunity Act, Public Law 110-315, added provisions for the Higher Education Act, as amended in...

Increasing Targeting, Flexibility, and Transparency in Title I of the Elementary and Secondary Education Act to Help Disadvantaged Students. Policy Proposal 2016-01

ERIC Educational Resources Information Center

Gordon, Nora

2016-01-01

Public discussion leading up to the reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965 as the Every Student Succeeds Act (ESSA) in December 2015 focused on the controversial testing, standards, and teacher evaluation provisions of the previous reauthorization, the No Child Left Behind Act of 2001 (NCLB; 2002), and its…

Integrator element as a promoter of active learning in engineering teaching

NASA Astrophysics Data System (ADS)

Oliveira, Paulo C.; Oliveira, Cristina G.

2014-03-01

In this paper, we present a teaching proposal used in an Introductory Physics course to civil engineering students from Porto's Engineering Institute/Instituto Superior de Engenharia do Porto (ISEP). The proposal was born from the need to change students' perception and motivation for learning physics. It consists in the use of an integrator element, called the physics elevator project. This integrator element allows us to use, in a single project, all the content taught in the course and uses several active learning strategies. In this paper, we analyse this project as: (i) a clarifying element of the contents covered in the course; (ii) a promoter element of motivation and active participation in class and finally and (iii) a link between the contents covered in the course and the 'real world'. The data were collected by a questionnaire and interviews to students. From the data collected, it seems that the integrator element improves students' motivation towards physics and develops several skills that they consider to be important to their professional future. It also acts as a clarifying element and makes the connection between the physics that is taught and the 'real world'.

Assessment of medical communication skills by computer: assessment method and student experiences.

PubMed

Hulsman, R L; Mollema, E D; Hoos, A M; de Haes, J C J M; Donnison-Speijer, J D

2004-08-01

A computer-assisted assessment (CAA) program for communication skills designated ACT was developed using the objective structured video examination (OSVE) format. This method features assessment of cognitive scripts underlying communication behaviour, a broad range of communication problems covered in 1 assessment, highly standardised assessment and rating procedures, and large group assessments without complex organisation. The Academic Medical Centre (AMC) at the University of Amsterdam, the Netherlands. Aims To describe the development of the AMC Communication Test (ACT); to describe our experiences with the examination and rating procedures; to present test score descriptives, and to present the students' opinions of ACT. The ACT presents films on history taking, breaking bad news and shared decision making. Each film is accompanied by 3 types of short essay questions derived from our assessment model: "knows", "knows why/when" and "knows how". Evaluation questions about ACT were integrated into the assessment. Participants A total of 210 third year medical undergraduates were assessed. This study reports on the 110 (53%) students who completed all evaluation questions. Marking 210 examinations took about 17 days. The test score matched a normal distribution and showed a good level of discrimination of the students. About 75% passed the examination. Some support for the validity of our assessment model was found in the students' differential performance on the 3 types of questions. The ACT was well received. Student evaluations confirmed our efforts to develop realistic films that related well to the communication training programme. The ACT is a useful assessment method which complements interpersonal assessment methods for the evaluation of the medical communication skills of undergraduates.

A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

PubMed

Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

2017-03-01

Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

Evolving Interpretations of Educational Equity and Students with Disabilities

ERIC Educational Resources Information Center

McLaughlin, Margaret J.

2010-01-01

The education of students with disabilities in today's schools is being shaped by 2 very powerful laws: the 2004 Individuals With Disabilities Education Improvement Act (IDEA 2004) and the 2001 Elementary and Secondary Education Act (Title I, No Child Left Behind Act). These 2 laws are changing our conceptions about special education. Both of…

Turkish School Students and Global Warming: Beliefs and Willingness to Act

ERIC Educational Resources Information Center

Kilinc, Ahmet; Boyes, Edward; Stanisstreet, Martin

2011-01-01

One aim of environmental education is to persuade people to act in more pro-environmental ways. However, there is not a linear relationship between environmental knowledge "in general" and a willingness to act pro-environmentally. This research explores, using a specially-devised questionnaire, Turkish school students' beliefs about the…

Legal Issues in Educating Students with Disabilities

ERIC Educational Resources Information Center

Fowler, Gerard A.; Rainey, Amanda L.

2007-01-01

Since the passing of Section 504 of the Rehabilitation Act, Americans With Disabilities Act, and the Individuals With Disabilities Education Act, public and private schools have had to adapt the ways in which they provide education and services to their students and communities. It is essential for school public relations professionals to be…

The Condition of College & Career Readiness, 2011

ERIC Educational Resources Information Center

ACT, Inc., 2011

2011-01-01

Since 1959, ACT has collected and reported data on students' academic readiness for college. This report provides a college and career readiness snapshot of the ACT-tested high school class of 2011. ACT has long defined college and career readiness as the acquisition of the knowledge and skills a student needs to enroll and succeed in…

Every Student Succeeds Act State and Local Report Cards: Non-Regulatory Guidance

ERIC Educational Resources Information Center

US Department of Education, 2017

2017-01-01

The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), and implementing regulations maintain requirements for State educational agencies (SEAs), local educational agencies (LEAs) to prepare and disseminate report cards that provide information on State, LEA, and school performance and…

The Every Student Succeeds Act: Opportunities and Responsibilities. re:VISION

ERIC Educational Resources Information Center

Johnson, Mark

2016-01-01

The "Every Student Succeeds Act" (ESSA) was signed into law by President Barack Obama on December 10, 2015. ESSA reauthorizes the "Elementary and Secondary Education Act" (ESEA), which was first enacted as part of President Lyndon B. Johnson's "War on Poverty." Since 1965, ESEA has represented the federal government's…

Lessons from NCLB for the Every Student Succeeds Act

ERIC Educational Resources Information Center

Mathis, William J.; Trujillo, Tina M.

2016-01-01

The Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act with great fanfare and enthusiasm. Granting more power to states and curbing what was seen as federal overreach was well received. However, the new legislation maintains a predominately test-based accountability system with a federal mandate for interventions in well over…

Every Student Succeeds Act Primer: High School Dropout Prevention and Reengagement of Out-of-School Youth

ERIC Educational Resources Information Center

Alliance for Excellent Education, 2016

2016-01-01

The Every Student Succeeds Act (ESSA) of 2015 includes several provisions that support state and district efforts to prevent students from dropping out of high school and reengage out-of-school youth. Under ESSA, state plans must describe how the state will work with school districts to transition students from middle school to high school and…

Feasibility of an acceptance and commitment therapy adjunctive web-based program for counseling centers.

PubMed

Levin, Michael E; Pistorello, Jacqueline; Hayes, Steven C; Seeley, John R; Levin, Crissa

2015-07-01

Web-based adjunctive tools provide a promising method for addressing the challenges college counseling centers face in meeting the mental health needs of students. The current study tested an initial adjunctive prototype based on acceptance and commitment therapy (ACT) in a pre-post open trial with 30 counselors and 82 student clients across 4 counseling centers. Results indicated high ratings of program satisfaction and usability with counselors and students. The majority of students completed at least part of the program. Significant improvements were found across almost all outcome and ACT process measures with student clients. Improvements in student outcomes were predicted by both changes in psychological inflexibility and how often counselors discussed the program with students. Results are discussed in relation to support for and future development of a flexible, adjunctive ACT program for counseling centers. (c) 2015 APA, all rights reserved).

Telling the patient's story: using theatre training to improve case presentation skills.

PubMed

Hammer, Rachel R; Rian, Johanna D; Gregory, Jeremy K; Bostwick, J Michael; Barrett Birk, Candace; Chalfant, Louise; Scanlon, Paul D; Hall-Flavin, Daniel K

2011-06-01

A medical student's ability to present a case history is a critical skill that is difficult to teach. Case histories presented without theatrical engagement may fail to catch the attention of their intended recipients. More engaging presentations incorporate 'stage presence', eye contact, vocal inflection, interesting detail and succinct, well organised performances. They convey stories effectively without wasting time. To address the didactic challenge for instructing future doctors in how to 'act', the Mayo Medical School and The Mayo Clinic Center for Humanities in Medicine partnered with the Guthrie Theater to pilot the programme 'Telling the Patient's Story'. Guthrie teaching artists taught storytelling skills to medical students through improvisation, writing, movement and acting exercises. Mayo Clinic doctors participated and provided students with feedback on presentations and stories from their own experiences in patient care. The course's primary objective was to build students' confidence and expertise in storytelling. These skills were then applied to presenting cases and communicating with patients in a fresher, more engaging way. This paper outlines the instructional activities as aligned with course objectives. Progress was tracked by comparing pre-course and post-course surveys from the seven participating students. All agreed that the theatrical techniques were effective teaching methods. Moreover, this project can serve as an innovative model for how arts and humanities professionals can be incorporated for teaching and professional development initiatives at all levels of medical education.

Using robots in "Hands-on" academic activities: a case study examining speech-generating device use and required skills.

PubMed

Adams, Kim; Cook, Al

2016-01-01

A 12-year-old girl, Emily, with complex communication needs and severe physical limitations, controlled a Lego robot from a speech-generating device (SGD) to do various "hands-on" academic activities. Emily's teacher and assistive technology (AT) team thought that controlling a robot would motivate Emily to "use her SGD more". A descriptive case study was used because the integration of communication and manipulation technologies is not yet understood. Target activities and goals were chosen by Emily's teacher and AT team. Emily performed several manipulative math activities and engaged in an "acting" activity aimed at increasing her message length. The competency skills needed to control a robot from the SGD were examined, as well as stakeholder satisfaction with the robot system. Emily generated up to 0.4 communication events and 7 robot commands per minute in the activities. Her length of utterance was usually one-word long, but she generated two- and three-word utterances during some activities. Observations of Emily informed a framework to describe the competency skills needed to use SGDs to control robots. Emily and her teacher expressed satisfaction with robot use. Robot use could motivate students to build SGD operational skills and learn educational concepts. Implications for Rehabilitation Controlling a robot from a speech-generating device (SGD) could increase students' motivation, engagement and understanding in learning educational concepts, because of the hands-on enactive approach. The robot and SGD system was acceptable to the participant and teacher and elicited positive comments from classmates. Thus, it may provide a way for children with disabilities to link with the curriculum and with other students in the classroom. Controlling a robot via SGD presents opportunities to improve augmentative and alternative communication operational, linguistic, social and strategic skills. Careful choice of activities will ensure that the activity requirements focus on the desired target skill, e.g. drawing or playing board games could be helpful to build operational skills and acting out stories could be helpful for building linguistic skills.

The Formation of Students' Foreign Language Communicative Competence during the Learning Process of the English Language through Interactive Learning Technologies (The Study on the Basis of Kazan Federal University)

ERIC Educational Resources Information Center

Fahrutdinova, Rezida A.; Yarmakeev, Iskander E.; Fakhrutdinov, Rifat R.

2014-01-01

The relevance of this study is determined by the needs of modern society for qualified specialists, which leads to the necessity of improving the system of higher education. This dictates the need for a high-quality preparation of the teacher of English who is able to act as an active subject of the professional activity and who has high levels of…

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-01

NASA Officials, LEGO Group management, students, teachers and parents create their vision of the future in space with LEGO bricks and elements as part of a “Build the Future” activity inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

NASA Officials, LEGO Group management, students, teachers and parents create their vision of the future in space with LEGO bricks and elements as part of a “Build the Future” activity inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Wednesday, Nov. 3, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

Associate Administrator for Education and Astronaut Leland Melvin, 3rd from left, talks with school children during the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-03

Associate Administrator for Education and Astronaut Leland Melvin talks with school children during the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

Learning to Act in L2 English: An Ethnographic Comparison of the Experience of Two Students in a South African University Drama Department.

ERIC Educational Resources Information Center

Banning, Yvonne

2003-01-01

Documents a pilot study of the perceptions of two L1 Xhosa acting students and their teachers about learning to act in L2 English in an L1 English university drama department in South Africa. Seeks to identify perceptions of "good acting," and the degree to which these are contingent on perceptions of "good English" in theatre…

Student Financing in the Health Professions: Dependence on and Interactions between the Higher Education Act and the Public Health Service Act Financial Aid Programs: A Background Paper. Draft.

ERIC Educational Resources Information Center

Advisory Committee on Student Financial Assistance, Washington, DC.

This paper identifies issues that underlie student financing of education in the health professions in terms of the interrelationships and interactions between financial aid programs under Title IV of the Higher Education Act and Titles VII and VIII of the Public Health Service Act. Section 1 provides background to the issues by describing…

The effect of lab based instruction on ACT science scores

NASA Astrophysics Data System (ADS)

Hamilton, Michelle

Standardized tests, although unpopular, are required for a multitude of reasons. One of these tests is the ACT. The ACT is a college readiness test that many high school juniors take to gain college admittance. Students throughout the United States are unprepared for this assessment. The average high school junior is three points behind twenty-four, the ACT recommended score, for the science section. The science section focuses on reading text and, interpreting graphs, charts, tables and diagrams with an emphasis on experimental design and relationships among variables. For students to become better at interpreting and understanding scientific graphics they must have vast experience developing their own graphics. The purpose of this study was to provide students the opportunity to generate their own graphics to master interpretation of them on the ACT. According to a t-test the results show that students who are continually exposed to creating graphs are able to understand and locate information from graphs at a significantly faster rate.

Enhancing clinical learning in the workplace: a qualitative study.

PubMed

Magnier, K; Wang, R; Dale, V H M; Murphy, R; Hammond, R A; Mossop, L; Freeman, S L; Anderson, C; Pead, M J

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

Enhancing clinical learning in the workplace: a qualitative study

PubMed Central

Magnier, K.; Wang, R.; Dale, V. H. M.; Murphy, R.; Hammond, R. A.; Mossop, L.; Freeman, S. L.; Anderson, C.; Pead, M. J.

2011-01-01

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students. PMID:22090156

Medical Educators' Social Acts of Explaining Passing Underperformance in Students: A Qualitative Study

ERIC Educational Resources Information Center

Monrouxe, Lynn V.; Rees, Charlotte E.; Lewis, Natalie J.; Cleland, Jennifer A.

2011-01-01

Passing underperformance in students is ubiquitous across health and social care educators and is intimately related to the subsequent welfare of patients: underperforming students may become underperforming practitioners. This paper aims to examine how medical educators construct passing underperformance through an analysis of their social act of…

The Law and the IEP: Establishing and Maintaining High Expectations for Deaf Students with Disabilities

ERIC Educational Resources Information Center

Fitzpatrick, Michael; Theoharis, Raschelle

2014-01-01

The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have significant implications for students with and without disabilities. Despite extensive research, journal articles, editorials, media coverage, and litigation, deaf and hard of hearing students with additional disabilities continue to be…

The Use of Peer Networks to Increase Communicative Acts of Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Kamps, Debra; Mason, Rose; Thiemann-Bourque, Kathy; Feldmiller, Sarah; Turcotte, Amy; Miller, Todd

2014-01-01

Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students' use of communication acts with peers during free play following instruction. Peer…

From Bystander to Upstander Teacher for Gifted Black Students Accused of Acting White

ERIC Educational Resources Information Center

Grantham, Tarek C.; Biddle, Winfred H.

2014-01-01

Gifted Black students experience many barriers that contribute to their under-representation in gifted and advanced programs. One of the greatest negative influences comes from peer accusations of acting White that undermine gifted and high-achieving Black students' academic motivation and their interest in challenging courses and programs.…

Feasibility of a Prototype Web-Based Acceptance and Commitment Therapy Prevention Program for College Students

ERIC Educational Resources Information Center

Levin, Michael E.; Pistorello, Jacqueline; Seeley, John R.; Hayes, Steven C.

2014-01-01

Objective: This study examined the feasibility of a prototype Web-based acceptance and commitment therapy (ACT) program for preventing mental health problems among college students. Participants: Undergraduate first-year students ("N" = 76) participated between May and November 2011. Methods: Participants were randomized to ACT or a…

The Formula behind Maryland's K-12 Funding. School Choice Issues in the State

ERIC Educational Resources Information Center

Scafidi, Benjamin

2008-01-01

Maryland's school finance system experienced a restructuring in 2002 with the passage of SB 856, the "Bridge to Excellence Act." The "Bridge" Act set the funding amount for "base" students, brought state funding for kindergarten students on par with students in grades 1-12, and collapsed about 50 school funding…

A Guide to Making the Autism Puzzle Fit

ERIC Educational Resources Information Center

Wagner, Sheila

2011-01-01

This fall in schools across the nation, students with autism spectrum disorder (ASD) will experience educational opportunities that, until recently, were denied to them. Because the No Child Left Behind Act and the Individuals with Disabilities Education Act ensure that students with ASD are included in the student body, principals must make…

Student-Privacy Rules Show a Renewed Trust in Colleges

ERIC Educational Resources Information Center

Lake, Peter

2009-01-01

New regulations for the Family Rights and Privacy Act (Ferpa), which governs the privacy of student records, become effective this month. Announced by the Department of Education in December 2008, the regulations empower colleges to act appropriately and decisively to protect the health and safety of students and others. They also signify a new…

Program Accountability for Students Who Are Visually Impaired

ERIC Educational Resources Information Center

Toelle, Nancy M.; Blankenship, Karen E.

2008-01-01

Administrators across the U.S. are collecting and analyzing program and student-specific data to meet the requirements of the No Child Left Behind Act (2001), Individuals with Disabilities Education Act (2004), and state performance plans. Although most states are not required to disaggregate data for students who are visually impaired,…

Do Animals Have Rights? Teacher's Packet (for 4th, 5th, & 6th Grades).

ERIC Educational Resources Information Center

Sammut-Tovar, Dorothy; Sturla, Kim

Activities in this unit are designed to sensitize students in grades 4-6 to the needs of animals and to the injustices many species suffer. The lessons focus on inhumane acts such as the use of steel-jaw traps, dogfighting, hunting, keeping exotic pets in captivity, using animals in entertainment, habitat destruction, factory farming, and animal…

A SUMMARY REPORT AND EVALUATION OF TITLE I, P.L. 89-10, PROJECTS, SCHOOL YEAR 1965-66.

ERIC Educational Resources Information Center

IGE, PHILIP K.

THIS EVALUATION REPORT OF HAWAII'S ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE I, ACTIVITIES PRESENTS INFORMATION ABOUT THE NUMBER OF PROJECTS, THE NUMBER AND PERCENTAGE OF STUDENTS AND SCHOOLS COVERED BY TITLE I, AND THE ALLOCATIONS OF TITLE I FUNDS IN THE SEVEN SCHOOL DISTRICTS. IT ALSO DISCUSSES PERSONNEL, SERVICES, PROJECTS, EQUIPMENT, AND…

Annual Report of Indian Education in Montana. Johnson-O'Malley Activities, Fiscal Year 1978.

ERIC Educational Resources Information Center

Montana State Office of the Superintendent of Public Instruction, Helena.

During fiscal year 1978, the Montana Office of Public Instruction administered Johnson-O'Malley (JOM) Act funds totaling $684,200 for projects affecting 4,501 eligible students on the Crow, Fort Peck, Fort Belknap, and Rocky Boy's Indian Reservations. Funds were awarded on a per capita basis to provide supplemental educational programs for Indian…

The Effect of the Process Writing Approach on Writing Success and Anxiety

ERIC Educational Resources Information Center

Bayat, Nihat

2014-01-01

The process writing approach treats writing not as a completed product but as a process. Writing studies are carried out as a part of the process before the written text is completed. This approach focuses on the student in writing lessons, and the teacher only acts as a guide. The process writing approach involves activities occurring during the…

The Impact of Physical Activity on Academics in English Classes at the Junior High School Level

ERIC Educational Resources Information Center

Helgeson, John L., Jr.

2013-01-01

The pressure educators, schools, and school districts face with meeting Adequate Yearly Progress on state assessments as a result of the No Child Left Behind Act has made some schools and school district reduce class offerings and time for subjects not considered core subjects. In addition, the rising obesity rates in students have prompted…

Effect of a Micro-Level, Three-Tiered Positive Behavior Support Plan for Absenteeism: A Mixed Method Study

ERIC Educational Resources Information Center

Clayton, Melinda

2012-01-01

Student absentee rates remain a problem in spite of increased attention to absenteeism since the passing of the No Child Left Behind Act in 2002. High rates of absenteeism correlate to low academic achievement, early drop out, and increased risk of alcohol and drug abuse and criminal activity. This mixed method research design incorporated…

Contribution of the SPEED Programme to the Enhancement of an Enterprise Culture in a UK University

ERIC Educational Resources Information Center

Clements, Mike

2012-01-01

When the current UK coalition government came to power in 2010, it sought amongst other things to stimulate a dormant economy and deal with the national budget deficit. One of its first acts was to charge universities to become the bedrock for entrepreneurial activity, and to deliver challenging enterprise education to all their students, so…

A care improvement program acting as a powerful learning environment to support nursing students learning facilitation competencies.

PubMed

Jukema, Jan S; Harps-Timmerman, Annelies; Stoopendaal, Annemiek; Smits, Carolien H M

2015-11-01

Change management is an important area of training in undergraduate nursing education. Successful change management in healthcare aimed at improving practices requires facilitation skills that support teams in attaining the desired change. Developing facilitation skills in nursing students requires formal educational support. A Dutch Regional Care Improvement Program based on a nationwide format of change management in healthcare was designed to act as a Powerful Learning Environment for nursing students developing competencies in facilitating change. This article has two aims: to provide comprehensive insight into the program components and to describe students' learning experiences in developing their facilitation skills. This Dutch Regional Care Improvement Program considers three aspects of a Powerful Learning Environment: self-regulated learning; problem-based learning; and complex, realistic and challenging learning tasks. These three aspects were operationalised in five distinct areas of facilitation: increasing awareness of the need for change; leadership and project management; relationship building and communication; importance of the local context; and ongoing monitoring and evaluation. Over a period of 18 months, 42 nursing students, supported by trained lecturer-coaches, took part in nine improvement teams in our Regional Care Improvement Program, executing activities in all five areas of facilitation. Based on the students' experiences, we propose refinements to various components of this program, aimed at strengthenin the learning environment. There is a need for further detailed empirical research to study the impact this kind of learning environment has on students developing facilitation competencies in healthcare improvement. Copyright © 2015 Elsevier Ltd. All rights reserved.

Enrollment Management Trends Report, 2012: A Snapshot of the 2011 ACT-Tested High School Graduates

ERIC Educational Resources Information Center

ACT, Inc., 2012

2012-01-01

ACT created the "Enrollment Management Trends Report" to provide enrollment managers and other college administrators with information about students' patterns during the college choice process of the 2011 high school graduates who took the ACT[R] test. More than 1.6 million students--roughly half of the graduating class of 2011--took…

ESEA Reauthorization: An Overview of the Every Student Succeeds Act

ERIC Educational Resources Information Center

Sharp, Laurie A.

2016-01-01

On December 10, 2015, the Every Student Succeeds Act of 2015 (ESSA) was signed by President Barack Obama and became the United States' current national education law (United States Department of Education [U.S. DOE], n.d.). The ESSA was a long overdue reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). Unlike previous…

Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act

ERIC Educational Resources Information Center

Egalite, Anna J.; Fusarelli, Lance D.; Fusarelli, Bonnie C.

2017-01-01

Purpose: In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not…

Differences in High School and College Students' Basic Knowledge and Perceived Education of Internet Safety: Do High School Students Really Benefit from the Children's Internet Protection Act?

ERIC Educational Resources Information Center

Yan, Zheng

2009-01-01

The Children's Internet Protection Act (CIPA; 2000) requires an Internet filtering and public awareness strategy to protect children under 17 from harmful visual Internet depictions. This study compared high school students who went online with the CIPA restriction and college students who went online without the restriction in order to…

Reauthorization of the Higher Education Act, Nontraditional Students, Volume 3. Hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, Ninety-Ninth Congress, First Session (July 9-10, 1985).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

Hearins on reauthorization of the Higher Education Act of 1965 consider the needs of the nontraditional student in higher education. Consideration is given to ways that student financial aid programs could better serve this student population (i.e., students may be over ages 18 to 22, may be minority group members or immigrants, part-timers, out…

Forensic odontology education:from undergraduate to PhD - a Brazilian experience.

PubMed

Dietrichkeit Pereira, J G; Frontanilla Recalde, T S; Barreto Costa, P; Jacometti, V; Vigorito Magalhães, L; Alves Da Silva, R H

2017-12-01

Forensic Odontology is a topic present in the majority of Dental Schools in Brazil, and due to this reality, some universities develop activities related to undergraduate and graduate students, from the Dentistry course until the Ph.D. degree. To present the education experience related to Forensic Odontology at School of Dentistry of Ribeirão Preto (USP - University of São Paulo), showing the strategies and activities in the different degrees (Dental course, Forensic Odontology Specialization Program, Specific Professional Training, Master, and Ph.D.). To the undergraduate students, many activities are developed in order to demonstrate all the possibilities that Forensic Dentistry allow, including theoretical and practical activities; in the Forensic Odontology Specialization Program, the dentists are trained to act as Forensic Odontologists in all its amplitude; in the Specific Professional Training, some courses are available, related to specific topics as DVI, Forensic Facial Reconstruction, Auditor in Dental Care Insurance and others; and in the Master and Ph.D. Programs, the professionals receive training in skills like teaching, research, student's guidance and others. In Brazil, Forensic Odontology is a well-known field in Dentistry and universities develop an important role in training a qualified workforce.

2014-15 Publicly Reported Assessment Results for Students with Disabilities and ELs with Disabilities. NCEO Report 405

ERIC Educational Resources Information Center

Thurlow, Martha L.; Albus, Deb A.; Lazarus, Sheryl S.

2017-01-01

The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups. This report presents information on publicly reported…

Integration Interrupted: Tracking, Black Students, and Acting White after "Brown"

ERIC Educational Resources Information Center

Tyson, Karolyn, Ed.

2011-01-01

An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness,…

Dispossessing Educational Equity: A Critical Exploration of California's Community College Student Success Act

ERIC Educational Resources Information Center

Grigorieff, Matt

2016-01-01

As a result of the economic recession, the State of California has set in motion new policies for its community college system known as the Student Success Act, fundamentally altering open-access (Yamagata-Noji, 2014; Bennett et. al. 2013). Individuals most vulnerable to the policy shift are under-represented college students who constitute the…

Helping Students Cope in an Age of Terrorism: Strategies for School Counselors

ERIC Educational Resources Information Center

Chibbaro, Julia S.; Jackson, C. Marie

2006-01-01

School counselors experience unique challenges as they struggle to provide students with coping skills geared to the outside world including acts of terrorism. School-aged students in the United States are one of the most vulnerable populations in the event of a terrorist act. This article offers a review of the current and most relevant…

Academic Accommodations, Social Supports, and Academic Self-Efficacy: Predictors of Academic Success for Postsecondary Students with Disabilities

ERIC Educational Resources Information Center

Howe, Stefanie Marie

2013-01-01

Although the "Rehabilitation Act of 1973" and the "Americans with Disabilities Act of 1990" have mandated the necessity of services for students with disabilities to receive equal access to education, a clear picture of what contributes to academic success is still lacking. Research indicates that students with disabilities…

The Correlation between Self-Determination and ACT Scores for High School Students with Disabilities

ERIC Educational Resources Information Center

Brown, Deitra Learchelle

2017-01-01

A significant gap exists between the graduation rate of students with disabilities and their nondisabled. The purpose of this quantitative correlation study was to determine the relationship self-determination had on college and career readiness using ACT scores of students with high incident disabilities. This study was guided by the following…

Global Warming Responses at the Primary Secondary Interface: 1. Students' Beliefs and Willingness to Act

ERIC Educational Resources Information Center

Skamp, Keith; Boyes, Eddie; Stannistreet, Martin

2009-01-01

Using survey methodology, students' beliefs, and willingness to act, about 16 specific actions related to global warming are compared across the primary secondary interface. More primary students believed in the effectiveness of most actions to reduce global warming and were willing to take those actions. In general there was a disparity between…

The Nevada Class Size Reduction Evaluation Study, 1995.

ERIC Educational Resources Information Center

Nevada State Dept. of Education, Carson City.

A primary purpose for reducing the student-teacher ratio in the early grades is to make students more successful in their later years. This document contains two separate, but interrelated reports that examined two aspects of the 1989 Class Size Reduction (CSR) Act in Nevada. The Act called for a reduction in student-teacher ratios for selected…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

The Effect of Practice on the Basic Mechanics of Editorial Design.

ERIC Educational Resources Information Center

Hill, Donald E.

A study examined whether student performance in some of the basic skills of editorial design would improve with practice. Subjects, 67 college juniors enrolled in an introductory course in graphic communication, were divided into four groups: male, female, students with ACT scores in mathematics of 14 or below, and students with ACT scores in…

Social and Emotional Learning Interventions under the Every Student Succeeds Act: Evidence Review. Research Report. RR-2133-WF

ERIC Educational Resources Information Center

Grant, Sean; Hamilton, Laura S.; Wrabel, Stephani L.; Gomez, Celia J.; Whitaker, Anamarie; Leschitz, Jennifer T.; Unlu, Fatih; Chavez-Herrerias, Emilio R.; Baker, Garrett; Barrett, Mark; Harris, Mark; Ramos, Alyssa

2017-01-01

The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review…

School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review. Updated and Expanded. Research Report RR-1550-1-WF

ERIC Educational Resources Information Center

Herman, Rebecca; Gates, Susan M.; Arifkhanova, Aziza; Bega, Andriy; Chavez-Herrerias, Emilio R.; Han, Eugene; Harris, Mark; Tamargo, Jennifer; Wrabel, Stephani

2016-01-01

The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based initiatives while providing new flexibilities to states and districts with regard to the use of federal funds, including funds to promote effective school leadership. This report describes the…

Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

ERIC Educational Resources Information Center

Primont, Diane F.; Domazlicky, Bruce

2006-01-01

The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate…

Association between age at first sexual intercourse and knowledge, attitudes and practices regarding reproductive health and unplanned pregnancy: a cross-sectional study.

PubMed

Shu, C; Fu, A; Lu, J; Yin, M; Chen, Y; Qin, T; Shang, X; Wang, X; Zhang, M; Xiong, C; Yin, P

2016-06-01

Age at first sexual intercourse (AFSI) is decreasing among adolescents in developed nations. An early sexual debut has been associated, to some extent, with multiple sexual partners, infrequent use of condoms, unplanned pregnancy, unsafe abortion, and sexually transmitted disease and human immunodeficiency virus infection. Unplanned pregnancy among adolescents has both physical and social adverse effects. In total, 78,400 self-administered anonymous questionnaires were distributed to college students in seven cities in China to determine the age at which Chinese college students first engage in sexual activity, and the association between AFSI and knowledge, attitudes and practices (KAP) regarding reproductive health and unplanned pregnancy. Approximately 10,164 students reported that they were sexually active, and most reported that they had engaged in sexual intercourse for the first time during college. The average AFSI was 20.14 [standard deviation (SD) 2.98] years, and the average AFSI by gender was 19.97 (SD 2.97) years for males and 20.41 (SD 2.97) years for females. The unplanned pregnancy rate among the participants was 34.03%. Participants lacked knowledge about contraception and reproductive health, although most believed that it is necessary to have this knowledge. Participants' attitudes towards premarital sex were varied. Factors that were found to be associated with unplanned pregnancy were AFSI, contraceptive methods used for first sexual act, and whether contraceptive methods were used for every sexual act. The college period is a key time for Chinese students in terms of becoming sexually active. As such, comprehensive and informative reproductive health education should be provided before and during the college period. Furthermore, reproductive health education should include appropriate sexual morality education and comprehensive sex education. Gender traits and needs should be considered in sex education. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

School-based systems change for obesity prevention in adolescents: outcomes of the Australian Capital Territory 'It's Your Move!'

PubMed

Malakellis, Mary; Hoare, Erin; Sanigorski, Andrew; Crooks, Nicholas; Allender, Steven; Nichols, Melanie; Swinburn, Boyd; Chikwendu, Cal; Kelly, Paul M; Petersen, Solveig; Millar, Lynne

2017-10-01

The Australian Capital Territory 'It's Your Move!' (ACT-IYM) was a three-year (2012-2014) systems intervention to prevent obesity among adolescents. The ACT-IYM project involved three intervention schools and three comparison schools and targeted secondary students aged 12-16 years. The intervention consisted of multiple initiatives at individual, community, and school policy level to support healthier nutrition and physical activity. Intervention school-specific objectives related to increasing active transport, increasing time spent physically active at school, and supporting mental wellbeing. Data were collected in 2012 and 2014 from 656 students. Anthropometric data were objectively measured and behavioural data self-reported. Proportions of overweight or obesity were similar over time within the intervention (24.5% baseline and 22.8% follow-up) and comparison groups (31.8% baseline and 30.6% follow-up). Within schools, two of three the intervention schools showed a significant decrease in the prevalence of overweight and obesity (p<0.05). There was some evidence of effectiveness of the systems approach to preventing obesity among adolescents. Implications for public health: The incorporation of systems thinking has been touted as the next stage in obesity prevention and public health more broadly. These findings demonstrate that the use of systems methods can be effective on a small scale. © 2017 The Authors.

The Role of the National Laboratory in Improving Secondary Science Education

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

White,K.; Morris, M.; Stegman, M.

While the role of science, technology, engineering, and mathematics (STEM) teachers in our education system is obvious, their role in our economic and national security system is less so. Our nation relies upon innovation and creativity applied in a way that generates new technologies for industry, health care, and the protection of our national assets and citizens. Often, it is our science teachers who generate the excitement that leads students to pursue science careers. While academia provides these teachers with the tools to educate, the rigors of a science and technology curriculum, coupled with the requisite teaching courses, often limitmore » teacher exposure to an authentic research environment. As the single largest funding agency for the physical sciences, the US Department of Energy's (DOE) Office of Science plays an important role in filling this void. For STEM teachers, the DOE Academies Creating Teacher Scientists program (ACTS) bridges the worlds of research and education. The ACTS program at Brookhaven National Laboratory (BNL), one of several across the country, exemplifies the value of this program for participating teachers. Outcomes of the work at BNL as evidenced by the balance of this report, include the following: (1) Teachers have developed long-term relationships with the Laboratory through participation in ongoing research, and this experience has both built enthusiasm for and enriched the content knowledge of the participants. (2) Teachers have modified the way they teach and are more likely to engage students in authentic research and include more inquiry-based activities. (3) Teachers have reported their students are more interested in becoming involved in science through classes, extra-curricular clubs, and community involvement. (4) Teachers have established leadership roles within their peer groups, both in their own districts and in the broader teaching community. National laboratories are making an important contribution to the science education system by engaging teachers in authentic research activities, maintaining durable relationships with the teachers, sharing the tools and intellectual capabilities of a federal research agency, and taking the added step of engaging their students as well. These experiences, set in a scientifically rich environment, distinguish the DOE ACTS program.« less

Ability of admissions criteria to predict early academic performance among students of health science colleges at King Saud University, Saudi Arabia.

PubMed

Alhadlaq, Adel M; Alshammari, Osama F; Alsager, Saleh M; Neel, Khalid A Fouda; Mohamed, Ashry G

2015-06-01

The aim of this study was to evaluate the ability of admissions criteria at King Saud University (KSU), Riyadh, Saudi Arabia, to predict students' early academic performance at three health science colleges (medicine, dentistry, and pharmacy). A retrospective cohort study was conducted with data from the records of students enrolled in the three colleges from the 2008-09 to 2010-11 academic years. The admissions criteria-high school grade average (HSGA), aptitude test (APT) score, and achievement test (ACT) score-were the independent variables. The dependent variable was the average of students' first- and second-year grade point average (GPA). The results showed that the ACT was a better predictor of the students' early academic performance than the HSGA (β=0.368, β=0.254, respectively). No significant relationship was found between the APT and students' early academic performance (β=-0.019, p>0.01). The ACT was most predictive for pharmacy students (β=0.405), followed by dental students (β =0.392) and medical students (β=0.195). Overall, the current admissions criteria explained only 25.5% of the variance in the students' early academic performance. While the ACT and HSGA were found to be predictive of students' early academic performance in health colleges at KSU, the APT was not a strong predictor. Since the combined current admissions criteria for the health science colleges at KSU were weak predictors of the variance in early academic performance, it may be necessary to consider noncognitive evaluation methods during the admission process.

Discipline and the Law.

ERIC Educational Resources Information Center

Zirkel, Perry A.

1996-01-01

Some superintendents'"zero-tolerance" stance on guns, drugs, and disruptive student behavior conflicts with federal laws (Individuals with Disabilities Act and Americans with Disabilities Act), which apply a "zero-reject" policy to many categories of students with disabilities. Superintendents should revamp policies and…

Meanings teachers make of teaching science outdoors as they explore citizen science

NASA Astrophysics Data System (ADS)

Benavides, Aerin Benavides

This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engestrom's (2001) framework of cultural-historical activity theory (CHAT), the Arboretum's outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers' expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.

EPAS[R] State of the Nation Report, 2007: Mathematics

ERIC Educational Resources Information Center

ACT, Inc., 2008

2008-01-01

The purpose of this report is to examine results in mathematics for the ACT Educational Planning and Assessment System (EPAS) in schools nationwide. EPAS consists of three programs: EXPLORE[R] (for students in grade 8 or 9), PLAN[R] (for students in grade 10), and the ACT[R] test (for students in grade 11 or 12). The following questions are…

Impact of Alternate Assessment on Curricula for Students with Severe Disabilities: Purpose Driven or Process Driven?

ERIC Educational Resources Information Center

Lowrey, K. Alisa; Drasgow, Erik; Renzaglia, Adelle; Chezan, Laura

2007-01-01

In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant…

ESSA, Equity of Opportunity, and Addressing Barriers to Learning. Research for School Improvement and Transformation. Policy Brief

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2016

2016-01-01

The "Every Student Succeeds Act" (ESSA) recognizes that significant numbers of students require supports to successfully meet challenging state academic standards. This brief (1) analyzes the act to assess how it addresses the nature and scope of supports to address barriers to learning and re-engage disconnected students and (2)…

Impact of Mississippi Healthy Students Act of 2007 on District- and School-Level Health Policies: School Officials' Perspectives

ERIC Educational Resources Information Center

Buffington, Anne; McKee, Colleen; Ragsdale, Kathleen; Blanchard, Troy C.; Baggett, Dorris; Southward, Linda H.

2014-01-01

Background: Annual evaluations of the Mississippi Healthy Students Act of 2007 (MHSA) were conducted during 2009-2011 (years 1-3) among 4 stakeholder groups: (1) parents of public school students, (2) adolescents, (3) state-level policymakers (ie, legislators and other state officials), and (4) public school officials (ie, superintendents and…

How the Every Student Succeeds Act Can Support Social and Emotional Learning. Research Brief. RB-9988-WF

ERIC Educational Resources Information Center

Grant, Sean; Hamilton, Laura S.; Wrabel, Stephani L.; Gomez, Celia J.; Whitaker, Anamarie; Leschitz, Jennifer T.; Unlu, Fatih; Chavez-Herrerias, Emilio R.; Baker, Garrett; Barrett, Mark; Harris, Mark; Ramos, Alyssa

2017-01-01

Social and emotional competencies are proving critical to students' success in the classroom and in life. Although the Every Student Succeeds Act (ESSA) does not explicitly reference social and emotional learning (SEL), this legislation in fact offers opportunities to support school-based SEL interventions. How is SEL supported by ESSA? Which SEL…

Which Students are Left Behind? The Racial Impacts of the No Child Left Behind Act. Working Paper

ERIC Educational Resources Information Center

Krieg, John M.

2009-01-01

The No Child Left Behind Act imposes sanctions on schools if the fraction of each of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students most likely to demonstrate proficiency…

Which Students Are Left behind? The Racial Impacts of the No Child Left Behind Act

ERIC Educational Resources Information Center

Krieg, John M.

2011-01-01

The No Child Left Behind Act imposes sanctions on schools if the fraction of any of five racial groups of students demonstrating proficiency on a high stakes exam falls below a statewide pass rate. This system places pressure on school administrators to redirect educational resources from groups of students likely to demonstrate proficiency…

Student Drivers and the Fiduciary Duty of School Boards

ERIC Educational Resources Information Center

Donlevy, James Kent; Gereluk, Dianne; Brandon, Jim; Patterson, Peggy

2017-01-01

Following "E.D.G. v. Hammer", Canadian law has held that school boards, although they have a fiduciary duty to their students, do not guarantee the safety of their students from the acts of their employees. The scope of that fiduciary duty is narrow, restricted to a board acting with disloyalty, in bad faith, or in a conflict of interest…

Using Narrated Literacy-Based Behavioural Interventions to Decrease Episodes of Physical Aggression in Elementary Students with Disabilities

ERIC Educational Resources Information Center

Anderson, Shelley; Bucholz, Jessica L.; Hazelkorn, Michael; Cooper, Margaret A.

2016-01-01

This study was designed to examine the effects of literacy-based behavioural interventions (Bucholz et al., 2008) to decrease acts of physical aggression with kindergarten and first grade students. The study used a multiple baseline design across three participants. The results showed a decrease in acts of physical aggression by students with…

Inclusion of Students with an Intellectual Disability in the General Education Classroom with the Use of Response Cards

ERIC Educational Resources Information Center

Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C.

2016-01-01

The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement…

The ABCs of Special Education: A Handbook for Parents = El ABS Sobre Educacion Especial: Un Folleto para los Padres.

ERIC Educational Resources Information Center

Ewing, Preston E., Jr.; Hinton, Valeska S.

This bilingual handbook is intended to help parents understand their rights under P.L. 94-142, the Education for All Handicapped Children Act. The following topics are addressed: the Act's legislative history, identification of special education, explanation of P.L. 94-142, parents' rights to know, student records, student testing, students'…

A Strong Step for Students: House Higher Education Bill Promotes Innovation and Student Success

ERIC Educational Resources Information Center

Duke, Amy-Ellen

2008-01-01

Last Thursday, the House of Representatives passed the College Opportunity and Affordability Act in a vote of 354-58. This legislation, H.R. 4137, moves Congress one step closer to the long-awaited reauthorization of the Higher Education Act of 1965, which governs federal student financial aid and other programs that promote access for low-income…

Implementation of the Every Student Succeeds Act: Update and Next Steps

ERIC Educational Resources Information Center

Strobach, Kelly Vaillancourt

2018-01-01

Efforts to implement the Every Student Succeeds Act (ESSA) are well underway, as states submitted their state plans to the Department of Education in September 2017. The entire education policy and advocacy community has been combing through the state plans to get an idea of how states will tackle efforts to improve student outcomes under the new…

Implementing the Every Student Succeeds Act: Toward a Coherent, Aligned Assessment System

ERIC Educational Resources Information Center

Brown, Catherine; Boser, Ulrich; Sargrad, Scott; Marchitello, Max

2016-01-01

In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation's major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that…

Teacher Perceptions about the Influence of Formative Assessment on the Reading Gains of Fourth Grade Students with Disabilities

ERIC Educational Resources Information Center

Mulcahy, Juli

2010-01-01

The education of students with disabilities (SWD) has undergone some significant changes within the public education system since the enactment of the Individuals with Disabilities Act (IDEA) and the No Child Left Behind Act (NCLB). Special education legislation has historically focused on equal access for all students. Too much time has been…

Advisor Knowledge of Disability-Related Needs, Laws, and Accommodation Requirements in Postsecondary Academic Advisement Practices

ERIC Educational Resources Information Center

Young, Rebekah Elizabeth

2013-01-01

Since the passage of the Rehabilitation Act of 1973 and the Americans with Disabilities Act in 1990, enrollment of students with disabilities in higher education has risen. In 2007-2008, approximately 11% of undergraduate students reported having some type of disability (U.S. NCES, 2012). Since disability disclosure is optional for students in…

Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

NASA Astrophysics Data System (ADS)

Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

2018-02-01

Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.

Using analogy role-play activity in an undergraduate biology classroom to show central dogma revision.

PubMed

Takemura, Masaharu; Kurabayashi, Mario

2014-01-01

For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma role-play exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using Lego® blocks (Lego System A/S, Denmark). Students were studying in the course of mathematics, physics, or chemistry, so biology was not among their usual studies. In this exercise, students perform the central dogma role-play and respectively act out nuclear matrix proteins, a transcription factor, an RNA polymerase II, an mRNA transport protein, nuclear pore proteins, a large ribosomal subunit, a small ribosomal subunit, and several amino-acyl tRNA synthetases. Questionnaire results obtained after the activity show that this central dogma role-play analogy holds student interest in the practical molecular biological processes of transcription and translation. © 2014 The International Union of Biochemistry and Molecular Biology.

Catching up to College and Career Readiness in Kentucky. ACT Research Report Series. 2014 (4)

ERIC Educational Resources Information Center

Dougherty, Chrys; Hiserote, Linda; Shaw, Teresa

2014-01-01

This report focuses on the extent to which students who are academically far off track in fourth or eighth grade in Kentucky catch up by eighth or eleventh grade. We studied three recent cohorts of Kentucky students whose eighth-grade ACT Explore® scores were more than one standard deviation below the ACT Explore benchmark scores associated with…

Catching up to College and Career Readiness in Kentucky. ACT Working Paper Series. WP-2014-04

ERIC Educational Resources Information Center

Dougherty, Chrys; Hiserote, Linda; Shaw, Teresa

2014-01-01

This report focuses on the extent to which students who are academically far off track in fourth or eighth grade in Kentucky catch up by eighth or eleventh grade. We studied three recent cohorts of Kentucky students whose eighth-grade ACT Explore® scores were more than one standard deviation below the ACT Explore benchmark scores associated with…

Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958

ERIC Educational Resources Information Center

Maher, Brent D.

2016-01-01

The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962,…

Considerations for State Leaders in the Design of School Accountability Systems under the "Every Student Succeeds Act"

ERIC Educational Resources Information Center

Marion, Scott

2016-01-01

The Elementary and Secondary Schools Education Act (ESEA) was finally reauthorized as the Every Student Succeeds Act (ESSA). The reauthorization was long overdue and with its passage comes much hype and some misinformation about what the law permits and does not permit. The purpose of this brief is to outline some of the key accountability…

School Leadership Interventions under the Every Student Succeeds Act: Volume I--A Review of the Evidence Base, Initial Findings. Research Report

ERIC Educational Resources Information Center

Herman, Rebecca; Gates, Susan M.; Chavez-Herrerias, Emilio R.; Harris, Mark

2016-01-01

The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based initiatives while providing new flexibilities to states and districts with regard to the use of federal funds, including funds to promote effective school leadership. This report describes the…

Making the Most of the Every Student Succeeds Act (ESSA): Helping States Focus on School Equity, Quality and Climate

ERIC Educational Resources Information Center

Penuel, William; Meyer, Elizabeth; Valladares, Michelle Renée

2016-01-01

Staff in State Departments of Education are diligently reviewing and revising their state accountability systems to meet the new requirements and opportunities of the Every Student Succeeds Act (ESSA). ESSA is the latest reauthorization of the 1965 Elementary and Secondary Education Act, the primary federal bill guiding K-12 education policy. As a…

Student Conduct Administrator Knowledge of the Statistical Reporting Obligations of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act

ERIC Educational Resources Information Center

DeBowes, Michael Matthew

2014-01-01

The "Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act" (the "Clery Act") is a consumer right-to-know law originally passed by Congress in 1900. The law requires colleges and universities receiving federal student aid to publish annually their security-related policies and crime statistics. The…

Students as Consumers: The Implications of the Consumer Protection Act for Higher Education Institutions in South Africa

ERIC Educational Resources Information Center

Reddy, K.

2012-01-01

The Consumer Protection Act (CPA) lays the basis for the protection of consumer rights in South Africa and comprehensively sets out obligations for "suppliers". There have been differing views expressed as to whether a student should be seen as a consumer. It is clear, however, that this Act applies to HEIs. This article, firstly,…

No Child Left Behind Act of 2001. Title III: Language Instruction for Limited English Proficient and Immigrant Students. 107th Congress, 1st Session.

ERIC Educational Resources Information Center

National Clearinghouse for Bilingual Education, Washington, DC.

This report describes the No Child Left Behind Act of 2001, Title III: Language Instruction for Limited English Proficient and Immigrant Students. Part A describes the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Its four subparts include the following: (1) grants and subgrants for English language acquisition…

Protective factors for youth considered at risk of criminal behaviour: does participation in extracurricular activities help?

PubMed

Burton, Jodi M; Marshall, Lisa A

2005-01-01

There is a lack of research investigating the potential protective effect of participation in extracurricular activities on youth who are at risk of engaging in delinquent activity. This study examined the potential for participation in extracurricular activities to act as a protective factor for youth deemed at risk of engaging in delinquent activity. One hundred and sixty-nine secondary students from Glasgow, Scotland completed two questionnaires (the Youth Self-Report and an additional information sheet) requesting information about their participation in extracurricular and delinquent activities as well as their possible risk factors. Activities included sports, non-sports (hobbies and games), current activities (youth clubs and other organisations) and previous involvement in activities. Risk factors included residing in a broken home, having four or more siblings, academic failure and lacking a non-parental very important person. Delinquent activities included rule-breaking and aggressive behaviours. Independent samples t-tests found that females participated in significantly more non-sports and previous activities than males and that males participated in significantly more rule-breaking behaviour than females. Hierarchical multiple regression analyses found that gender and participation in sports were strong predictors of rule-breaking behaviour. A significant positive correlation was found between participation in sports and involvement in aggressive behaviour. The results suggest that participation in extracurricular activities does not act as a protective factor for youth, regardless of whether or not they are considered to be at risk of engaging in delinquent activity. The significant correlation found between participation in sports and involvement in aggressive behaviour suggests that youth participation in sports may act as a risk factor.

20 CFR 670.900 - Are damages caused by students eligible for reimbursement under the Tort Claims Act?

Code of Federal Regulations, 2010 CFR

2010-04-01

... ADMINISTRATION, DEPARTMENT OF LABOR THE JOB CORPS UNDER TITLE I OF THE WORKFORCE INVESTMENT ACT Administrative and Management Provisions § 670.900 Are damages caused by students eligible for reimbursement under...

20 CFR 670.900 - Are damages caused by students eligible for reimbursement under the Tort Claims Act?

Code of Federal Regulations, 2012 CFR

2012-04-01

... under the Tort Claims Act? Yes, Students are considered Federal employees for purposes of the Tort... sent to the Associate Solicitor for Employee Benefits, U.S. Department of Labor, 200 Constitution...

20 CFR 670.900 - Are damages caused by students eligible for reimbursement under the Tort Claims Act?

Code of Federal Regulations, 2011 CFR

2011-04-01

... the Tort Claims Act? Yes, Students are considered Federal employees for purposes of the Tort Claims... sent to the Associate Solicitor for Employee Benefits, U.S. Department of Labor, 200 Constitution...

High school students in a health career promotion program report fewer acts of aggression and violence.

PubMed

Oscós-Sánchez, Manuel Ángel; Lesser, Janna; Oscós-Flores, L Dolores

2013-01-01

This study examined the effects of two school-based programs on the perpetration of nonphysical aggression, physical violence, and intimate partner violence among high-risk secondary school students in an economically disadvantaged and predominantly Latino school district. The intervention program was El Joven Noble, and the control program was the Teen Medical Academy. The study used a repeated-measures quasi-experimental intervention/control design. The participants self-reported the previous 30 days' acts of nonphysical aggression, physical violence, and intimate partner violence at baseline and at 3 and 9 months after enrollment. Program- and grade-level effects at 3 and 9 months were examined using three-factor analyses of covariance models with one factor for repeated measures. The covariate in each of the models was the baseline measure of the dependent outcomes. No significant baseline differences were found between the participants in the intervention (n = 96) and control (n = 127) programs. At 9 months after enrollment in the study, high school students who participated in the Teen Medical Academy reported fewer acts of nonphysical aggression (p < .001) and physical violence (p = .002) than high school students who participated in El Joven Noble. Students who participated in the Teen Medical Academy also reported fewer acts of intimate partner violence (p = .02) than students who participated in El Joven Noble. High school students who participated in a health career promotion program reported fewer acts of aggression and violence as compared with high school students who participated in a culturally tailored character development program. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Discovering Astronomy: An Astro 101 e-book

NASA Astrophysics Data System (ADS)

Shawl, Stephen J.; Byrd, Gene; Deustua, Susana E.; LoPresto, Michael C.

2016-01-01

Discovering Astronomy, now available in its 6th edition as an eText, has many advantages and features for your students. We have partnered with etextink.com and WebAssign.net to produce an affordable set of cost-saving options for your students. Also available is the Discovering Astronomy Activity Manual, which provides students with an active-learning experience.Our etext is device independent and thus accessible through any web browser. Americans with Disabilities Act compatibility provides access for all students. Hotlinks to outside sites provide further information for interested students. Lecture demonstration videos of important concepts, made specifically for this new edition, are embedded within the text as appropriate. Students can highlight text, take notes, and bookmark locations within the text. Important terms are linked to the glossary. Search capabilities allow students to easily find what they want.Instructors can interact with their students directly through the etext once the class roster has been provided. For example, instructors can embed assignments into their students' etext and add their own notes and updates, which are immediately visible to their students.Updates can be quickly made by us as new findings become available. For example, updates from New Horizons were added at the time of the closest approach to Pluto, and an update on the recent announcement of current water on Mars was added the day of the announcement.We will present results of our own experience with college and high school students' use of Discovering Astronomy in online courses.Details of the book, a sample chapter, and other information are available at discoveringastronomy.weebly.com.

Acceptance and Commitment Therapy for the Treatment of Music Performance Anxiety: A Pilot Study with Student Vocalists

PubMed Central

Juncos, David G.; Heinrichs, Glenn A.; Towle, Philip; Duffy, Kiera; Grand, Sebastian M.; Morgan, Matthew C.; Smith, Jonathan D.; Kalkus, Evan

2017-01-01

This study investigated the use of Acceptance and Commitment Therapy (ACT) as a treatment for music performance anxiety (MPA) in an uncontrolled pilot design. ACT is a newer, “third-wave” therapy that differs from previous MPA treatments, because its goal is not to reduce symptoms of MPA. Rather, ACT aims to enhance psychological flexibility in the presence of unwanted symptoms through the promotion of six core processes collectively known as the ACT “Hexaflex.” A small group of student vocalists (N = 7) from an elite choral college were recruited using objective criteria for evaluating MPA. Participants received 12 ACT sessions, and their baseline functioning served as a pre-treatment control. Treatment consisted of an orientation to ACT, identifying experientially avoidant behaviors, facilitation of Hexaflex processes, group performances in which valued behaviors were practiced in front of one another, meditations, homework, and completion of self-report measures before, during, and after treatment (at a 1- and 3-month follow-up). Improvements were observed in participants' cognitive defusion, acceptance of MPA symptoms, and psychological flexibility at post-treatment and follow-ups. Students also appeared to improve their performance quality and reduce their shame over having MPA. These results add to existing research suggesting ACT is a promising intervention for MPA, while also highlighting how vocal students may be less impaired by physical MPA symptoms. PMID:28674509

Acceptance and Commitment Therapy for the Treatment of Music Performance Anxiety: A Pilot Study with Student Vocalists.

PubMed

Juncos, David G; Heinrichs, Glenn A; Towle, Philip; Duffy, Kiera; Grand, Sebastian M; Morgan, Matthew C; Smith, Jonathan D; Kalkus, Evan

2017-01-01

This study investigated the use of Acceptance and Commitment Therapy (ACT) as a treatment for music performance anxiety (MPA) in an uncontrolled pilot design. ACT is a newer, "third-wave" therapy that differs from previous MPA treatments, because its goal is not to reduce symptoms of MPA. Rather, ACT aims to enhance psychological flexibility in the presence of unwanted symptoms through the promotion of six core processes collectively known as the ACT "Hexaflex." A small group of student vocalists ( N = 7) from an elite choral college were recruited using objective criteria for evaluating MPA. Participants received 12 ACT sessions, and their baseline functioning served as a pre-treatment control. Treatment consisted of an orientation to ACT, identifying experientially avoidant behaviors, facilitation of Hexaflex processes, group performances in which valued behaviors were practiced in front of one another, meditations, homework, and completion of self-report measures before, during, and after treatment (at a 1- and 3-month follow-up). Improvements were observed in participants' cognitive defusion, acceptance of MPA symptoms, and psychological flexibility at post-treatment and follow-ups. Students also appeared to improve their performance quality and reduce their shame over having MPA. These results add to existing research suggesting ACT is a promising intervention for MPA, while also highlighting how vocal students may be less impaired by physical MPA symptoms.

Student Loan Assistance Amendments of 1982. Hearing Before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate. Ninety-Seventh Congress, Second Session on S. 2655.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

Hearings of the Committee on Education and Labor on the proposed Student Loan Assistance Amendments of 1982 are presented. The bill (S. 2655) is designed to provide increased maximum limitations for student loans under Part B of Title IV of the Higher Education Act of 1965 for certain students who lost benefits under the Social Security Act as a…

Profile of Degree/Certificate-Seeking Entering Undergraduate Students, by Control and Level of Institution. Web Tables. NCES 2011-252

ERIC Educational Resources Information Center

Ginder, Scott; Mason, Marcinda

2011-01-01

The Student Right to Know Act requires institutions that participate in any student financial assistance program under Title IV of the Higher Education Act of 1965 (as amended) to disclose graduation rates. To assist institutions in meeting this requirement, the National Center for Education Statistics (NCES) collects these rates as part of the…

Inclusion of Special Education Students: Regular Education and Special Education Teachers Perceptions in a Northside School

ERIC Educational Resources Information Center

Thomas, Ernest E.

2008-01-01

In 1990 the Congress of the United States passed Public Law 101-476, The Individuals with Disabilities Education Act (IDEA). This law mandated that students with disabilities be educated in, what this act calls, the Least Restrictive Environment (LRE). Educating students with disabilities in the LRE is also known as inclusion and the terms may be…

The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students

PubMed Central

Oostermeijer, Meike; Boonen, Anton J. H.; Jolles, Jelle

2014-01-01

The scientific literature shows that constructive play activities are positively related to children’s spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children’s constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children’s constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. PMID:25101038

Student Adjustment Act of 2001 (H.R. 1918 IH). House of Representatives, 107th Congress, 1st Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House.

The purpose of this bill is to amend the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 to permit states to determine state residency for higher education purposes and to amend the Immigration and Nationality Act to cancel the removal and adjust the status of certain alien college-bound students who are long-term U.S.…

Logic Models for Selecting, Designing, and Implementing Evidence-Based School Leadership Interventions. Companion Guide to "School Leadership Interventions under the Every Student Succeeds Act." Tool. TL-274-WF

ERIC Educational Resources Information Center

Daugherty, Lindsay; Herman, Rebecca; Unlu, Fatih

2017-01-01

The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based initiatives while providing new flexibilities to states and districts with regard to the use of federal funds, including funds to promote effective school leadership. In response, state and…

Gift-Giving in the Podiatric Medical Student-Patient Relationship.

PubMed

López, Daniel López; Pazo, Paula Torreiro; Iglesias, Marta E Losa; de Bengoa Vallejo, Ricardo Becerro

2016-09-02

We sought to explore the relationship between the podiatric medical student and the patient as it relates to the act of gift-giving as a sign of gratefulness for the services provided. This article presents the clinical case of a man who visited a podiatric medical student because of pain in his feet and subsequently presented the student with several gifts. Philanthropy, empathy, a positive attitude, treatment instructions, and the time devoted to the patient are some of the reasons why patients offer gifts to podiatric medical students. The relationship between the podiatric medical student and the patient and the act of gift-giving by patients are of ethical concern.

Eclipse 2017: Partnering with NASA MSFC to Inspire Students

NASA Technical Reports Server (NTRS)

Fry, Craig " Ghee" ; Adams, Mitzi; Gallagher, Dennis; Krause, Linda

2017-01-01

NASA's Marshall Space Flight Center (MSFC) is partnering with the U.S. Space and Rocket Center (USSRC), and Austin Peay State University (APSU) to engage citizen scientists, engineers, and students in science investigations during the 2017 American Solar Eclipse. Investigations will support the Citizen Continental America Telescopic Eclipse (CATE), Ham Radio Science Citizen Investigation(HamSCI), and Interactive NASA Space Physics Ionosphere Radio Experiments (INSPIRE). All planned activities will engage Space Campers and local high school students in the application of the scientific method as they seek to explore a wide range of observations during the eclipse. Where planned experiments touch on current scientific questions, the camper/students will be acting as citizen scientists, participating with researchers from APSU and MSFC. Participants will test their expectations and after the eclipse, share their results, experiences, and conclusions to younger Space Campers at the US Space & Rocket Center.

Undergraduates Learning to Teach Collaboratively in High School Classrooms

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

2011-09-01

In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

Understanding children's science identity through classroom interactions

NASA Astrophysics Data System (ADS)

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

Knowledge, attitudes and beliefs about tobacco use after an educative intervention in health sciences' students.

PubMed

Molina, Antonio J; Fernández, Tania; Fernández, Daniel; Delgado, Miguel; de Abajo, Serafín; Martín, Vicente

2012-11-01

To examine the effectiveness of a tobacco control course on the improvement of knowledge, attitudes and beliefs about smoking among health sciences' students. This was a quasi-experimental study of community intervention carried out during the years 2005-2008, at 2 university health science centres in northwest Spain. A total of 290 students on the intervention and 256 on the control campus took part in the study. The intervention consisted of a course on the prevention and control of tobacco use offered only on the intervention campus. Data were collected before the intervention and 6 months afterwards. After the course, significant differences between groups were observed in the improvement of knowledge, attitudes and perceived ability to act in tobacco control. The introduction of training concerning smoking through active methodologies had a positive impact on the knowledge, attitudes and beliefs about tobacco of students. Copyright © 2011 Elsevier Ltd. All rights reserved.

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study

PubMed Central

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-01-01

Objectives To optimise medical students’ early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students’ perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Design and setting Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. Participants 21 medical students and 30 supervisors participated. Results Two themes were identified: Nervousness and curiosity—students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved—students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. Conclusions This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. PMID:28196948

Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines.

PubMed

Trottier, Nadine; Kamp, Lorraine; Mirenda, Pat

2011-03-01

Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.

Interpolated memory tests reduce mind wandering and improve learning of online lectures.

PubMed

Szpunar, Karl K; Khan, Novall Y; Schacter, Daniel L

2013-04-16

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.

Interpolated memory tests reduce mind wandering and improve learning of online lectures

PubMed Central

Szpunar, Karl K.; Khan, Novall Y.; Schacter, Daniel L.

2013-01-01

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. PMID:23576743

Coping with examinations: exploring relationships between students' coping strategies, implicit theories of ability, and perceived control.

PubMed

Doron, Julie; Stephan, Yannick; Boiché, Julie; Le Scanff, Christine

2009-09-01

Relatively little is known about the contribution of students' beliefs regarding the nature of academic ability (i.e. their implicit theories) on strategies used to deal with examinations. This study applied Dweck's socio-cognitive model of achievement motivation to better understand how students cope with examinations. It was expected that students' implicit theories of academic ability would be related to their use of particular coping strategies to deal with exam-related stress. Additionally, it was predicted that perceived control over exams acts as a mediator between implicit theories of ability and coping. Four hundred and ten undergraduate students (263 males, 147 females), aged from 17 to 26 years old (M=19.73, SD=1.46) were volunteers for the present study. Students completed measures of coping, implicit theories of academic ability, and perception of control over academic examinations during regular classes in the first term of the university year. Multiple regression analyses revealed that incremental beliefs of ability significantly and positively predicted active coping, planning, venting of emotions, seeking social support for emotional and instrumental reasons, whereas entity beliefs positively predicted behavioural disengagement and negatively predicted active coping and acceptance. In addition, analyses revealed that entity beliefs of ability were related to coping strategies through students' perception of control over academic examinations. These results confirm that exam-related coping varies as a function of students' beliefs about the nature of academic ability and their perceptions of control when approaching examinations.

Learning in and about rural places: Connections and tensions between students' everyday experiences and environmental quality issues in their community

NASA Astrophysics Data System (ADS)

Zimmerman, Heather Toomey; Weible, Jennifer L.

2017-03-01

Guided by sociocultural perspectives on the importance of place as a resource for learning, we investigated 14- and 15-year old students' understandings of their community and water quality during a school-based watershed unit. Methods included a theory-driven thematic analysis of field notes and video transcripts from four biology classrooms, a qualitative and quantitative analysis of 67 pairs of matched pre- and post-intervention mindmaps, and a content analysis of 73 student reflections. As they learned about water quality, learners recognized the relevance of the watershed's health to the health of their community. Students acknowledged the impacts of local economically driven activities (e.g., natural gas wells, application of agrichemicals) and leisure activities (e.g., boating, fishing) on the watershed's environmental health. As students learned in and about their watershed, they experienced both connections and tensions between their everyday experiences and the environmental problems in their community. The students suggested individual sustainability actions needed to address water quality issues; however, the students struggled to understand how to act collectively. Implications of rural experiences as assets to future environmental sciences learning are discussed as well as the implications of educational experiences that do not include an advocacy component when students uncover environmental health issues. We suggest further consideration is needed on how to help young people develop action-oriented science knowledge, not just inert knowledge of environmental problems, during place-based education units.

Computers, Technology, and Disability. [Update.

ERIC Educational Resources Information Center

American Council on Education, Washington, DC. HEATH Resource Center.

This paper describes programs and resources that focus on access of postsecondary students with disabilities to computers and other forms of technology. Increased access to technological devices and services is provided to students with disabilities under the Technology-Related Assistance for Individuals with Disabilities Act (Tech Act). Section…

Dramatic Science

ERIC Educational Resources Information Center

McGregor, Debbie; Precious, Wendy

2010-01-01

The setting: the science classroom. The characters: you and your students. The scene: Your students acting out scientific discoveries, modeling a frog's life cycle, mimicking the transition from liquid to solid. This is "dramatic science", a teaching approach that uses acting techniques to explore and develop young children's ideas about…

Teacher Evaluation as a Policy Target for Improved Student Learning: A Fifty-State Review of Statute and Regulatory Action since NCLB

ERIC Educational Resources Information Center

Hazi, Helen M.; Rucinski, Daisy Arredondo

2009-01-01

This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001. We asked what the policy activity for teacher evaluation is in state statutes and department of education regulations, how these changes in…

Identifying the Value of the ACT Score as a Predictor of Student Success in Respiratory Care, Radiography, and Nursing at Southeast Kentucky Community and Technical College

ERIC Educational Resources Information Center

Parrott-Robbins, Rebecca Jon

2010-01-01

The purpose of this study was to investigate--by utilizing data obtained from the Kentucky Community and Technical College System (KCTCS) PeopleSoft database-- whether the American College Testing (ACT) assessment was a predictor of student success for students who had graduated from respiratory, radiography, and nursing programs at Southeast…

Are Value-Added Measures of High Effectiveness Related to Students' Enrollment and Success in College? ACT Research Report Series 2016 (10)

ERIC Educational Resources Information Center

Bassiri, Dina

2016-01-01

One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment…

ACT for All: The Effect of Mandatory College Entrance Exams on Postsecondary Attainment and Choice

ERIC Educational Resources Information Center

Hyman, Joshua

2017-01-01

This paper examines the effects of requiring and paying for all public high school students to take a college entrance exam, a policy adopted by eleven states since 2001. I show that prior to the policy, for every ten poor students who score college-ready on the ACT or SAT, there are an additional five poor students who would score college-ready…

Access and Costs: Recommendations for Title IV. Hearing on Examining Proposals Authorizing Funds for Title IV Student Aid Programs and Issues Relating to Access to Costs of Postsecondary Education of the Higher Education Act, Including S. 1036, To Revise Section 435 of the Higher Education Act To Allow for the Young Americans Bank and Similar Small, Nonprofit Organizations to Provide Additional Funds for Educational Programming, of the Committee on Labor and Human Resources. United States Senate, One Hundred Fifth Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This 10th and final hearing in a series related to the reauthorization of the Higher Education Act, focused on three specific areas: (1) the challenges posed by demographic changes in the college student population--nearly half of all students attend community colleges where the average age of students is 29; (2) the challenges and opportunities…

Using Insights from Applied Moral Psychology to Promote Ethical Behavior Among Engineering Students and Professional Engineers.

PubMed

Gelfand, Scott D

2016-10-01

In this essay I discuss a novel engineering ethics class that has the potential to significantly decrease the likelihood that students (and professionals) will inadvertently or unintentionally act unethically in the future. This class is different from standard engineering ethics classes in that it focuses on the issue of why people act unethically and how students (and professionals) can avoid a variety of hurdles to ethical behavior. I do not deny that it is important for students to develop cogent moral reasoning and ethical decision-making as taught in traditional college-level ethics classes, but as an educator, I aim to help students apply moral reasoning in specific, real-life situations so they are able to make ethical decisions and act ethically in their academic careers and after they graduate. Research in moral psychology provides evidence that many seemingly irrelevant situational factors affect the moral judgment of most moral agents and frequently lead agents to unintentionally or inadvertently act wrongly. I argue that, in addition to teaching college students moral reasoning and ethical decision-making, it is important to: 1. Teach students about psychological and situational factors that affect people's ethical judgments/behaviors in the sometimes stressful, emotion-laden environment of the workplace; 2. Guide students to engage in critical reflection about the sorts of situations they personally might find ethically challenging before they encounter those situations; and 3. Provide students with strategies to help them avoid future unethical behavior when they encounter these situations in school and in the workplace.

Student Loan Marketing Association Financial Safety and Soundness Act of 1991. 102d Congress, 1st Session. Report To Accompany S. 1915.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This document is a favorable report to the U.S. Senate on a bill that provides for the financial security of the Student Loan Marketing Association, an act which amends the Higher Education Act of 1965. The report urges the passage of this bill which sets forth various capital levels that safeguard the government from the possibility of loss…

The Nature of Collaboration between General Education

ERIC Educational Resources Information Center

Vadala, Joshua P.

2014-01-01

Recent state and federal legislation have changed the manner in which schools educate students with disabilities. The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have mandated that schools educate students with disabilities within the general education classroom "to the maximum…

Testing Accommodations for Students with Disabilities.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.

This brief guide explains the use of testing accommodations for students with a disability participating in state or district educational assessments under federal and Florida state law. These include the Individuals with Disabilities Education Act of 1997, Section 504 of the Rehabilitation Act, and the Florida Administrative Code. Planning…

HOLONET: a network for training holography

NASA Astrophysics Data System (ADS)

Pombo, Pedro; Santos, Emanuel

2014-07-01

Holography is an optics technique based on wave physics and lasers with several applications at our day life. The production of holograms involves experimental work based on hands-on activities and creativity. All these elements can contribute to the promotion of experimental teaching of optics and training on holography. The hologram itself acting as a final result from a long process of research and study can enable the engagement of high school students on physics and promote the stimulus on optics learning. Taking these assumptions into account a network of schools working on holography was built involving thirty schools from all country. Holography systems were developed and several hands-on activities were constructed. During last sixteen years students are working on laser optics and holography producing different kinds of holograms. This study presents all holography labs implemented at schools and it will analyzed the holography systems and materials developed for students. Training strategy will be discussed and holograms obtained by students will be presented. Results obtained show us that holography can be implemented as a strategy for promoting the learning of optics and it is a particular way to involve students on experimental work and lab research. Results obtained during this study will be presented in detail and analyzed with focus on students performance. Educational results, teachers training, prizes and other positive outcomes will be discussed and compared.

Area Health Education Center (AHEC) programs for rural and underrepresented minority students in the Alabama Black Belt.

PubMed

Patel, Ashruta; Knox, Regina J; Logan, Alicia; Summerville, Katie

2017-01-01

This paper evaluated the implementation West Central Alabama Area Health Education Center programs for high school students in grades 9-12 through participant-reported evaluations and feedback during the  September 1st, 2013 to August 31st, 2014 fiscal year. The programs targeted racial/ethnic minorities and/or rural individuals interested in pursuing a career as a healthcare provider in medically underserved counties of Alabama. Students participated in enrichment activities related to prospective health careers that included: successful college preparedness, knowledge about health careers, and the types of primary care health professions that are needed in underserved Alabama communities. The curriculum studied 593 (ACT preparation: n  = 172, AHEC 101: n  = 56, FAFSA: n  = 109, Health Career Exploration: n  = 159, College Career Readiness: n  = 67, Dixie Scholars NERD: n  = 30) baseline measures for the programs to evaluate effectiveness when rated by participants both quantitatively and qualitatively. Interactive activities with video incorporation, hands-on experiences, and group discussions paired with student motivation and interest in specific health career-related activities provided the highest program ratings. It is important to use a variety of successful program strategies when forming healthcare workforce development interventions. Student evaluations can help adapt methods for future program implementation to ultimately achieve strategies for health professional recruitment, training, and retention in areas that lack access to quality healthcare.

The Complex Dynamics of Student Engagement in Novel Engineering Design Activities

NASA Astrophysics Data System (ADS)

McCormick, Mary

In engineering design, making sense of "messy," design situations is at the heart of the discipline (Schon, 1983); engineers in practice bring structure to design situations by organizing, negotiating, and coordinating multiple aspects (Bucciarelli, 1994; Stevens, Johri, & O'Connor, 2014). In classroom settings, however, students are more often given well-defined, content-focused engineering tasks (Jonassen, 2014). These tasks are based on the assumption that elementary students are unable to grapple with the complexity or open-endedness of engineering design (Crismond & Adams, 2012). The data I present in this dissertation suggest the opposite. I show that students are not only able to make sense of, or frame (Goffman, 1974), complex design situations, but that their framings dynamically involve their nascent abilities for engineering design. The context of this work is Novel Engineering, a larger research project that explores using children's literature as an access point for engineering design. Novel Engineering activities are inherently messy: there are characters with needs, settings with implicit constraints, and rich design situations. In a series of three studies, I show how students' framings of Novel Engineering design activities involve their reasoning and acting as beginning engineers. In the first study, I show two students whose caring for the story characters contributes to their stability in framing the task: they identify the needs of their fictional clients and iteratively design a solution to meet their clients' needs. In the second, I show how students' shifting and negotiating framings influence their engineering assumptions and evaluation criteria. In the third, I show how students' coordinating framings involve navigating a design process to meet clients' needs, classroom expectations, and technical requirements. Collectively, these studies contribute to literature by documenting students' productive beginnings in engineering design. The implications span research and practice, specifically targeting how we attend to and support students as they engage in engineering design.

Access to Institutions of Higher Education for Students with Disabilities.

ERIC Educational Resources Information Center

Kaufman, Hattie E.

This brochure addresses federal laws, regulations, and litigation that dictate how colleges and universities must accommodate the needs of students with disabilities. Emphasis is on the Americans with Disabilities Act and the Rehabilitation Act of 1973, Section 504. A summary of the laws' definitions of "handicap" or…

Monitoring Student Learning in Algebra

ERIC Educational Resources Information Center

Accardo, Amy L.; Kuder, S. Jay

2017-01-01

Mr. Perez and Mrs. Peterson co-teach a ninth-grade algebra class. Perez and Peterson's class includes four students with individualized education programs (IEPs). In response to legislation, such as the No Child Left Behind (NCLB) Act (2001) and the Individuals with Disabilities Education Improvement Act (2006), an increasing number of students…

Facilitating Support for Students with Asperger's Syndrome

ERIC Educational Resources Information Center

Pillay, Yegan; Bhat, Christine Suniti

2012-01-01

The number of students with Asperger's Syndrome enrolled at tertiary institutions in the United States continues to increase. This can be attributed to: (a) the passage of legislations such as the Individuals with Disabilities Act (IDEA) and the Americans with Disabilities Act of 1990 (ADA); (b) revisions to the "Diagnostic and Statistical…

Disability Services Offices for Students with Disabilities: A Campus Resource

ERIC Educational Resources Information Center

Cory, Rebecca C.

2011-01-01

Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities Act (ADA) are often the starting places for conversations about students with disabilities in higher education. Section 504 and the ADA provide mandates for protection from discrimination and provision of reasonable disability accommodations (e.g., sign language…

Americans with Disabilities Act Scavenger Hunt

ERIC Educational Resources Information Center

Ramsey, Ursula

2018-01-01

This article describes a scavenger hunt for Business Law students. Specifically, students compete in this scavenger hunt to identify accessible design features on campus to undergird their study of Title III of the Americans with Disabilities Act (ADA). Title III of the ADA prohibits public accommodations from discriminating on the basis of…

Increasing Reading Achievement of Students from Culturally and Linguistically Diverse Backgrounds

ERIC Educational Resources Information Center

McCollin, Michelle; O'Shea, Doris

2005-01-01

Legislative language, mandated by the newly reauthorized Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 and the No Child Left Behind Act (NCLB) of 2001, underscores a number of issues relevant to students from culturally and linguistically diverse backgrounds displaying reading-achievement difficulties. In this article,…

Meeting Needs: Effective Programs for Students with Disabilities

ERIC Educational Resources Information Center

Small, Ruth V.; Stewart, Jessica

2013-01-01

Since passage of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA), schools are required to educate students with disabilities in the "least restrictive environment" (Hopkins 2005), i.e., to the maximum extent possible with their non-disabled peers (Myhill 2004). School libraries are required to…

Discipline of Special Education Students.

ERIC Educational Resources Information Center

Martin, Reed

Any action by a public school that interrupts access of handicapped students to an appropriate education is regulated by federal laws, including the Education of the Handicapped Act and Section 504 of the Rehabilitation Act. Disciplinary sanctions such as suspensions and expulsions are included among these interruptions. Decisions in three court…

Editor's Choice: Lessons on Disability and the Rights of Students.

ERIC Educational Resources Information Center

Treloar, Linda L.

1999-01-01

The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 form the basis for this discussion of students with disabilities and the role played by community college faculty in promoting their success. Practices that ensure receptive classroom environments are defined with examples. Contains 21 references. (TGO)

Adolescents' Attitudes toward the Death Penalty.

ERIC Educational Resources Information Center

Lester, David; Maggioncalda-Aretz, Maria; Stark, Scott Hunter

1997-01-01

Examines whether high school (n=142) and college students (n=112) favored the death penalty for certain criminal acts. Findings indicate that high school students rated more criminal acts as meriting the death penalty. Gender and personality were not found to be associated with attitudes toward the death penalty. (RJM)

Adaptive Computerized Training System (ACTS): A Knowledge Base System for Electronic Troubleshooting

DTIC Science & Technology

1983-12-01

Design Z.3.1 Field System Z.3.e Research System Z.4 Information Flow and Management 2.4.1 Student Performance Recording .4.? Student Operational...could more easily relate to. In addition, many automated management tools were created to assist instructors with courseware authoring, student...ACTS was installed and demonstrated at Ft. Gordon. The training managers , instructors, and SMt’s who participated in those demonstrations provided

Emergency Immigration Education Act Programs. Summer ESL Welcome Program for Students of Limited English Proficiency, Summer Bilingual Program, Projects Omega, Wise, and Bell. Summer 1994. OER Report.

ERIC Educational Resources Information Center

Roman, Elliott M.

The Emergency Immigration Education Act supported three distinct programs in New York City in the summer of 1994: (1) the Summer English as a Second Language (ESL) Welcome Program for Students of Limited English Proficiency; (2) the Summer Bilingual Program; and (3) Projects Omega, Wise, and Bell. The projects served 3,443 students in all. The…

The influence of relational formative discourse on students' positional identities in a middle school science classroom

NASA Astrophysics Data System (ADS)

Trauth-Nare, Amy

Formative assessment is the process of eliciting students' understanding during instruction in order to make sensitive instructional decisions and provide feedback to enhance students' learning. Research indicates that when used properly, formative assessment can lead to significant learning gains and enhance students' self-efficacy. Drawing on previous research and a framework of relational pedagogy, I studied the positional identities claimed, assigned and negotiated by a middle school science teacher and her students during formative assessment interactions. Critical discourse analysis was used to analyze classroom interactions, teacher debriefings and student interviews. Findings from this study indicated that the teacher normatively positioned herself as authority during formative assessment interactions, yet students were not completely powerless. Through assertions of content knowledge and re-directions of topical focus, students positioned themselves actively and had the capacity to influence the direction and focus of formative assessment. Outside of classroom instruction, the teacher simultaneously positioned herself as both hindered by institutional structures yet actively subverted those structures in both covert and overt ways in the service of meaningful science learning. As indicated from interviews and SPAQ questionnaire responses, many students in this classroom positioned themselves positively in relation to science, the teacher and her methods of assessment, while some felt marginalized. This research has implications for the ways in which formative assessment is used to support teaching and learning in science classrooms. Findings from this study indicate that formative assessment is not simply an instrumental act carried out by teachers, but rather is a relational process that necessarily involves students. As a result, formative assessment should balance authoritative and dialogic discourse as a means for supporting and engaging students as they develop rich conceptions of science while connecting those conceptions to their own experiences.

Cultural politics: Linguistic identity and its role as gatekeeper in the science classroom

NASA Astrophysics Data System (ADS)

Hilton-Brown, Bryan Anthony

This dissertation investigated how participation in the cultural practices of science classrooms creates intrapersonal conflict for ethnic minority students. Grounded in research perspectives of cultural anthropology, sociocultural studies of science education, and critical pedagogy, this study examined the cultural tensions encountered by minority students as they assimilate into the culture of the science classroom. Classroom interaction was viewed from the perspective of instructional congruence---the active incorporation of students' culture into science pedagogy. Ogbu's notion of "oppositional identity", Fordham's "fictive kinship", Bahktin's "antidialogics", and Freire's "critical consciousness" were brought together to examine how members of marginalized cultures develop non-normative behaviors as a means of cultural resistance. Choice of genre for public discourse was seen as a political act, representing students' own cultural affiliations. Conducted in a diverse Southern Californian high school with an annual population of over 3,900 students, this study merged ethnographic research, action research, and sociolinguistic discourse analysis. Post hoc analysis of videotaped classroom activities, focus group interviews, and samples of student work revealed students' discursive behavior to shift as a product of the context of their discursive exchanges. In whole class discussions students explained their understanding of complex phenomena to classmates, while in small group discussions they favored brief exchanges of group data. Four domains of discursive identities were identified: Opposition Status, Maintenance Status, Incorporation Status, and Proficiency Status. Students demonstrating Opposition Status avoided use of science discourse. Those students who demonstrated Maintenance Status were committed to maintaining their own discursive behavior. Incorporation Status students were characterized by an active attempt to incorporate science discourse into their cultural speech patterns. Proficiency Status students demonstrated a fluency in applying features of scientific discourse into their current speech genre. Focus group interviews confirmed students' cultural resistance to science discourse, despite their complex understanding of the role, purpose, and function of science discourse as social practice. These findings contribute to an ongoing discussion of how scientists, science teachers, and science education researchers can create equitable learning environments that reflect the components of students' ethnic and cultural backgrounds.

Exploring Teacher Intervention in the Intersection of Digital Resources, Peer Collaboration, and Instructional Design.

PubMed

Strømme, Torunn Aa; Furberg, Anniken

2015-09-01

This paper reports on a case study of the teacher's role as facilitator in computer-supported collaborative learning (CSCL) settings in science. In naturalistic classroom settings, the teacher most often acts as an important resource and provides various forms of guidance during students' learning activities. Few studies, however, have focused on the role of teacher intervention in CSCL settings. By analyzing the interactions between secondary school students and their teacher during a science project, the current study provides insight into the concerns that teachers might encounter when facilitating students' learning processes in these types of settings. The analyses show that one main concern was creating a balance between providing the requested information and supporting students in utilizing each other's knowledge and understanding. Another concern was balancing support on an individual versus group level, and a third concern was directing the students' attention to coexisting conceptual perspectives. Most importantly, however, the analyses show how teacher intervention constitutes the pivotal "glue" that aids students in linking and using coexisting aspects of support such as peer collaboration, digital tools, and instructional design.

Kansas Annual Evaluation Report 1977-1978. Title I E.S.E.A. Vol. I: Projects in Local Educational Agencies/Programs for Neglected and Delinquent Children.

ERIC Educational Resources Information Center

Central Research Corp., Topeka, KS.

This report presents information describing the extent and effectiveness of Elementary and Secondary Education Act, Title I, Public Law 89-10 programs in Kansas during the school year 1977-1978. During the year the state educational agency distributed $12,799,697 for activities involving 38,553 students in 275 of Kansas' 306 school districts.…

ACT Participation and Performance for Montgomery County Public Schools Students [2013]. Memorandum

ERIC Educational Resources Information Center

Sanderson, Geoffrey T.

2013-01-01

The Montgomery County Public Schools (MCPS) Class of 2013 consistently outperformed graduates across Maryland and the nation on all sections of the ACT, according to the ACT, Inc. annual report released Wednesday, August 21, 2013. In 2013, 29 percent of MCPS graduates took the ACT exam. According to the ACT, Inc. report, ACT participation among…

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-01

Actress Nichelle Nichols, known for her most famous role as communications officer Lieutenant Uhura aboard the USS Enterprise in the popular Star Trek television series, displays her Lego astronaut ring while visiting the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

LEGO "Build The Future" Activity

NASA Image and Video Library

2010-11-01

Actress Nichelle Nichols, known for her most famous role as communications officer Lieutenant Uhura aboard the USS Enterprise in the popular Star Trek television series, talks with school children during the “Build the Future” activity where students created their vision of the future in space with LEGO bricks and elements inside a tent that was set up on the launch viewing area at NASA's Kennedy Space Center in Cape Canaveral, Fla. on Monday, Nov. 1, 2010. NASA and The LEGO Group signed a Space Act Agreement to spark children's interest in science, technology, engineering and math (STEM). Photo Credit: (NASA/Bill Ingalls)

Oversight Hearing on the Reauthorization of the Higher Education Act of 1965. Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, Ninety-Ninth Congress, First Session (Cedar Rapids, IA).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

Recommendations and issues concerning reauthorization of the Higher Education Act of 1965 are presented in testimony from representatives of public and private colleges, students, counselors, lenders, guaranteed student loan programs, state loan and grant administrators, and student aid officials. Specific references are made to the effect of the…

Teacher-Researcher Professional Development: Case Study at Kansas State University

NASA Astrophysics Data System (ADS)

Rebello, N. Sanjay; Fletcher, Peter R.

2006-02-01

We report on a case study which provides professional development to advanced undergraduate and graduate research team members of the Kansas State University Physics Education Research (KSU-PER) group. An integral component of a student's professional development is the opportunity to participate in a range of research activities and work in collaboration — both as a mentor and a junior researcher with a range of individuals. In order to coordinate and facilitate these opportunities KSU-PER established an ongoing research project investigating students' conceptions of the physics underlying devices. The project utilized an integrated methodological and administrative framework — combining elements from grounded theory, phenomenology and action research. This framework provides a forum and research setting allowing junior and experienced researchers to act in various project management roles and perform a range of research activities. We will conclude by reflecting upon our experiences.

Improving teamwork between students from two professional programmes in dental education.

PubMed

Leisnert, L; Karlsson, M; Franklin, I; Lindh, L; Wretlind, K

2012-02-01

In Sweden, the National Board of Health and Welfare forecasts a decrease in dentists with 26% and an increase in dental hygienists with 47% until the year of 2023. This, together with changes in both epidemiology, especially of dental caries, and political priorities, calls for an effective and well-developed cooperation between dentists and dental hygienists in future dentistry. Hence, the aim of this project was to investigate whether highlighting teamwork during the undergraduate studies of dental students and dental hygiene students could improve the students' holistic view on patients as well as their knowledge of and insight into each other's future professions. Thirty-four dental students and 24 dental hygiene students participated in the study. At the beginning of their final year in undergraduate education, a questionnaire testing the level of knowledge of the dental hygienists' clinical competences was completed by both groups of students. In addition, activities intending to improve teamwork quality included the following: (i) a seminar with a dentist representing the Public Dental Health Services in Sweden, (ii) dental students as supervisors for dental hygiene students, (iii) planning and treatment for shared patients and (iv) students' presentations of the treatments and their outcomes at a final seminar. The project was ended by the students answering the above-mentioned questionnaire for the second time, followed by an evaluation of the different activities included in the study. The knowledge of dental hygienists' competences showed higher scores in almost all questions. Both groups of students considered the following aspects important: seminars with external participants, dental students acting as supervisors and planning and treating shared patients. By initiating and encouraging teamwork between dental students and dental hygiene students, it is possible to increase knowledge on dental hygienists' competence and also to develop and strengthen a holistic view on patients and dental work, thereby preparing both groups of students for their professional life. © 2011 John Wiley & Sons A/S.

Physical therapy students' willingness to report misconduct to protect the patient's interests.

PubMed

Mansbach, Abraham; Bachner, Yaacov G; Melzer, Itzik

2010-12-01

This article presents a study on the ethical dilemma of whistleblowing in physical therapy, and suggests some lines for further research on this topic as well as ways for integrating it in the physical therapy curriculum. The study examines the self-reported willingness of physical therapy students to report misconduct, whether internally or externally, to protect the patient's interests. Internal disclosure entails reporting the wrongdoing to an authority within the organisation. External disclosure entails reporting the offence to an outside agency, such as the police, professional organisation, or press. The findings indicate that the students view the acts that are detrimental or cause injustice to the patient in a very serious light. In dilemma situations such as these, the students reported a willingness to act. The students also report considerably greater likelihood of whistleblowing internally than externally. The pattern reveals a desire to correct the misconduct coupled with a marked decline in the willingness to blow the whistle as this act moved from the workplace to an external authority.

The Achievement Consequences of the No Child Left Behind Act. Working Paper

ERIC Educational Resources Information Center

Dee, Thomas S.; Jacob, Brian A.

2009-01-01

The No Child Left Behind (NCLB) Act has compelled states to design school accountability systems based on annual student assessments. The effect of this Federal legislation on the distribution of student achievement is a highly controversial but centrally important question. This study presents evidence on whether NCLB has influenced student…

Agent Prompts: Scaffolding for Productive Reflection in an Intelligent Learning Environment

ERIC Educational Resources Information Center

Wu, Longkai; Looi, Chee-Kit

2012-01-01

Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students' reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are…

46 CFR 310.3 - Schools and courses.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Academy State University of New York Maritime College Texas Maritime College of the Texas A&M University... by the 1958 Act and the Act in excess of $25,000 for any year, a School shall agree to admit student...-State students apply for admission and are otherwise qualified for such admission. The calculation of...

Designing Effective Experiences for Preservice Inclusion Teachers for Co-Teaching: An Action Research Study

ERIC Educational Resources Information Center

Hildenbrand, Susan M.

2009-01-01

The passage of current educational legislation such as the "Individuals with Disabilities Education Act" (IDEA) and the more recent "No Child Left Behind" (NCLB) Act has increased the desire for greater inclusion of students with disabilities in regular classrooms. Serving the need of all students in inclusive classrooms…

Black Students' School Success: Coping with the "Burden of 'Acting White.'"

ERIC Educational Resources Information Center

Fordham, Signithia

Black adolescents have learned a well-defined fear of "acting white": a fear of excelling in academic arenas which traditionally have been defined as the prerogative of white Americans. The focus of this analysis is the resulting conflict experienced by academically successful and unsuccessful black students in one predominantly black high school…

Learning Geometry by Designing Persian Mosaics

ERIC Educational Resources Information Center

Karssenberg, Goossen

2014-01-01

To encourage students to do geometry, the art of Islamic geometric ornamentation was chosen as the central theme of a lesson strand which was developed using the newly presented didactical tool called "Learning by Acting". The Dutch students who took these lessons in 2010 to 2013 were challenged to act as if they themselves were Persian…

TOPS Report: Analysis of the TOPS Program from 2006-2015

ERIC Educational Resources Information Center

Louisiana Board of Regents, 2016

2016-01-01

The Tuition Opportunity Program for Students (subsequently renamed the Taylor Opportunity Program for Students, or TOPS) was created via ACT 1375 during the 1997 Regular Legislative Session. The first college freshman class to receive TOPS awards entered postsecondary education in the fall of 1998. ACT 1202 of the 2001 Regular Legislative Session…

Identification Disputes for Students with Attention Deficit Hyperactivity Disorder: An Analysis of the Case Law

ERIC Educational Resources Information Center

Martin, Stacy D.; Zirkel, Perry A.

2011-01-01

This study provides a systematic analysis of published court decisions concerning identification of students with attention deficit hyperactivity disorder under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. The 41 pertinent child find and eligibility court decisions yielded 51 relevant rulings,…

Factors Influencing Improved Student Achievement in Virginia

ERIC Educational Resources Information Center

Linehan, Patrick D.

2012-01-01

At the beginning of the last decade, Congress passed and President George W. Bush signed the No Child Left Behind (NCLB) Act of 2002. Key provisions of this act focused on holding schools accountable to ensure that all students met state established standards. In Virginia, the state Standards of Learning (SOL) assessments form the basis of…

Pathways to New Accountability through the Every Student Succeeds Act

ERIC Educational Resources Information Center

Darling-Hammond, Linda; Bae, Soung; Cook-Harvey, Channa M.; Lam, Livia; Mercer, Charmaine; Podolsky, Anne; Stosich, Elizabeth Leisy

2016-01-01

This paper examines the options available to states to redefine their accountability systems as they begin to implement the Every Student Succeeds Act (ESSA). The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged…

To Protect and Serve

ERIC Educational Resources Information Center

Panter, Suzanna L.

2015-01-01

School librarians act as servants of the school community and protectors of students' rights, and it is the ethical duty of school librarians to champion student privacy and resist threats to it. This article addresses the legality of this process based upon the 2007 article "How Does the Family Rights and Privacy Act [FERPA] Affect You"…

Target, Act, Graph (TAG): Teachers Empowering Classroom Resource Personnel in Monitoring Student Progress

ERIC Educational Resources Information Center

Rizzi, Gleides A. L.

2016-01-01

This article provides teachers in rural settings with suggestions on how to engage classroom resource personnel (i.e., volunteers, instructional assistants) in monitoring students' achievement. The target, act, and graph (TAG) strategy offers rural special educators ways to empower classroom resource persons through training and use of the TAG…

Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary

ERIC Educational Resources Information Center

Vesel, Judy; Robillard, Tara

2013-01-01

State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence…

Making Evidence Locally: Rethinking Education Research under the Every Student Succeeds Act

ERIC Educational Resources Information Center

Kane, Thomas J.

2017-01-01

The new federal education law, the Every Student Succeeds Act (ESSA), envisions a powerful role for states in managing the evidence base behind school improvement efforts. Not only must they certify that interventions meet the "evidence-based" requirements spelled out in the law, they also must monitor and evaluate federally funded…

Assessing Faculty Perspectives about Teaching and Working with Students with Disabilities

ERIC Educational Resources Information Center

Becker, Sandra; Palladino, John

2016-01-01

This study presents a unique assessment of faculty perspectives about teaching and working with students with disabilities against the backdrop of the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). A randomized sample of 127 faculty from a large Midwest comprehensive university completed the…

Disciplinary Sanctions for Students with Special Needs.

ERIC Educational Resources Information Center

Osborne, Allen G., Jr.

One of the more controversial issues that has come before the courts since the implementation of the Individuals with Disabilities Act (IDEA) concerns the imposition of disciplinary sanctions on students with disabilities. Because this issue is not directly addressed by the act, school administrators must turn to case law for guidance. This paper…

Influence of Family Perceptions of Acting White on Acculturative Stress in African American College Students

ERIC Educational Resources Information Center

Thompson, Keisha V.; Lightfoot, Nicole L.; Castillo, Linda G.; Hurst, Morgan L.

2010-01-01

This study examined family-oriented stressors on acculturative stress in 83 African American college students attending a predominately White university. Results showed that family pressure for participants not to acculturate, pressure to maintain ethnic group language, perception of Acting White, and acculturation level were related to higher…

Using the "No Child Left Behind Act" To Improve Schools in Your State: A Tool Kit for Business Leaders. Information Resources for Business Leadership To Increase Student Achivement under the "No Child Left Behind Act of 2001."

ERIC Educational Resources Information Center

Business Roundtable, Washington, DC.

This tool kit is intended to help business leaders seize specific opportunities to partner with educators and political leaders in the next year to implement reforms called for by the No Child Left Behind Act of 2001, which provides new accountability measures and resources to raise the achievement of students throughout the United States. The…

Academic dishonesty in Indian medical colleges.

PubMed

Gitanjali, B

2004-01-01

Integrity is a necessary attribute expected in practitioners of medicine. Unfortunately there is evidence on hand that academic dishonesty is widely prevalent in many Indian medical colleges and that a proportion of students seem to think that there is nothing wrong in participating in such acts. This practice needs to be discouraged as those indulging in unethical acts during student days are likely to indulge in similar practices while dealing with their patients. It is, therefore, necessary that teachers in medical colleges show 'zero tolerance' to such acts. There is a need for faculty and administrators to be above board in their actions and be role models for ethical behaviour. Hence, acts of academic misconduct committed by faculty and administrators should also be dealt with quickly, fairly and firmly. A milieu of transparency, fairness and student awareness will go a long way in minimizing this pervasive malady.

Underestimating our influence over others' unethical behavior and decisions.

PubMed

Bohns, Vanessa K; Roghanizad, M Mahdi; Xu, Amy Z

2014-03-01

We examined the psychology of "instigators," people who surround an unethical act and influence the wrongdoer (the "actor") without directly committing the act themselves. In four studies, we found that instigators of unethical acts underestimated their influence over actors. In Studies 1 and 2, university students enlisted other students to commit a "white lie" (Study 1) or commit a small act of vandalism (Study 2) after making predictions about how easy it would be to get their fellow students to do so. In Studies 3 and 4, online samples of participants responded to hypothetical vignettes, for example, about buying children alcohol and taking office supplies home for personal use. In all four studies, instigators failed to recognize the social pressure they levied on actors through simple unethical suggestions, that is, the discomfort actors would experience by making a decision that was inconsistent with the instigator's suggestion.

Multilevel approach to mentoring in the Research Experiences for Undergraduates programs

NASA Astrophysics Data System (ADS)

Bonine, K. E.; Dontsova, K.; Pavao-Zuckerman, M.; Paavo, B.; Hogan, D.; Oberg, E.; Gay, J.

2015-12-01

This presentation focuses on different types of mentoring for students participating in Research Experiences for Undergraduates programs with examples, including some new approaches, from The Environmental and Earth Systems Research Experiences for Undergraduates Program at Biosphere 2. While traditional faculty mentors play essential role in students' development as researchers and professionals, other formal and informal mentoring can be important component of the REU program and student experiences. Students receive mentoring from program directors, coordinators, and on site undergraduate advisors. While working on their research projects, REU students receive essential support and mentoring from undergraduate and graduate students and postdoctoral scientists in the research groups of their primary mentors. Cohort living and group activities give multiple opportunities for peer mentoring where each student brings their own strengths and experiences to the group. Biosphere 2 REU program puts strong emphasis on teaching students to effectively communicate their research to public. In order to help REUs learn needed skills the outreach personnel at Biosphere 2 mentor and advise students both in groups and individually, in lecture format and by personal example, on best outreach approaches in general and on individual outreach projects students develop. To further enhance and strengthen outreach mentoring we used a novel approach of blending cohort of REU students with the Cal Poly STAR (STEM Teacher And Researcher) Program fellows, future K-12 STEM teachers who are gaining research experience at Biosphere 2. STAR fellows live together with the REU students and participate with them in professional development activities, as well as perform research side by side. Educational background and experiences gives these students a different view and better preparation and tools to effectively communicate and adapt science to lay audiences, a challenge commonly facing researchers but rarely taught to future scientists. In addition, REU students act as mentors themselves to the middle and high school students in Biosphere 2 Science Academy sharing with them exciting research they are doing and their experiences about doing science and life in college.

Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study.

PubMed

Hägg-Martinell, A; Hult, H; Henriksson, P; Kiessling, A

2017-02-14

To optimise medical students' early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students' perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture. Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice. 21 medical students and 30 supervisors participated. Two themes were identified: Nervousness and curiosity- students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved -students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives. This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Testing Student Court Powers.

ERIC Educational Resources Information Center

Paraschos, Manny

1978-01-01

After student court justices at the University of Arkansas at Little Rock closed their deliberations to the student press, an attorney general reviewed the incident and decided that student court meetings fall under the Freedom of Information Act. (GT)

Near-peer teaching in an anatomy course with a low faculty-to-student ratio.

PubMed

Durán, Claudia Elisa Pámanes; Bahena, Eduardo Navarro; Rodríguez, María de Los Ángeles García; Baca, Guillermo Jacobo; Uresti, Antonio Sánchez; Elizondo-Omaña, Rodrigo Enrique; López, Santos Guzmán

2012-01-01

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios. Copyright © 2012 American Association of Anatomists.

Accountancy, teaching methods, sex, and American College Test scores.

PubMed

Heritage, J; Harper, B S; Harper, J P

1990-10-01

This study examines the significance of sex, methodology, academic preparation, and age as related to development of judgmental and problem-solving skills. Sex, American College Test (ACT) Mathematics scores, Composite ACT scores, grades in course work, grade point average (GPA), and age were used in studying the effects of teaching method on 96 students' ability to analyze data in financial statements. Results reflect positively on accounting students compared to the general college population and the women students in particular.

Reauthorization of the Higher Education Act. Guaranteed Student Loans, Volume 1. Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, Ninety-Ninth Congress, First Session (June 4, 5, 11, 13, 19, and 20, 1985).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

Hearings on reauthorization of the Higher Education Act, and specifically Guaranteed Student Loans (GSL), are presented, with a focus on issues of multiple disbursements, loan consolidation, subsidies, and copayments. Witnesses represent the lending institutions, secondary markets, and students. The GSL program is designed to promote the…

Assessing the impact participation in science journalism activities has on scientific literacy among high school students

NASA Astrophysics Data System (ADS)

Farrar, Cathy

As part of the National Science Foundation Science Literacy through Science Journalism (SciJourn) research and development initiative (http://www.scijourn.org ; Polman, Saul, Newman, and Farrar, 2008) a quasi-experimental design was used to investigate what impact incorporating science journalism activities had on students' scientific literacy. Over the course of a school year students participated in a variety of activities culminating in the production of science news articles for Scijourner, a regional print and online high school science news magazine. Participating teachers and SciJourn team members collaboratively developed activities focused on five aspects of scientific literacy: placing information into context, recognizing relevance, evaluating factual accuracy, use of multiple credible sources and information seeking processes. This study details the development process for the Scientific Literacy Assessment (SLA) including validity and reliability studies, evaluates student scientific literacy using the SLA, examines student SLA responses to provide a description of high school students' scientific literacy, and outlines implications of the findings in relation to the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and classroom science teaching practices. Scientifically literate adults acting as experts in the assessment development phase informed the creation of a scoring guide that was used to analyze student responses. Experts tended to draw on both their understanding of science concepts and life experiences to formulate answers; paying close attention to scientific factual inaccuracies, sources of information, how new information fit into their view of science and society as well as targeted strategies for information seeking. Novices (i.e., students), in contrast, tended to ignore factual inaccuracies, showed little understanding about source credibility and suggested unproductive information seeking strategies. However, similar to the experts, novices made references to both scientific and societal contexts. The expert/novice comparison provides a rough description of a developmental continuum of scientific literacy. The findings of this study including student results and Generalized Linear Mixed Modeling suggest that the incorporation of science journalism activities focused on STEM issues can improve student scientific literacy. Incorporation of a wide variety of strategies raised scores on the SLA. Teachers who included a writing and revision process that prioritized content had significantly larger gains in student scores. Future studies could broaden the description of high school student scientific literacy and measured by the SLA and provide alternative pathways for developing scientific literacy as envisioned by SciJourn and the NRC Frameworks.

Impact of Utilizing Pharmacy Students as Workforce for Hawai‘i Asthma Friendly Pharmacy Project

PubMed Central

Nett, Blythe; Kishaba, Gregg; Gomez, Lara

2015-01-01

A partnership was formed between the University of Hawai‘i at Hilo Daniel K. Inouye College of Pharmacy (DKICP) and the Department of Health to carry out the Hawai‘i Asthma Friendly Pharmacy Project (HAFPP), which utilizes pharmacy students as a workforce to administer Asthma Control Tests™ (ACT), and provide Asthma Action Plans (AAP) and inhaler technique education. Evaluation of data from a pilot project in 2008 with first and second year students prompted more intensive training in therapeutics, inhaler medication training, and communication techniques. Data collection began when two classes of students were first and second year students and continued until the students became fourth year students in their advanced experiential ambulatory care clinic and retail community pharmacy rotations. Patients seen included pediatric (32%) and adult (68%) aged individuals. Hawai‘i County was the most common geographic site (50%) and most sites were retail pharmacies (72%). Administered ACT surveys (N=96) yielded a mean score of 19.64 (SD +/−3.89). In addition, 12% of patients had received previous ACT, and 47% had previous AAPs. Approximately 83% of patients received an additional intervention of AAP and inhaler education with 73% of these patients able to demonstrate back proper inhaler technique. Project challenges included timing of student training, revising curriculum and logistics of scheduling students to ensure consistent access to patients. PMID:25755914

Impact of utilizing pharmacy students as workforce for Hawai'i Asthma Friendly Pharmacy Project.

PubMed

Ma, Carolyn S; Nett, Blythe; Kishaba, Gregg; Gomez, Lara

2015-02-01

A partnership was formed between the University of Hawai'i at Hilo Daniel K. Inouye College of Pharmacy (DKICP) and the Department of Health to carry out the Hawai'i Asthma Friendly Pharmacy Project (HAFPP), which utilizes pharmacy students as a workforce to administer Asthma Control Tests™ (ACT), and provide Asthma Action Plans (AAP) and inhaler technique education. Evaluation of data from a pilot project in 2008 with first and second year students prompted more intensive training in therapeutics, inhaler medication training, and communication techniques. Data collection began when two classes of students were first and second year students and continued until the students became fourth year students in their advanced experiential ambulatory care clinic and retail community pharmacy rotations. Patients seen included pediatric (32%) and adult (68%) aged individuals. Hawai'i County was the most common geographic site (50%) and most sites were retail pharmacies (72%). Administered ACT surveys (N=96) yielded a mean score of 19.64 (SD +/-3.89). In addition, 12% of patients had received previous ACT, and 47% had previous AAPs. Approximately 83% of patients received an additional intervention of AAP and inhaler education with 73% of these patients able to demonstrate back proper inhaler technique. Project challenges included timing of student training, revising curriculum and logistics of scheduling students to ensure consistent access to patients.

Looking through the Same Eyes? Do Teachers' Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?

PubMed Central

Falkmer, Marita; Parsons, Richard; Granlund, Mats

2012-01-01

To create an inclusive classroom and act accordingly, teachers' understanding of the experiences of participation of students with autism spectrum conditions (ASCs) is crucial. This understanding may depend on the teachers' professional experiences, support and personal interests. The aim of the present questionnaire study was to investigate how well the teachers' ratings of their students with ASCs' perception of participation matched with the students' own ratings. Furthermore, possible correlations between the accuracy of teachers' ratings and the teachers' self-reported professional experience, support (including support-staff), and personal interest were investigated. Teachers' ratings were also used to examine how their understandings correlated with classroom actions. The agreements between teachers' and students' ratings were moderate to high, and the ability to attune to the students' perception of participation was not affected by the presence of a support-staff. The teachers' personal interest in teaching students with ASC correlated with their accuracy, suggesting that this is a factor to consider when planning for successful placements in mainstream schools. Teachers' understandings of the students with ASCs' perception of being bullied or unpopular correlated with implementation of activities to improve the attitudes of classmates, but not with actions to enhance social relations for the students with ASC. PMID:22934176

Effective Use of EPAS[R] Helps Those Students Who Need Help the Most. Issues in College Readiness

ERIC Educational Resources Information Center

ACT, Inc., 2007

2007-01-01

ACT maintains that monitoring academic strengths and weaknesses through the effective use of results from standardized tests can promote learning and intellectual growth. When schools use achievement test scores to guide curriculum choices and to provide feedback to students, opportunities for learning increase. The ACT Educational Planning and…

Walking the Talk on Campus Speech

ERIC Educational Resources Information Center

O'Neil, Robert M.

2004-01-01

A public university faced with intolerant student speech now risks being damned if it acts, but equally damned if it fails to act. To a greater degree than at any time in recent memory, the actions and policies of higher education institutions concerning student speech not only are being scrutinized, but they also are becoming the subject of legal…

Benefits of a High School Core Curriculum

ERIC Educational Resources Information Center

ACT, Inc., 2006

2006-01-01

Since the publication of "A Nation at Risk", ACT has recommended that students take a core curriculum in high school in order to be prepared for college-level work. ACT's recommended core curriculum consists of four years of English and three years each of mathematics, science, and social studies. The benefits to students of taking the right…

Development and Evaluation of an Adaptive Computerized Training System (ACTS). R&D Report 78-1.

ERIC Educational Resources Information Center

Knerr, Bruce W.; Nawrocki, Leon H.

This report describes the development of a computer based system designed to train electronic troubleshooting procedures. The ACTS uses artificial intelligence techniques to develop models of student and expert troubleshooting behavior as they solve a series of troubleshooting problems on the system. Comparisons of the student and expert models…

A Needs Assessment and Aptitude Study for Long-Range Planning--Arizona College of Technology.

ERIC Educational Resources Information Center

Schultz, Raymond E.; And Others

This needs assessment study obtained data from several groups of Pinal County residents to aid the Board and administrators of the Arizona College of Technology (ACT) in meeting the educational needs of county residents. Survey instruments were designed and distributed among high school students, current and former ACT students, local residents…

College Student Records: Legal Issues, Privacy, and Security Concerns. ERIC Digest.

ERIC Educational Resources Information Center

Holub, Tamara

This digest briefly reviews the provisions of the Family Educational Rights and Privacy Act (FERPA) of 1974 (the Buckley Amendment), which sets out legal guidelines regarding the privacy of student records and the provisions of the U.S. Patriot Act, along with the measures some colleges are implementing to comply with these laws and improve the…

The Impact of ICT Training through Wikis on In-Service EFL Teachers: Changes in Beliefs, Attitudes, and Competencies

ERIC Educational Resources Information Center

Fandiño Parra, Yamith José

2012-01-01

The development of information and communication technology (ICT) invites teachers to abandon traditional roles and act more as mentors, exploring the new media themselves as learners and thus acting as role models for their students (Fitzpatrick & Davies, 2003). For turning students into producers of online content and creating a…

Leadership Behaviors for Continuous School Improvement

ERIC Educational Resources Information Center

Williams, Florence S.

2011-01-01

In an effort to improve student achievement in our nation's public schools, former President George W. Bush signed into law the No Child Left Behind (NCLB) Act of 2001. The NCLB Act requires that each State Department of Education establishes a set of standards for student achievement with a grading system for making adequate yearly progress (AYP)…

!Si se puede!: Undocumented Immigrants' Struggle for Education and Their Right to Stay

ERIC Educational Resources Information Center

Rincon, Alejandra

2010-01-01

In this article, the author talks about an increasing movement that generates support for the Dream Act, the federal proposal which would allow some undocumented students to begin the path towards permanent residency. Beginning in Summer 2009, when more than 500 converged in DC for a national Dream Act graduation ceremony, students and their…

Calibration Study of POWER Performance Levels to the CASAS Scale. Research Brief No. 5

ERIC Educational Resources Information Center

Posey, Virginia

2005-01-01

The Adult Education and Family Literacy Act, as part of the Workforce Investment Act of 1998, requires programs to use standardized assessments to report learning gains for students in adult education programs. In addition, local and state agencies need an accountability tool for students who are difficult to assess adequately with a…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Appendices

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas

2015-01-01

This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…

Section 504 of the Rehabilitation Act: Determining Eligibility and Implications for School Districts

ERIC Educational Resources Information Center

Moses, Marsha; Gilchrest, Cynthia; Schwab, Nadine C.

2005-01-01

Today, school districts are challenged in meeting the health and educational needs of students with chronic health conditions. One of the challenges school districts face is determining when students with health-related disabilities are eligible for services under Section 504 of the Rehabilitation Act of 1973. This article reviews Section 504 and…

Serving Students Who Are Homeless: A Resource Guide for Schools, Districts, and Educational Leaders

ERIC Educational Resources Information Center

Hallett, Ronald E.; Skrla, Linda

2016-01-01

Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over 2 decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act's mandates within their local contexts. This book provides…

Educators' Responsibilities for Student Records. A Model Policy and Rules (Revised).

ERIC Educational Resources Information Center

Bartlett, Larry D.; And Others

To assist Iowa school boards and administrators in handling student records, this revision of a 1976 publication presents model policies and rules for compliance with the federal Family Educational Rights and Privacy Act of 1974 and the Education for All Handicapped Children Act. Included in this guide are a model statement of school board policy…

Testing for Results: Helping Families, Schools and Communities Understand and Improve Student Achievement.

ERIC Educational Resources Information Center

Department of Education, Washington, DC. Office of the Under Secretary.

Redefining the federal government's role in kindergarten through grade 12 education, the No Child Left Behind Act of 2001 is designed to close the achievement gap between disadvantaged and minority students and their peers. The act is based on four principles, the first of which is stronger accountability for results, entailing creation of…

What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities

ERIC Educational Resources Information Center

ACT, Inc., 2010

2010-01-01

Over the past three and one-half decades, ACT has dedicated itself to conducting research that collects information from colleges and universities that will help them identify and better understand the impact of various practices on college student retention and persistence to degree-completion. Conducted in the spring of 2009, ACT's most recent…

What Middle School Educators Should Know about Assistive Technology and Universal Design for Learning

ERIC Educational Resources Information Center

Zascavage, Victoria; Winterman, Kathleen G.

2009-01-01

In the new millennium, the No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (IDEIA) (2004) ask educators to maximize opportunities for students with disabilities to succeed in inclusive classrooms. To make autonomy and integration seamless, many students with special needs will need to make use of…

Continued multidisciplinary project-based learning - implementation in health informatics.

PubMed

Wessel, C; Spreckelsen, C

2009-01-01

Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students' work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team's work the students are trained on professional skills. A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students' skills and a high participant satisfaction. Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.

Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee.

PubMed

Shenson, Jared Andrew; Adams, Ryan Christopher; Ahmed, S Toufeeq; Spickard, Anderson

2015-09-17

As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today's digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges. The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students' valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed. A committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students. The committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field's understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students' needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee's success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives. Students should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community.

Improving teamwork between students from two professional programmes in dental education

PubMed Central

Leisnert, L; Karlsson, M; Franklin, I; Lindh, L; Wretlind, K

2012-01-01

In Sweden, the National Board of Health and Welfare forecasts a decrease in dentists with 26% and an increase in dental hygienists with 47% until the year of 2023. This, together with changes in both epidemiology, especially of dental caries, and political priorities, calls for an effective and well-developed cooperation between dentists and dental hygienists in future dentistry. Hence, the aim of this project was to investigate whether highlighting teamwork during the undergraduate studies of dental students and dental hygiene students could improve the students’ holistic view on patients as well as their knowledge of and insight into each other’s future professions. Thirty-four dental students and 24 dental hygiene students participated in the study. At the beginning of their final year in undergraduate education, a questionnaire testing the level of knowledge of the dental hygienists’ clinical competences was completed by both groups of students. In addition, activities intending to improve teamwork quality included the following: (i) a seminar with a dentist representing the Public Dental Health Services in Sweden, (ii) dental students as supervisors for dental hygiene students, (iii) planning and treatment for shared patients and (iv) students’ presentations of the treatments and their outcomes at a final seminar. The project was ended by the students answering the above-mentioned questionnaire for the second time, followed by an evaluation of the different activities included in the study. The knowledge of dental hygienists’ competences showed higher scores in almost all questions. Both groups of students considered the following aspects important: seminars with external participants, dental students acting as supervisors and planning and treating shared patients. By initiating and encouraging teamwork between dental students and dental hygiene students, it is possible to increase knowledge on dental hygienists’ competence and also to develop and strengthen a holistic view on patients and dental work, thereby preparing both groups of students for their professional life. PMID:22251323

Nursing students' intentions to use research as a predictor of use one year post graduation: a prospective study.

PubMed

Forsman, Henrietta; Wallin, Lars; Gustavsson, Petter; Rudman, Ann

2012-09-01

Graduating nursing students are expected to have acquired the necessary skills to provide research-based care to patients. However, recent studies have shown that new graduate nurses report their extent of research use as relatively low. Because behavior intention is a well-known predictor of subsequent behavior, this gives reasons to further investigate graduating nursing students' intentions to use research in clinical practice after undergraduate study. To investigate graduating nursing students' intentions to use research in clinical practice and, furthermore, to investigate whether intention in itself and as a mediating variable can predict subsequent research use behavior in clinical practice one year post graduation. A follow-up study was performed of graduating nursing students in their final semester of undergraduate study (2006) and at one year post graduation (2008). Data were collected within the larger national survey LANE (Longitudinal Analysis of Nursing Education). A sample of 1319 respondents was prospectively followed. Graduating nursing students' intentions to use research instrumentally were studied as a predictor of their subsequent instrumental research use one year post graduation. A statistical full mediation model was tested to evaluate the effects of intention and factors from undergraduate study on subsequent research use in daily care. Thirty-four percent of the nursing students intended to use research on more than half or almost every working shift in their future clinical practice. Intention showed a direct effect on research use behavior. In addition, significant indirect effects on research use were shown for capability beliefs (regarding practicing the principles of evidence-based practice) and perceived support for research use (from campus and clinical education), where intention acted as a mediating factor for those effects. Students rated a modest level of intention to use research evidence. Intentions close to graduation acted as an essential predictor of subsequent research use behavior, both through a direct effect and as a mediating variable. These findings give support for designing future interventions aiming at influencing students' intention to use research to improve subsequent behavior. Focusing on strengthening students' capability beliefs and providing support for research use appear as promising target activities. Copyright © 2012 Elsevier Ltd. All rights reserved.

78 FR 6852 - Agency Information Collection (Student Verification of Enrollment) Activity Under OMB Review

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-31

...In compliance with the Paperwork Reduction Act (PRA) of 1995 (44 U.S.C. 3501-3521), this notice announces that the Veterans Benefits Administration (VBA), Department of Veterans Affairs, will submit the collection of information abstracted below to the Office of Management and Budget (OMB) for review and comment. The PRA submission describes the nature of the information collection and its expected cost and burden; it includes the actual data collection instrument.

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

NASA Astrophysics Data System (ADS)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Using interactive online role-playing simulations to develop global competency and to prepare engineering students for a globalised world

NASA Astrophysics Data System (ADS)

May, Dominik; Wold, Kari; Moore, Stephanie

2015-09-01

The world is changing significantly, and it is becoming increasingly globalised. This means that countries, businesses, and professionals must think and act globally to be successful. Many individuals, however, are not prepared with the global competency skills needed to communicate and perform effectively in a globalised system. To address this need, higher education institutions are looking for ways to instil these skills in their students. This paper explains one promising approach using current learning principles: transnational interactive online environments in engineering education. In 2011, the TU Dortmund and the University of Virginia initiated a collaboration in which engineering students from both universities took part in one online synchronous course and worked together on global topics. This paper describes how the course was designed and discusses specific research results regarding how interactive online role-playing simulations support students in gaining the global competency skills required to actively participate in today's international workforce.

Science education through informal education

NASA Astrophysics Data System (ADS)

Kim, Mijung; Dopico, Eduardo

2016-06-01

To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

Nature of events and alcohol-related content in marketing materials at a university freshers' fair: a summative content analysis.

PubMed

Fuller, A; Fleming, K M; Szatkowski, L; Bains, M

2017-12-15

The transition to university is a potentially influential time upon students' drinking behaviour. This study explored the nature of activities and alcohol-related content in marketing materials from student-led societies and local businesses provided to students, at a university freshers' fair in the UK. All marketing materials handed out at the fair were collected across the 5-day event in September 2015. Written and visual content was analysed using a summative qualitative content analysis. Most student-led societies promoted social events they were hosting (n = 530), most of which took place in a drinking venue or referred to drinking (n = 335). Only four explicitly alcohol-free events were promoted. Student-led societies also promoted activities relating to their interest, e.g. sports training (n = 519), a small proportion of which had references to drinking and drinking venues (n = 54). Three societies provided promotional handouts from local bars or nightclubs. Local bars, pubs and nightclubs promoted events they hosted (n = 81) as well as alcoholic drink promotions (n = 79) and alcohol branded advertising (n = 22), albeit infrequently for the latter. In the first week of university, students are exposed to alcohol-related events, promotions and advertising, which may act as an incentive to participate in drinking. © The Author(s) 2017. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

An investigation into the factors that encourage learner participation in a large group medical classroom.

PubMed

Moffett, Jennifer; Berezowski, John; Spencer, Dustine; Lanning, Shari

2014-01-01

Effective lectures often incorporate activities that encourage learner participation. A challenge for educators is how to facilitate this in the large group lecture setting. This study investigates the individual student characteristics involved in encouraging (or dissuading) learners to interact, ask questions, and make comments in class. Students enrolled in a Doctor of Veterinary Medicine program at Ross University School of Veterinary Medicine, St Kitts, were invited to complete a questionnaire canvassing their participation in the large group classroom. Data from the questionnaire were analyzed using Excel (Microsoft, Redmond, WA, USA) and the R software environment (http://www.r-project.org/). One hundred and ninety-two students completed the questionnaire (response rate, 85.7%). The results showed statistically significant differences between male and female students when asked to self-report their level of participation (P=0.011) and their confidence to participate (P<0.001) in class. No statistically significant difference was identified between different age groups of students (P=0.594). Student responses reflected that an "aversion to public speaking" acted as the main deterrent to participating during a lecture. Female participants were 3.56 times more likely to report a fear of public speaking than male participants (odds ratio 3.56, 95% confidence interval 1.28-12.33, P=0.01). Students also reported "smaller sizes of class and small group activities" and "other students participating" as factors that made it easier for them to participate during a lecture. In this study, sex likely played a role in learner participation in the large group veterinary classroom. Male students were more likely to participate in class and reported feeling more confident to participate than female students. Female students in this study commonly identified aversion to public speaking as a factor which held them back from participating in the large group lecture setting. These are important findings for veterinary and medical educators aiming to improve learner participation in the classroom. Potential ways of addressing this challenge include addition of small group activities and audience response systems during lectures, and inclusion of training interventions in public speaking at an early stage of veterinary and medical curricula.

Next Steps for K-12 Education: Upholding the Letter and Intent of the Every Student Succeeds Act. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 25, 2016). Serial No. 114-40

ERIC Educational Resources Information Center

US House of Representatives, 2016

2016-01-01

This document records testimony from a hearing held to learn what actions the Department of Education intends to take to implement the Every Student Succeeds Act and to help ensure the department acts in a manner that strictly adheres to the letter and intent of the law. Under the new law, authority over accountability, teacher quality, and school…

Reauthorization of the Education of the Deaf Act. Hearing of the Committee on Labor and Human Resources on Examining Proposed Legislation Authorizing Funds for Gallaudet University and the National Technical Institute for Deaf as Contained in the Education of the Deaf Act. United States Senate, One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This transcript reports on a Senate hearing concerning the reauthorization of the Education of the Deaf Act. As well as statements by committee members, the transcript presents statements by and answers to questions of the following: students at Gallaudet University (Washington, DC), students at the National Technical Institute for the Deaf (New…

Oversight Hearing on the Reauthorization of the Higher Education Act of 1965: Vancouver, Washington. Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, First Session (Vancouver, WA, May 13, 1991).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Education and Labor.

One of 17 field hearings on the reauthorization of the Higher Education Act of 1965 occurred in Vancouver, Washington, with testimony provided by students, a parent, and educational administrators from the northwest region. The topic for the hearing was particular to the Act's Title IV which provides loans to students to enable them to attend the…

The influence of anger, impulsivity, sensation seeking and driver attitudes on risky driving behaviour among post-graduate university students in Durban, South Africa.

PubMed

Bachoo, Shaneel; Bhagwanjee, Anil; Govender, Kaymarlin

2013-06-01

Road traffic accidents (RTAs) constitute a serious global health risk, and evidence suggests that young drivers are significantly overrepresented among those injured or killed in RTAs. This study explores the role of anger, impulsivity, sensation seeking and driver attitudes as correlates for risky driving practices among drivers, drawing comparisons between age and gender. The study used a cross-sectional survey design, with a sample of 306 post-graduate university students from two universities in Durban, South Africa, who completed the self-administered questionnaire. The results indicate that drivers with higher driver anger, sensation seeking, urgency, and with a lack of premeditation and perseverance in daily activities were statistically more likely to report riskier driving acts. Males reported significantly more acts of risky driving behaviour (RDB) than females. Driver attitudes significantly predicted self-reported acts of RDB on most indicators. Older drivers (25 years and older) had safer driver attitudes and a lower sense of sensation seeking and urgency in life. Interventions targeting young drivers, which focus on impeding the manifestation of anger, impulsivity and sensation seeking are recommended. Also, the empirical support for the attitude-behaviour hypothesis evidenced in this study vindicates the development or continuation of interventions that focus on this dynamic. Copyright © 2013 Elsevier Ltd. All rights reserved.

Acceptance and Commitment Therapy (ACT): An Overview for Practitioners

ERIC Educational Resources Information Center

Bowden, Tim; Bowden, Sandra

2012-01-01

Acceptance and Commitment Therapy (ACT) offers school counsellors a practical and meaningful approach to helping students deal with a range of issues. This is achieved through encouraging psychological flexibility through the application of six key principles. This article describes our introduction to ACT, ACT's application to children and…

Secretarial Administraton: The Interviewing Process.

ERIC Educational Resources Information Center

Nemesh, Anna

1979-01-01

Suggests classroom techniques to prepare business students for employment interviews and gives information on lawful and unlawful employment interview inquiries, as well as some fair employment legal requirements of the Equal Employment Opportunity Act of 1974, Civil Rights Act of 1964, Equal Pay Act of 1963, and Rehabilitation Act of 1973. (MF)

Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

PubMed Central

Orr, Rebecca; Foster, Shellene

2013-01-01

Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. PMID:24006398

Teaching with research: a strategy for students of postgraduation in medicine.

PubMed

Rodrigues, Maria das Graças Villela; Gonçalves, Manuel Domingos da Cruz

2013-01-01

Promoting a scientific activity of research to students of a graduation program as a reflexive tool of teacher and formative practice of necessary activities to construction of a research in medical education. Graduation students of surgery at UFRJ did a research, randomly interviewing a population of medical teachers who acts at Medicine Universities of Rio de Janeiro. The study was structured in three steps: definition of the investigative content; realization of 150 interviews before field research and discussion about the results. The majority of interviewees (85%) assert to know the recent trends of education, but when they express their thoughts they leave doubts about the real knowledge of the subject. The expositive classes were used by 90% of the interviewees; only 10% of them utilized strategies of teaching to transmit the contents. Just 52% of the doctors said that they had already heard about the Resolution CNE/CES N° 4/2001. The teaching with research challenged the students as investigators preparing them to the research and construction of the necessary scientific attitudes in the graduation and assisting them in solving the investigated problem. The results highlighted that the found peaces of information in the research were not accurate to feature a real dimension of the update, showing that it is recommended new studies.

A Stoplight for Student Data Use

ERIC Educational Resources Information Center

Data Quality Campaign, 2015

2015-01-01

The foundational federal law on student privacy, the Family Educational Rights and Privacy Act (FERPA), establishes student privacy rights by restricting with whom and under what circumstances schools may share students' personally identifiable information. This tool summarizes some of the main provisions of FERPA, and identifies when students'…

Development of Graduate Course Education by Industry Collaboration in Center for Engineering Education Development, CEED

NASA Astrophysics Data System (ADS)

Noguchi, Toru; Yoshikawa, Kozo; Nakamura, Masato; Kaneko, Katsuhiko

New education programs for engineering graduate courses, and the achievements are described. Following the previous reports on overseas and domestic internship2) , 3) , this article states other common programs ; seminars on state of technologies in industries, practical English and internationalization programs, and a program to accept overseas internship students. E-learning system to assist off-campus students is also described. All these programs are developed and conducted by specialist professors invited from industries and national institutions, in collaboration with faculty professors. Students learn how the engineering science apply to the practical problems, acquire wider view and deeper understanding on industries, and gain abilities to act in global society including communication skill, those are not taught in classrooms and laboratories. Educational effects of these industry collaborated programs is significant to activate the graduate course education, although the comprehensive evaluation is the future subject.

Expanding the Use of Online Remote Electron Microscopy in the Classroom to Transform Undergraduate Geoscience Education: Successes and Strategies for Increasing Student and Faculty Engagement

NASA Astrophysics Data System (ADS)

Hickey-Vargas, R.; Holbik, S. P.; Ryan, J. G.; MacDonald, J. H., Jr.; Beck, M.

2015-12-01

Geoscience faculty at the University of South Florida (USF), Florida Gulf Coast University (FCGU), Valencia College (VC) and Florida International University (FIU) have teamed to construct, test and disseminate geoscience curricula in which microbeam analytical instruments are operated by undergraduates, with data gathered in the classroom in real-time over the internet. Activities have been developed for courses Physical Geology, Oceanography, Earth Materials, Mineralogy/Petrology and Stratigraphy using the Scanning Electron Microscope (SEM) and Electron Probe Microanalyzer (EPMA) housed in the Florida Center for Analytical Electron Microscopy (FCAEM; https://fcaem.fiu.edu) at FIU. Students and faculty send research materials such as polished rock sections and microfossil mounts to FCAEM to be examined during their scheduled class and lab periods. Student control of both decision-making and selection of analytical targets is encouraged. The objective of these activities is to move students from passive learning to active, self-directed inquiry at an early stage in their undergraduate career, while providing access to advanced instruments that are not available at USF, FGCU and VC. These strategies strongly facilitate student interest in undergraduate research making use of these instruments and one positive outcome to date is an increased number of students undertaking independent research projects. Prior research by USF PI Jeff Ryan indicated that various barriers related to instrument access and use hindered interested geoscience faculty in making use of these tools and strategies. In the current project, post-doctoral researcher Dr. Sven Holbik acts as a facilitator, working directly with faculty from other institutions one-on-one to provide initial training and support, including on-site visits to field check classroom technology when needed. Several new educators and institutions will initiate classroom activities using FCAEM instrumentation this Fall.

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

PubMed

Kelly, Ronald R; Gaustad, Martha G

2007-01-01

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

A Study of the Predictability of Praxis I Examination Scores from ACT Scores and Teacher Education Program Prerequisite Courses

ERIC Educational Resources Information Center

Henderson, Allen R.

2013-01-01

This study investigated the relationship between student enrollment in certain college courses and Praxis I scores. Specifically, the study examined the predictive nature of the relationships between students' grades in college algebra, their freshman English course of choice, their ACT scores, and their Praxis I scores. The subjects consisted of…

The Every Student Succeeds Act: Strengthening the Focus on Educational Leadership

ERIC Educational Resources Information Center

Young, Michelle D.; Winn, Kathleen M.; Reedy, Marcy A.

2017-01-01

Purpose: This article offers (a) an overview of the attention federal policy has invested in educational leadership with a primary focus on the Every Student Succeeds Act (ESSA), (b) a summary of the critical role school leaders play in achieving the goals set forth within federal educational policy, and (c) examples of how states are using the…

The Effectiveness of the Creative Reversal Act (CREACT) on Students' Creative Thinking

ERIC Educational Resources Information Center

Sak, Ugur; Oz, Ozge

2010-01-01

A research study using one-group pretest-posttest design was carried out on the effectiveness of the Creative Reversal Act (CREACT) on creative thinking. The CREACT is a new, teaching technique developed based on the theory of the janusian process. The research participants included 34 students who were attending 10th grade at a social studies…

Factors Related to the Choice of Science as a Major among Negro College Students.

ERIC Educational Resources Information Center

Tilford, Michael Phillip

The purpose of this study was to identify some of the characteristics of Negro college students who majored in science in comparison to those who were non-majors. The science majors were sub-divided into pure science and applied science groups for some analyses. Twelve variables were investigated: (1) ACT composite scores, (2) ACT science scores,…