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1.
High-impact practices (HIPs) implemented in criminal justice have traditionally been designed as stand-alone courses. However, HIPs can also be integrated into existing criminal justice courses to deepen student empathetic understanding of key roles and concepts. As such, the purpose of the present study is threefold. First, we provide a discussion of a HIP probation simulation project created as a key part of an undergraduate community corrections elective course utilizing the D.E.A.L. Model for Critical Reflection for all assessments. Second, we examine student experiences at the conclusion of the HIP by performing a content analysis of the summary experience papers for themes related to their overall experience, and individual empathetic experiences as a probationer and probation officer. Third, we discuss suggested modifications for future iterations of this and similar HIPs implemented within existing criminal justice courses. 相似文献
2.
High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors’ post-graduation plans for career and further education and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating “stories” for potential employers. 相似文献
3.
Shelly M. Wagers Margaret Pate Stacey Turmel John Burke 《Journal of Criminal Justice Education》2018,29(1):18-38
The use of student-centered High Impact Practices (HIPs) has become increasingly popular across university and college faculty. HIPs increase student development of critical thinking, problem solving, and communication skills. HIPs also provide students the opportunity to engage in real-world application of course knowledge. While HIPs increase student engagement and intrinsic motivation, little research has explored student perception of these concepts. This article describes a pilot course offered to upper level criminal justice students that incorporated three HIPs: undergraduate research, collaborative assignments, and service/community-based learning. Semi-structured interviews were used to facilitate individual student discussion regarding their perceptions and experiences of the course related to their level of motivation and engagement as compared to traditional classes. Results indicated student expectations for the course were exceeded; students believed the course would positively impact their future career/education plans; and the HIPs motivated the students to engage more than their traditional lecture-oriented courses. 相似文献
4.
This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students. 相似文献
5.
James A. Visser 《The American journal of distance education》2013,27(3):21-32
Abstract Using an experiential case approach, this study explores the conventional wisdom that distance education courses require greater faculty work effort and time commitment than traditionally taught courses. The study's basis for analysis is an instructor's time and effort in developing and delivering a graduate‐level course in public administration, for both a distance course (a modality with which he had no previous experience) and his traditional classroom courses. The study finds support for the conventional wisdom. But it also suggests hypotheses for future comparative analysis that development and delivery time and effort may partially depend on the accumulation of instructor experience and the level of institutional support. This article also identifies some implications for future research and faculty participation in distance education. 相似文献
6.
This study investigated the relationship between multiple predictors of academic achievement, including course experience,
students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school
grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all
of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean
level differences between subgroups of students. A structural equation model showed that surface and strategic approaches
to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA
were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic
performance is both indirectly affected by the learning context as experienced by the students and directly affected by the
students’ effort, prior performance and approaches to learning. 相似文献
7.
Rose E. Constantino Andrew Thomas Reyes Claudia M. Kregg-Byers Betty Braxter Paul Wesley Scott Jordan Cobb 《Educational gerontology》2020,46(7):367-381
ABSTRACT The purpose of this study was to assess the HEARTS (Health, Experience of Abuse, Resilience, Technology use, and Safety) of older adults (OAs). More particularly, we aimed to assess three components of the HEARTS (health, experience of abuse, and resilience) of OAs and explore the relationships among health, resilience, the experience of abuse, and other demographic variables. Forty-two male and female OAs in Pittsburgh, Pennsylvania, USA participated in the study. A correlational design was used in this study. The variables correlated were health, the experience of abuse, and the resilience of OAs. We used a community-engaged research approach in that participants were more than research volunteers but stakeholders in the research project. Findings showed that the means for more positive health features (physical function, and social roles) increased with increases in education, while more negative health features (anxiety, depression, fatigue, sleep disturbance, pain interference, and pain intensity) decreased with higher levels of education. Regression models indicated that above and beyond demographic features, resilience had a significant prediction of anxiety and depression. None of the other health outcomes were significantly predicted by either resilience or older adults’ abuse suspicion. Adding health to years in older adults is a collaborative effort with healthcare providers, healthcare systems, families, and communities. This study has identified three components of HEARTS (Health, Experience of Abuse, and Resilience) that blend with successful aging and provide data and possible prevention and intervention strategies, and family and community education programs that could add health to years in older adults. 相似文献
8.
AbstractThe Collaborative Research Project (CRP)—a mathematics research experience for undergraduates—offers a large-scale collaborative experience in research for undergraduate students. CRP seeks to widen the audience of students who participate in undergraduate research in mathematics. In 2015, the inaugural CRP had 100 undergraduate participants from across the United States; they collaborated on a month-long research effort applying tropical geometry to phylogenetics. CRP is envisioned as an annual event, one that scales to accommodate large numbers of interested students. This article describes the motivation for CRP, its structure, and the results of its inaugural iteration, and closes by assessing its future. 相似文献
9.
“Publish or perish” is a phrase familiar to untenured and tenured faculty alike. In recent years, prominence has been placed on academicians to secure external funding for their research and training projects. The counselor education field has not been immune to this call for externally funded projects. This article includes strategies for seeking and receiving external funding for counseling‐related research in an effort to help counselor educators flourish in a paradigm that increasingly calls for greater external funding. Emphasis is placed on gaining knowledge and experience with federal funding agencies. 相似文献
10.
杨颖东 《宁波大学学报(教育科学版)》2012,(1):27-31
"经验"在每一个人的成长和发展中发挥着重要的作用,但在教育的世界中经常遭到漠视和误用。这种漠视和误用无论是对于深化教育理论认识,还是有效地指导教育实践都是不利的。通过对杜威经验论的解读,分析了当把经验纳入教育视野中考察时,既具有对教育理论认识的整合意义,也能够通过经验实现课堂教学世界和生活世界的沟通,从而更好地指导教学实践。 相似文献
11.
Bergner Yoav Mund Shiri Chen Ofer Payne Willie 《Educational technology research and development : ETR & D》2021,69(4):2013-2036
Educational technology research and development - We report on an exploratory effort to design an interest-based learning experience for high school (step) dancers to engage with concepts in... 相似文献
12.
Concerns about the influence of students’ perceived negative consequences of engagement in a task (i.e., cost) on their emotions, motivation, and cognition have increased in the last decade. The use of longitudinal models is needed to provide new insights into the role of perceived cost in mathematics learning. Grounded in the control-value theory, this study examined cross-lagged relations of mathematics anxiety, perceived cost, and mathematics achievement. The participants (N = 335) reported their mathematics anxiety and perceived cost four times during Grades 7 and 8, and their mathematics grades were attained from their school records. Cross-lagged panel model analysis revealed evidence of a long-term positive reciprocal relationship between mathematics anxiety and effort/emotional cost, a gradually diminished relationship between effort/emotional cost and mathematics performance, and a positive achievement to anxiety link during the transition between grade levels. Moreover, mathematics performance is a distal predictor of mathematics anxiety through effort/emotional cost rather than a proximal predictor or an outcome of anxiety. This study also clarified the distinction in the central role of effort/emotional versus opportunity cost in the interrelatedness of mathematics anxiety and performance, where the latter failed to demonstrate significant paths. Specific timing for interventions was discerned. Early cost prevention interventions along with considerations of academic achievement to alleviate both anxiety and perceived effort/emotional are highlighted as crucial for a positive high school mathematics experience. 相似文献
13.
一切研究都是比较研究,但显性比较研究才是真正意义上的比较研究。观念论意义上的显性比较存有无可回避的悖论,只有唤醒比较情境,实现从中西文化之别到文化间性的转变,显性比较才得以可能。比较自觉试图超越于"超验"和"经验"两类意义上的比较,以历史累积的认知图式和往来于文化间人们的直接、间接经验的相互改造为支撑,建构中层理论意义上的比较。要实现比较自觉,研究者需要从明确方向、巩固经验、吸取教训、坚定方法以及体认途径五个方面着力。 相似文献
14.
Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years there have been technological advances that have paved the way for blended learning environments, however, physical learning environments continue to dominate the functionality of many universities. The development of purpose‐built informal social learning spaces as a strategy to enhance the student experience is becoming more prevalent, although empirical research in this area is lacking. This study explores the role of social learning spaces on the student experience using the student engagement framework within a qualitative research design. Informal interviews with 103 students were conducted within a social learning space. Findings reveal that social learning spaces can contribute to enhanced student engagement by fostering active learning, social interaction and belonging amongst tertiary students. The study also suggests that design is a contributing factor to students' perceptions of social learning spaces. 相似文献
15.
Marcia R. Laugerman Kevin P. Saunders 《Decision Sciences Journal of Innovative Education》2019,17(4):387-404
While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students’ previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework. 相似文献
16.
研究成人教育教师专业化离不开对成人教师个体专业成长方式的探寻。文章以历史个案研究方法,对美国成人教育家诺尔斯如何以品德铸就、专业践行、学术研究及终身学习路径,成就为一位成人教育专业领军人物的成长过程进行解析,试图为所有致力于成人教育专业发展的教师指路引航。 相似文献
17.
霍云芳 《山东教育学院学报》2014,(5):41-44
校园文化建设是当代职业教育的重要组成部分,是现代教育研究的重要课题。文化建设是一项全面而巨大的工作,目前理论研究和实际经验等方面还需要做许多工作和努力。需要做好校园文化建设的理论研究和制定具体实施方案等方面的工作。 相似文献
18.
采用真空烧结-热等静压处理工艺制备碳氮化钛基金属陶瓷,考察不同热等静压处理温度和时间对材料力学性能及结构的影响.结果表明：热等静压处理可有效消除材料内部孔洞,细化组织;合理的处理温度和时间为1550℃,30 min;与真空烧结相比,材料的抗弯强度,硬度和致密度均分别提高了22．9%,1．0%和1．2%. 相似文献
19.
Swantje Dettmers Ulrich TrautweinOliver Lüdtke Thomas Goetz Anne C. FrenzelReinhard Pekrun 《Contemporary educational psychology》2011,36(1):25-35
The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics. 相似文献
20.
毕业论文工作是检验我们教学组织和教学成果的一个有力措施。宁波电大组织完成了“人才培养模式改革和开放教育试点”项目会计学本科的两届毕业论文工作,在这两届毕业论文工作中,有得有失。本文写作的目的在于梳理我们毕业论文工作的思路,总结交流经验,便于扬长避短,使我们更好的完成这项工作,满足中央电大和合作高校的要求,切实提高会计学本科学员运用所掌握的基础知识和基本理论从事学术研究的能力。 相似文献