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1.
We are currently experiencing a global revolution in Christian higher education. As chronicled in Carpenter, Glanzer, and Lantinga's 2014 Carpenter, J., Glanzer, P., & Lantinga, N. (2014). Christian higher education: A global reconnaissance. Grand Rapids, MI: Eerdmans. [Google Scholar] volume titled Christian Higher Education: A Global Reconnaissance, Christian universities are expanding rapidly around the globe. My institution, Cornerstone University, has been involved in this phenomenon by developing international partnerships and expanding our educational presence in Asia. Our involvement has led me to participate in two recent international educational ventures, one a faculty/staff workshop on faith integration at Uganda Christian University, and the other a one-week course in church history for pastors and Christian professionals in Delhi, India.  相似文献   

2.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010 Furco, A. and Root, S. 2010. Research demonstrates the value of service-learning. Kappan, 91(5): 16–23. [Web of Science ®] , [Google Scholar]) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010 García, E., Arias, M. B., Murri, N. J. H. and Serna, C. 2010. Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61: 132–142. doi:10.1177/002248710934787[Crossref], [Web of Science ®] , [Google Scholar]; Mitton-Kukner, Nelson, &; Descrochers, 2010 Mitton-Kukner, J., Nelson, C. and Desrochers, C. 2010. Narrative inquiry in service-learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26: 1162–1169. doi:10.1016/j.tate.2010.01.001[Crossref], [Web of Science ®] , [Google Scholar]; Spencer, Cox-Petersen, &; Crawford, 2005 Spencer, B. H., Cox-Petersen, A. M. and Crawford, T. 2005. Assessing the impact of service-learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4): 119–135.  [Google Scholar]). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience.  相似文献   

3.
Christian higher education is charged with the distinct mission of integrating faith and learning, and course-based service-learning has been identified as a supportive platform for this undertaking. Christian service-learning represents "a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith-based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders” (Mullen, 2010 Mullen, S. (2010). Integrating a service and learning paradigm in a Christian education environment. Christian Education Journal, 7(1), 162–171.[Crossref] , [Google Scholar], p. 164). A large volume of literature pertaining to the theoretical and practical aspects of service-learning courses exists; however, the current literature and corresponding perceptions of best practice may not fully support the distinct nature of service-learning in Christian higher education. Therefore, the purpose of this article is to examine a predominant service-learning typology that dichotomizes traditional and critical service-learning (Mitchell, 2008 Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65. [Google Scholar]) through the contextualization of faith-based higher education. Then, in an attempt to further elaborate upon Mullen’s (2010 Mullen, S. (2010). Integrating a service and learning paradigm in a Christian education environment. Christian Education Journal, 7(1), 162–171.[Crossref] , [Google Scholar]) definition, Morton’s (1995 Morton, K. (1995). The irony of service: Charity, project, and social change in service learning. Michigan Journal of Community Service Learning, 2(1), 19–32. [Google Scholar]) typology is recommended to frame Christian service-learning as it acknowledges the validity of multiple paradigms of service-learning (charity, project, and social change) and emphasizes the manner of their implementation (thick versus thin). Micro- and macro-level strategies, based on Morton’s (1995 Morton, K. (1995). The irony of service: Charity, project, and social change in service learning. Michigan Journal of Community Service Learning, 2(1), 19–32. [Google Scholar]) typology and subsequent recommendations, are provided to support faculty members and administrators attempting to implement and sustain service-learning at faith-based institutions. Specifically, Christian institutions should prioritize faith-based organizations as core partners, and faculty members should intentionally utilize reflection to integrate faith and learning.  相似文献   

4.
Developing good citizens is an historic role for higher education (Sullivan & Rosin, 2008) and the emergence of service-learning as a pedagogical strategy has heightened attention to the intentional educational objectives to be addressed in higher education. This article examines the role of service-learning in developing philanthropic values and behaviors in students that can influence their postgraduate years through careers, civic activities, and family life. Unlike other forms of community-based education (e.g., cooperative education, internship), service-learning extends beyond “serving to learn,” to “learning to serve” (see Chang, this issue) through being involved in community activities (e.g., advocacy, community organizing, volunteering). Two of the explicit dimensions of preparing civic-minded graduates are increasing knowledge of the nonprofit sector and volunteer opportunities and increasing commitment to be involved in the community, both of which can be achieved through service-learning (Steinberg, Hatcher, & Bringle, 2011 Steinberg, K., Hatcher, J. A., & Bringle, R. G. (2011). The civic-minded graduate: A north-star. Michigan Journal of Community Service Learning, 18, 19–33. [Google Scholar]).  相似文献   

5.
Service-learning is a high-impact educational practice that benefits the community, the university, and students (Jacoby, 2015). It also represents an educational practice that specifically supports the integration of Christian thought and action within Christian institutions (Schaffer, 2004). The purpose of the study was to determine the level of service-learning institutionalization within the faith-based, faith-affiliated, and secular institutions of the Gulf Coast Region of the United States. Utilizing an electronic version of Furco's (2009 Furco, A. (2009). Self-assessment rubric for the institutionalization of service-learning in higher education (rev. ed). Minneapolis, MN: International Center for Research on Community Engagement. [Google Scholar]) Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, chief academic officers at independent colleges and universities of the Gulf Coast region provided their respective institution's current stage of development on the institutionalization continuum. The majority of administrators reported scores indicative of development at the midpoint of the continuum, the Quality Building Stage. The presence of a university philosophy and mission was the most developed dimension, and community partner involvement was the least developed. This study provides data-driven, researched-based recommendations regarding the institutionalization of service-learning for Christian colleges and universities.  相似文献   

6.
In recent decades, many institutions of higher education have responded to community and student learning needs through the development of service-learning programs (Sapp & Crabtree, 2002 Sapp , D. A. , & Crabtree , R. D. ( 2002 ). A laboratory in citizenship: Service-learning in the technical communication classroom . Technical Communication Quarterly , 11 ( 4 ), 411 – 431 .[Taylor & Francis Online] , [Google Scholar]). Community colleges have been noted as leaders in the establishment of service-learning programs. The purpose of this study was to better understand the service-learning experiences and subsequent outcome of nontraditional age students at a community college. The study utilized the three commonly noted best practices in service-learning as a guide in the exploration of literature and data: (a) connection between course material and the service experience through reflection; (b) the extent to which it is perceived that participation in service-learning had an impact on the community; and (c) the training or orientation activities incorporated into the service-learning experience. Using case study methodology, multiple data sources were collected and analyzed, including faculty member surveys, course syllabi, agency surveys, student surveys and semistructured interviews. Findings of the study revealed a number of implications for practice, as well as recommendations for future research. This study revealed the critical importance of postreflective assignments in helping students connect their service experience to course content and better understand community needs, yielded an understanding of how appreciative agency representatives and working with others at the agency enhanced the service-learning experience, explained how informal means by which to receive an orientation to the service agency are of value, and confirmed previous research that suggests intention to volunteer after graduation can be attributable, at least in part, to students’ participation in service-learning.  相似文献   

7.
Service-learning is an educational practice that has been used successfully in many disciplines, and is defined as ‘a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility’ (Bringle, R. and Hatcher, J., A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 1995 Bringle, R. and Hatcher, J. 1995. A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 2: 112–122.  [Google Scholar], 2, 112–122). This research examines a first-year biological engineering design course that incorporated a service-learning project. Students participated in a survey and in focus groups to explore how well the service-learning project helped them to meet EC 2000 a–k objectives. Results showed that the service-learning project was a useful teaching method for accomplishing the learning objectives set forth by the instructor and by the Accreditation Board of Engineering and Technology. Women and non-white participants in this study generally assessed their learning outcomes to be greater than white males, which could have important implications in the recruitment and retention of such students in engineering.  相似文献   

8.
Concern regarding the secularization of Christian higher education has prompted researchers to investigate the extent that faith and learning is integrated at a faculty level and what factors might predict faculty integration (Lyon, Beaty, Parker, &; Mencken, 2005 Lyon, L., Beaty, M., Parker, J., &; Mencken, C. (2005). Faculty attitudes on integrating faith and learning at religious colleges and universities: A research note. Sociology of Religion, 66, 61–69.[Crossref], [Web of Science ®] , [Google Scholar]). This research attempted to replicate Lyon et al.’s (2005 Lyon, L., Beaty, M., Parker, J., &; Mencken, C. (2005). Faculty attitudes on integrating faith and learning at religious colleges and universities: A research note. Sociology of Religion, 66, 61–69.[Crossref], [Web of Science ®] , [Google Scholar]) logistic regression model predicting faculty integration of faith using survey responses gathered as part of Phase II of the Council for Christian Colleges &; Universities (CCCU) Denominational Study (Rine, Glanzer, &; Davignon, 2013 Davignon, P., Glanzer, P., &; Rine, P. J. (2013). Assessing the denominational identity of American evangelical colleges and universities: Part III. The student experience. Christian Higher Education, 12, 315–330. doi:10.1080/15363759.2013.825127[Taylor &; Francis Online] , [Google Scholar]). Respondents included 2,074 faculty from 55 institutions. The first model used in this study suggested that the most powerful predictors of faculty integration are full-time employment status, earning a degree from an institution that shares the same denominational affiliation, and a match between the faculty member's religious denominational affiliation and the institutional affiliation. A second logistic regression model added faculty academic specialization as a predictor of integration to investigate if that model was a better fit. Results suggested that religion and philosophy instructors are the most likely to integrate faith into their teaching, and professors specializing in computer science, math, and engineering were the least likely. As faculty are considered the primary influence on the integration of faith and learning, existing faculty and institutional administrators concerned with maintaining faith in the classroom may want to consider the contributing factors discussed.  相似文献   

9.
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.  相似文献   

10.

Using the conceptual organizers of Young's (1990) Young, I. M. 1990. Justice and the politics of difference, Princeton, NJ: Princeton University Press.  [Google Scholar] “faces of oppression,” and Hardiman and Jackson's (1997) Hardiman, R. and Jackson, B. 1997. “Conceptual foundations for social justice courses”. In Teaching for diversity and social justice, Edited by: Adams, M., Bell, L. A. and Griffin, P. 16–29. New York: Routledge.  [Google Scholar] “levels of oppression,” this essay investigates the concept of domination and subordination, Christian privilege, and the subtle and not-so subtle promotion of Christianity in public schooling and in the larger United States society. The author explores a number of areas related to Christian privilege and religious oppression, and provides a historical foundation to illustrate the roots and legacies of Christian hegemony and privilege within a United States context.  相似文献   

11.
Interrogating global flows in higher education   总被引：2，自引：0，他引：2  
The paper critically reviews the concept of ‘global flows’, beginning with the discussions of flows and networks in Appadurai (1996 Appadurai, A. 1996. Modernity at large: cultural dimensions of globalisation, Minneapolis: University of Minnesota Press.  [Google Scholar]), Castells (2000 Castells, M. 2000. The rise of the network society, Oxford: Blackwell. [Crossref] [Google Scholar]) and Held et al. (1999 Held, D., McGrew, A., Goldblatt, D. and Perraton, J. 1999. Global transformations: politics, economics and culture, Stanford: Stanford University Press.  [Google Scholar]). Emphasising the need to embed ‘global flows’ in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global ‘scapes’, impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indnesia and the Australian National University.  相似文献   

12.
This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000 Fulton, J., Abela, A., Borowik, I., Dowling, T., Marler, P. and Tomasi, L. 2000. Young Catholics at the New Millennium; the Religion and Morality of Young Adults in Western Countries, Dublin: University College Press.  [Google Scholar]: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims.  相似文献   

13.
The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004 Marsh, H. W., Wen, Z. and Hau, K. T. 2004. Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction.. Psychological Methods, 9: 275–300. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2006 Marsh, H. W., Wen, Z. and Hau, K. T. 2006. “Structural equation models of latent interaction and quadratic effects”. In A second course in structural equation modeling Edited by: Hancock, G. and Mueller, R. 225–265. Greenwich, CT: Information Age.  [Google Scholar]) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006 Little, T. D., Bovaird, J. A. and Widaman, K. F. 2006. On the merits of orthogonalizing powered and product term: Implications for modeling interactions among latent variables.. Structural Equation Modeling, 13: 497–519. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Marsh et al., 2007 Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A. and Widaman, K. F. 2007. Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches.. Structural Equation Modeling, 14: 570–580. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure.  相似文献   

14.
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996 Elliot, C.D., Smith, P. and McCulloch, K. 1996. British Ability Scale (BAS), Berkshire, , UK: NFER‐NELSON.  [Google Scholar]), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980 Drenth, P.J.D., Van der Vlier, H., Muinde, N.P., Otaala, B., Omari, I.M. and Opolot, J.A. 1980. Jaribio akili mtoto Afrika. [African child intelligence test.] [in Kiswahili], Amsterdam: Free University of Amsterdam.  [Google Scholar]). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.  相似文献   

15.
The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, &; Zangori, 2013 Forbes C., Biggers, M., &; Zangori, L. (2013). Investigating essential characteristics of scientific practices in elementary science learning environments: The practices of science observation protocol (P-SOP). School Science and Mathematics, 113, 180–190.[Crossref] , [Google Scholar]) to identify ways in which features of inquiry were emphasized in each classroom. Additionally, classroom communities of practice were categorized as task-based or practice-based (Riel &; Polin, 2004 Riel, M. &; Polin, L. (2004). Learning communities: Common ground and critical differences in designing technical support. In S. Barab, R. Kling, &; J. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 16–52). Cambridge, MA: Cambridge University Press.[Crossref] , [Google Scholar]). The authors found that student learning outcomes were related to the fidelity with which the teachers implemented the lesson. Teachers with higher P-SOP scores fostered more of a practice-based learning community than task-based one, which also paralleled greater student learning gains. Although the students' scores did not differ by teacher on the preassessment, they did differ significantly on the postassessment, indicating that the curricular choices and learning communities developed by the teachers impacted what students were able to learn.  相似文献   

16.
Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004 Shucksmith, J. and Spratt, J. 2001. Education for citizenship in Scotland: An analysis of responses to the consultation paper, Aberdeen: University of Aberdeen.  [Google Scholar]) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004 Ireland, E. and Kerr, D. 2004. Making citizenship education real: Learning from current approaches in schools. Teaching Citizenship, 9: 20–25.  [Google Scholar], 2006 Ireland, E., Kerr, D., Lopes, J., Nelson, J. and Cleaver, E. 2006. Active citizenship and young people: Opportunities, experiences and challenges in and beyond school, London: DfES.  [Google Scholar]).  相似文献   

17.
This article develops a multimodal model for how claims and evidence work across linguistic, numeric, and visual modes in the professional writing of environmental scientists. I coded and analyzed two reports (Bacey &; Barry, 2008 Bacey , J. , &; Barry , T. ( 2008 ). A comparison study of the proper use of Hester-Dendy® samplers to achieve maximum diversity and population size of benthic macroinvertebrates Sacramento Valley, California (Report No. EH08-2) . Sarcramento , CA : California Environmental Protection Agency . [Google Scholar]; Levine et al., 2005 Levine , J. , Kim , D. , Goh , K. S. , Ganapathy , C. , Hsu , J. , Feng , H. , &; Lee , P. ( 2005 ). Surface and ground water monitoring of pesticides used in the Red Imported Fire Ant Control Program (Report EH05-02) . Sacramento , CA : California Environmental Protection Agency . [Google Scholar]) written by research scientists working for California's Department of Pesticide Regulation (DPR) by applying concepts from studies of argument, genre, and visual representations in science. The claim-evidence patterns show initial and summative claims as well as warrants being presented in linguistic forms; however, supporting evidence (i.e., data and backing) is found in numeric, visual, and linguistic forms. These findings highlight the need to extend Toulmin's understanding of claim-evidence relationships into a more robust multimodal model.  相似文献   

18.
The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007 Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. and Archer, E. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 summary report. South African children's reading literacy achievement, Pretoria, South Africa: Centre for Evaluation and Assessment, University of Pretoria.  [Google Scholar]). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.  相似文献   

19.
Senior citizens represent the fastest growing demographic worldwide. As indicated in the Year 2000 U.S. Census, there are 35 million people 65 or older in the United States (U.S.). By 2030, it is estimated that there will be about 70 million older adults in the U.S. alone (Chadwick-Dias, McNulty, & Tullis, 2003 Bean , C. & Laven M. (2003). Adapting to seniors: Computer training for older adults. Florida Libraries , 46(2). [Google Scholar]). With the older population growing rapidly and being increasingly exposed to computer technology, it is important that they become informed of what computers can do for them, (e.g., e-mail, document creation, games, and access to information via the Internet) (Shapira, Barak, & Gal, 2007 Parvate , V. & Speicher , S. ( 2004 ). Learning to communicate via the Internet: How senior citizens develop an understanding of electronic communication: A cognitive design study proposal . [Google Scholar]; White, McConnell, Clipp, Branch, Sloane et al., 2002 White , H. , McConnell , E. , Clipp , E. , Branch , L. G. , Sloane , R. , Pieper , C. , & Box , T. ( 2002 ). A randomized controlled trial of the psychosocial impact of providing Internet training and access to older adults . Aging & Mental Health , 6 , 213 – 221 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). The longitudinal study presented employs a mixed method data collection and analysis approach that includes the use of standardized surveys, measures of physical fitness and physiology, observations in the retirement community, and structured interviews. Drawing upon Auburn University faculty in the College of Engineering, senior citizens participated in workshops designed to develop their skills in computing. The potential significance of the project was to create a valid and reliable model for outreach to retirement and assisted living communities and other centers for senior citizens.  相似文献   

20.
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.  相似文献   

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