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1.
This article describes the effects of an intergenerational friendly visit program on the attitudes toward the elders of one fourth grade class. Students visited with their elder "special friends" at a nursing home every week for five months. In-class lessons regarding students' knowledge and attitudes toward elders prepared students for the visits. The results of this qualitative study indicated that students gained a raised level of awareness regarding elders and the aging process. Their attitudes revealed a realistic view of both the positive and negative aspects of aging. Their attitudes toward their "special friends" were consistently positive and their empathy increased during the course of the study. 相似文献
2.
The purpose of this study was to evaluate the outcomes of a course for grandparents. A sample of 87 consanguineous subjects included 29 grandparents, 29 grandchildren, and 29 of the grandchildren's parents. Twelve class sessions explored how the experiences of growing up and raising children differ from the recent past and attempted to identify corresponding changes required for the older relatives. Each generation was administered the Grandparent Strengths and Needs Inventory before and after grandparents attended the course. The participants reported perceptions regarding six dimensions of grandparent attitudes and behaviors. Changes in the performance of grandparents were compared using t‐tests. According to the grandparents, the course resulted in increased satisfaction (p < .05), greater success (p < .05) and more effective teaching (p < .05) in family relationships. They reported making gains for 58 out of 60 items. Parents and grandchildren corroborated most of these gains by higher posttest scores. MANOVA identified significant differences in generational perceptions of grandparent potentials (p < .05) and concerns (p < .01). The findings confirm that family development goals can be supported by making education for grandparents available and encouraging them to remain influential in their families through continued learning. 相似文献
3.
College and university programs that permit older persons to audit regularly scheduled classes free of charge through tuition waiver programs are open to those aged 60 and over or 65 and over in at least 44 states. A study of such a program at a medium‐sized state university included a survey of 135 faculty members teaching classes audited by elder students. Seventy‐four percent of faculty members surveyed returned a one‐page survey questionnaire that asked them to describe the behavior of older auditors and compare them to younger students. Findings indicate that senior auditors are conscientious, most attending classes regularly and some completing written assignments and taking tests. Faculty members indicated that older auditors make a positive difference in class, learn as quickly as younger students, and are more motivated than younger students. Ninety percent of faculty respondents felt that the free audit program offers older students something of value. No significant differences in responses were found when controlling for the teaching experience of faculty members, for their age, or for the number of older students who had audited their classes. 相似文献
4.
Courses in biological aging are becoming increasingly common and necessary in college curricula for several reasons. At the same time, there is a lack of guidance for instructors regarding necessary content in such a course, which is in part perpetuated by uncertainty about the background of students who need this instruction and a lack of consistency in the content and style of human aging textbooks. In this article, the authors, as instructors who have taught undergraduate level human biological aging courses for many years, describe the areas of study and needs of students likely to enroll in such a course and also detail strategies and organizational methods found to be advantagous in teaching this material in a coherent and understandable manner to a largely nonscience major student cohort. Strategies discussed include alteration of course content, decompartmentalization of topics, relation of biological topics to social science reference points, and contrasting “universal” and pathological age‐related changes. Also included is an outline of the content and order of subjects that the authors have found through experience to be successful in the instruction of a biological aging course. 相似文献
5.
John Spandorfer Tanya Puklus Victoria Rose Mithaq Vahedi Lauren Collins Carolyn Giordano Richard Schmidt Chris Braster 《Anatomical sciences education》2014,7(2):144-152
Peer assessment has been shown to be an effective tool to promote professionalism in medical students. Peer assessment may be particularly useful in anatomy dissection laboratory as the required close collaboration and long hours of anatomy laboratory provide students insights into their peers' work habits and interpersonal skills. The objective of this study was to quantitatively and qualitatively analyze the use of a validated peer assessment tool in Gross Anatomy. Students in a first year medical school class evaluated three members of their dissection group using an online survey tool. The mid‐course and end‐of‐course evaluation included open‐ended comments, as well as a five‐point scale that measured three work habits, two interpersonal attributes and one overall score. All 267 students completed the assignment. The overall score and four of the five other assessed categories showed significant improvement from the mid‐ to end‐of‐course evaluations. Quantitative and qualitative data also revealed significant improvement among the students who received the lowest mid‐course assessments. Seventy‐six percent of the class agreed with the statement: “Based on the feedback I received, I made a change in how I worked with or taught my peers.” The use of this peer assessment tool used by students in anatomy was associated with improvements in work habits and interpersonal attributes, particularly by the cohort of students who received the lowest mid‐course feedback. Peer assessment offers students an opportunity to improve their interpersonal skills and work habits. Anat Sci Educ 7: 144–152. © 2013 American Association of Anatomists. 相似文献
6.
The Johns Hopkins University Center for Talented Youth (CTY) identifies students who reason well mathematically and/or verbally and offers summer and academic year programs of rigorous academic course work. Gender differences in test performance, even though not as large as previously reported, are noticeable, particularly among the highest test scores. The majority of students benefit from summer program participation, and have increased access to more advanced course work. No differences were found between 1982 and 1991 male and female populations in class ranking, liking of mathematics, or perception of support from peers, family members, and teachers. However, the lack of support from the peer group underscores the academic isolation of this group of students. 相似文献
7.
Marilyn B. Pugh 《Community College Journal of Research & Practice》2013,37(3):339-349
A study of the effects of explicitly teaching a problem‐solving strategy on problem‐solving ability, course average, course success, and student retention is reported. Two classes of microeconomics principles were involved in a quasi‐experiment. The experimental class was explicitly taught the problem‐solving strategy and this strategy was then used to solve microeconomic problems in class. The control class was assigned, solved, and discussed the same problems without being taught the problem‐solving strategy. Multiple regression and analysis of variance show that while teaching problem solving did not significantly affect course average, student success in passing the course or problem solving ability, it did result in significantly higher student retention. Results indicate that teaching problem solving only affects those students with low problem solving abilities who would have dropped out of class, and that teaching this strategy helps them remain in the class and succeed. 相似文献
8.
David Haber 《Educational gerontology》2013,39(6):477-488
It is a challenge to attract undergraduate students into the gerontology field. Many do not believe the aging field is exciting and at the cutting edge. Students, however, can be convinced of the timeliness, relevance, and excitement of the field by, literally, bringing up today's headlines in class. The author collected over 250 articles during the first nine months of 2007 and incorporated the content into his Health and Aging course. Gerontology faculty members who make the connection between current news events and course material, as well as incorporate that connection into their recruitment efforts, will discover an opportunity to promote their discipline. 相似文献
9.
Gary D. Koppenhaver Virginia L. Blackburn Kay M. Palan Sue Ravenscroft Charles B. Shrader 《Decision Sciences Journal of Innovative Education》2007,5(2):375-381
This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series. 相似文献
10.
The study discussed in this article examined the benefits of service-learning using both (a) pre- and postcourse questionnaire data and (b) answers to open-ended questions from 214 students across four semesters of an undergraduate adult development and aging class. Of these 214 students, 117 (55%) opted for service-learning. Although service-learning in this course did not seem to have an effect on questionnaire scales assessing personal social values, civic attitudes, or academic achievement, data from the open-ended questions revealed numerous benefits associated with service-learning. Advantages of service-learning included improving understanding of course concepts, dispelling myths about aging, and reinforcing career choices. The main disadvantage mentioned by students was the time commitment involved in participating in service-learning. Students believed they learned more in a course based on service-learning than in a traditional lecture-based course. Thus, when appropriately used this instructional method is an effective means of engaging students in the learning process, reducing myths about aging, and introducing students to careers in gerontology services. 相似文献
11.
Arthur J. Robins Rodman P. Kabrick Nanette M. Frautschi 《Educational gerontology》2013,39(2-3):111-122
The authors report the planning, implementation, and evaluation of a training program for foster grandparents employed at a residential diagnostic and treatment center for disturbed children and youth. The training needs were assessed by task and performance analysis procedures, including the use of critical incident technique. A scoring procedure derived values for various responses to a set of problem situations presented to each foster grandparent. The training objectives focused on the role of the foster grandparents in helping their charges to develop socially acceptable behavior. A cognitive problem‐solving strategy was taught by use primarily of role‐modeling and role‐playing methods. The effectiveness of training was evaluated by comparing pretraining scores on a problem situation test with posttraining scores. Foster grandparents who had been highly rated by supervisors on an independent criterion improved with training; the others did not. 相似文献
12.
Yiping Lou 《Distance Education》2004,25(1):49-66
Online courses have been criticized for their focus on knowledge acquisition rather than on how to solve authentic complex problems, a skill that is increasingly being recognized as critical to meeting the challenges in the real world. The purpose of this study was to explore whether between‐group collaboration in project‐based online courses can promote student learning of complex problem solving. Eleven graduate students in an educational technology class participated in this study. Each group of three to four members designed and developed a 2‐week online mini‐course that was later implemented with classmates across groups. During the semester, students were encouraged to visit other group areas, discuss challenges, and share strategies in the online course environment. The results indicate that between‐group collaboration was effective in improving group processes, group project performance, individual student achievement, and confidence in complex problem solving in designing online courses. 相似文献
13.
14.
Leslie Jordan Albert Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436
Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems. 相似文献
15.
The purpose of this study was to compare two teaching methods in elementary accounting: an individualized self‐paced method and a traditional method. One hundred students enrolled in an individualized self‐paced elementary accounting class and 150 students enrolled in traditional elementary accounting classes were used in this study. The pre‐experimental equivalence of age, sex, college grade point average, business courses previously taken on the college level, and previous work experience were compared for the two groups. All of the students were administered the American Institute of Certified Public Accountants Orientation Test and the Mehrabian Measures of Achieving Tendency at the beginning of the courses. Students in both groups completed the first 14 chapters in the same textbook. Students were then given the American Institute of Certified Public Accountants Achievement Test, Level 1, Form GS. A significant relationship was found between students’ aptitude as measured by the AICPA Orientation Test and students’ age. Average age was significantly higher for those students in the individualized self‐paced accounting laboratory class. Age, along with aptitude, was found to be a significant predictor of success in the individualized self‐paced laboratory class but not the traditional classes. A multiple regression analysis showed that aptitude was found to be the best single predictor of students’ achievement in elementary accounting. Only 17 of the 100 students in the self‐paced class completed the course; 16 of those had high aptitude and high achievement motivation scores. A general conclusion of the study was that if individualized self‐paced accounting laboratories are to be used in teaching elementary accounting, counselors should select students who have high scores in both motivation and aptitude. Students with other than a combination of high aptitude and motivation scores should be provided with remedial work in order to raise their achievement and retention level or they should be advised to take traditional courses. 相似文献
16.
Teachers' perceptions of the emotional and behavioral functioning of children raised by grandparents
Oliver W. Edwards 《Psychology in the schools》2006,43(5):565-572
Increasing numbers of grandparents are becoming full‐time surrogate parents to their grandchildren. Grandparents who raise their grandchildren reportedly endure high levels of stress, and grandchildren purportedly experience childhood trauma that can lead to poor psychological adjustment. While anecdotal reports have suggested that grandchildren experience significant behavioral problems, there is a dearth of data to empirically support this view. This research was an initial endeavor to ascertain whether teachers perceive children raised by grandparents as exhibiting serious emotional and behavioral problems. Fifty‐four African American children raised by their grandparents and a comparison group of 54 African American children living with their parents were studied to determine the grandchildren's functioning. Teachers perceived the children raised by their grandparents as experiencing significantly more emotional and behavioral problems than their similar schoolmates. Children in these families appear in need of school‐based intervention services. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 565–572, 2006. 相似文献
17.
Usha Chowdhary 《Educational gerontology》2013,39(7):553-560
The research reported in this paper examines the influence of a one-week curriculum module on aging appreciation of the seventh-graders. Ninety-seven students completed the introductory questionnaire, and 98 students filled out the final questionnaire. A majority of the students were 13 years of age, boys, white, and had living maternal and paternal grandparents who lived in their own homes. T-test analyses revealed that the intervention curricular module showed significant improvement with regard to age perception, number of older people known, personal attributes of older people, and involvement in activities with older people. However, scores dropped significantly for the facts on aging. Several implications for extending this work are discussed. 相似文献
18.
Gillian M. Boulton-Lewis 《Educational gerontology》2013,39(3):213-228
Seventy‐seven children of divorce and their selected grandparents completed questionnaires that included a demographic section, the Family Adaptability and Cohesion Evaluation Scale‐II (FACES II; Olson, Bell, &; Portner, 1982) to assess their relationships, and an instrument designed to identify shared activities and desires in these areas. Partners had similar present and future perceptions of relationship and activity factors. All participants desired future increases in both areas. Grandchildren and grandparents connected emotional bonding with grandparents’ listening, keeping them safe, and gift giving; grandparents also thought a good relationship with the custodial parent was important. Most healthy and least healthy subgroups were identified. Membership in the healthiest group was related to geographic proximity, feminine gender for both partners, and being married and employed full‐time for grandparents. Grandparents who were related by blood to custodial parents, had a good relationship with them, and negotiated their role were more likely to have a healthier relationship. Helping professionals are encouraged to explore these variables as they help family members negotiate the grandparent‐grandchild relationship, use skill training to foster development in areas amenable to change, and use supportive tactics in areas of liability. 相似文献
19.
WENDY MITCHELL 《Support for Learning》2008,23(3):126-135
The twenty‐first century family faces many demographic changes. Despite this, the importance of intergenerational relationships remains. This article initially reviews the literature surrounding the role that grandparents play in their children's families, highlighting a growing body of research demonstrating the important support role that grandparents play in the lives of families with non‐disabled children. In contrast, there is limited research on the role played by and support needs of grandparents to families with disabled children. Recognising the significance of ‘family’ rather than purely ‘parent’‐based partnerships in UK schools, this article considers the role and importance of grandparents in schools; in particular, intergenerational learning, and how schools can begin to include grandparents and also provide support to meet grandparents' own support needs. Despite a limited literature on schools working specifically with grandparents of children with SEN, some policy and practice issues are discussed and areas for future consideration suggested. 相似文献
20.
Xuemei Wang John F. Dannenhoffer III Barry D. Davidson J. Michael Spector 《Distance Education》2005,26(3):405-423
Collaborative learning has been gaining momentum as a promising pedagogy in higher education. Research on student collaboration is increasing. However, one arena is often overlooked—faculty collaboration. In this article, a cross‐institutional faculty collaboration is presented. The context is faculty collaboration on the design of an undergraduate engineering course. Specifically, this paper examines design issues encountered in the faculty collaborations associated with developing, delivering, and redesigning a senior‐level engineering design course that was taught simultaneously at two universities. This course was taught in state‐of‐the‐art distance learning classrooms. Both within class and outside class, participating students and faculty made use of a Web‐based environment that supported a variety of synchronous and asynchronous interactions. The course itself focused on team design projects and provided instruction on the engineering design process, in various specific skills needed for the students’ projects, and on how to function effectively as part of a geographically distributed engineering design team. The participating faculty members represented different backgrounds, academic disciplines, and academic cultures. Issues related to collaborations on development, delivery, and redesign are elaborated. Based on the lessons learned, suggestions for future cross‐institutional faculty collaboration in course development are provided. 相似文献