Developing Student Collaborations across Disciplines,Distances, and Institutions     

Jeff Knisley  Esfandiar Behravesh 《CBE life sciences education》2010,9(3):364-369

Because quantitative biology requires skills and concepts from a disparate collection of different disciplines, the scientists of the near future will increasingly need to rely on collaborations to produce results. Correspondingly, students in disciplines impacted by quantitative biology will need to be taught how to create and engage in such collaborations. In response to this important curricular need, East Tennessee State University and Georgia Technological University/Emory University cooperated in an unprecedented curricular experiment in which theoretically oriented students at East Tennessee State designed biophysical models that were implemented and tested experimentally by biomedical engineers at the Wallace H. Coulter Department of Biomedical Engineering at Georgia Technological University and Emory University. Implementing the collaborations between two institutions allowed an assessment of the student collaborations from before the groups of students had met for the first time until after they had finished their projects, thus providing insight about the formation and conduct of such collaborations that could not have been obtained otherwise.  相似文献   

Premiums,announcement returns and desperation in high tech mergers: A growth options analysis     

Sean M. Davis  Jeff Madura 《The Journal of High Technology Management Research》2017,28(1):61-78

We examine the announcements of high tech mergers using a relatively new proxy for growth options we call “growth to book.” We find this adds significantly to help explain the premiums paid and announcement period abnormal returns when acquiring tech targets. Higher synergies are expected by managers and investors when targets have low growth options and acquirers have high growth options, resulting in higher premiums paid and either less negative or more positive abnormal returns. However, we find significant variation in the results by the relative size of the target and when low growth to book (GTB) firms acquire. While high GTB acquirers tend to pay more in premiums, low GTB acquirers can pay higher premiums and receive some of the most negative returns at announcement. We find evidence some acquisitions are motivated by desperation as these acquirers have the lowest GTB and do a disproportionate number of the relatively largest deals, receiving the worst abnormal returns at announcement.  相似文献   

Batting last as a home advantage factor in men's NCAA tournament baseball     

Steven R Bray  Jeff Obara  Matt Kwan 《Journal of sports sciences》2013,31(7):681-686

In baseball and softball, there is a rule that allows the home team to have the last at-bat and thus the final opportunity to win the game. However, in tournament play, this rule is often set aside and, instead, batting order is decided by other means (e.g. tournament rules, the flip of a coin). The purpose of this study was to examine the impact of the batting last rule on game outcome in NCAA men's regional tournament baseball. It was hypothesized that host (i.e. home) teams would win a greater percentage of the games in which they batted last compared with when they batted first. This hypothesis was not supported. Closer examination of the last inning of play showed home teams were no more likely to have won the game during their last bat than visitors playing other visitors. The results suggest that the batting last rule contributes minimally, if at all, to home advantage in NCAA tournament baseball.  相似文献   

Student participation styles in adventure education     

Mark H. Zmudy  Matthew D. Curtner-Smith  Jeff Steffen 《Sport, Education and Society》2013,18(4):465-480

Sport pedagogy researchers have contributed much to the literature on physical education teaching by describing the participation styles of children, youth and young adults in various settings. The purpose of this study was to describe the participation styles of children enrolled in two consecutive week-long summer adventure camps. Primary participants were 31 elementary and middle school students. Secondary participants were the two adventure educators (AEs) responsible for carrying out all the instruction at the camps. Data were collected using a variety of qualitative techniques and analysed using standard interpretive methods. Nine participation styles were identified indicating that the children in the camps had differing experiences of adventure education and varying degrees of success. Some of the participation styles had similar characteristics to those discovered previously in middle school physical education. Despite these similarities and unlike the middle school setting, there was no indication that a hierarchy of participation styles existed and, consequently, there was no sign of any bullying. Reasons for this difference may well have been the heavy focus on affective objectives within adventure education, much lower student–teacher ratios, higher levels of supervision and management, and greater instructional intent and skill.  相似文献   

Teachers’ perceptions of assessments of their mathematical knowledge in a professional development course     

Michelle T. Chamberlin  Jeff D. Farmer  Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457

The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided to assess the mathematical learning of the teachers during this professional development course for various accountability reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation. Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework, quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. We learned that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment. The article concludes by describing the various properties of the assessments that the teachers identified as contributing to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade K-16 mathematics students.

Michelle T. ChamberlinEmail:

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Impressions of ICOTS II     

Bob Croasdale  Jeff Evans  Jerry L. Moreno  Harry O. Posten  Andy Begg  John Bernard  Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986  相似文献   

Editorial: Creativity in Teaching     

Jeff Adams 《The International Journal of Art & Design Education》2016,35(2):180-182

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The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs          下载免费PDF全文

Madeline Clark  Jeff Moe  Danica G. Hays 《Counselor Education & Supervision》2017,56(4):259-273

The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included.  相似文献   

The Effect of Field Trips to University Research Labs on Israeli High School Students’ NOS Understanding     

Dina Tsybulsky  Jeff Dodick  Jeff Camhi 《Research in Science Education》2018,48(6):1247-1272

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Sleep and Academic Performance in U.S. Military Training and Education Programs     

Nita Lewis Miller  Lawrence G. Shattuck  Panagiotis Matsangas  Jeff Dyche 《Mind, Brain, and Education》2008,2(1):29-33

ABSTRACT— This review examines the effects of military training regimes, which might include some degree of sleep deprivation, on sleep–wake schedules. We report a 4-year longitudinal study of sleep patterns of cadets at the United States Military Academy and the consequences of an extension of sleep from 6 to 8 hr per night at the United States Navy's Recruit Training Command. These studies provide an opportunity to observe sleep in a college-age population and also to record sleep patterns over an entire 4-year college experience, adding to our understanding of the changes in sleep patterns over the life span.  相似文献