THE DESEGREGATION EFFORT OF THE NATIONAL EDUCATION ASSOCIATION     

Michael J. Schultz 《Equity & Excellence in Education》2013,46(2):37-44

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Curriculum trends and directions in American junior colleges     

Raymond E. Schultz 《Peabody Journal of Education》2013,88(4):262-269

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Special education for the emotionally disturbed     

E W Schultz  A Hirshoren  A B Manton  R A Henderson 《Exceptional children》1971,38(4):313-319

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The effect of visitor motivation on the success of environmental education at the Toronto Zoo     

James G.W. Schultz  Steve Joordens 《Environmental Education Research》2014,20(6):753-775

With the number and scope of environmental challenges continuing to increase, an understanding of the effectiveness of conservation programs is essential in order to allocate limited resources. This paper examines the effectiveness of environmental education within a zoo setting, focusing on the role of learners’ identity-related motivation. Results from survey (n = 296) and interview (n = 116) data collected from visitors to the Toronto Zoo suggest that education success is dependent on visitors’ dominant motivation, with preliminary data suggesting that Spiritual Pilgrims and Experience Seekers demonstrate greater gains in knowledge of environmental issues compared with Facilitators. Given that most zoo visitors fell into this Facilitator group, this finding may have an effect on future zoo management decisions. In addition, the proportion of visitors falling into each motivation group was significantly different than those previously found in the United States (p = 0.05), suggesting that zoo education strategies developed internationally may not be directly transferable to the Toronto Zoo.  相似文献   

Assessing clinical researchers' information needs to create responsive portals and tools: My Research Assistant (MyRA) at the University of Utah: a case study   总被引：1，自引：0，他引：1  

Margaret Reich  Jean P. Shipman  Scott P. Narus  Charlene Weir  Randy Madsen  N. Dustin Schultz  Justin M. Cameron  Abby L. Adamczyk  Joyce A. Mitchell 《Journal of the Medical Library Association》2013,101(1):4-11

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Recent Developments In The Statistical Analysis Of Ranked Data Adapted To Educational Research     

Frank G. Schultz 《Journal of Experimental Education》2013,81(3):149-152

German pupils (age 12–13 years) studying English as a foreign language were taught three grammatical structures (passive, gerund, and future tense). Following Wickelgren’s concept of memory trace strength, the remaining strength of the memory trace after 2 weeks and 6 weeks of learning was studied. The data confirmed Jost’s second law. Results suggest that the decay rate is a didactic measure of the grammatical structure difficulty.  相似文献   

Philosophical sense: An ampliative twist in gifted education     

Robert Arthur Schultz 《Roeper Review》2013,35(3):152-157

Philosophy has not been widely recognized as a means of approaching theory development in gifted education. This article provides an historical overview of the foundations of philosophy related to the field, as well as a structural means of developing philosophical sense for exploring the Natures of knowing, being, and values and valuing through sensitivities of social, political and economic factors of life. The goal is to explore issues beyond the psychologized (developed from theory but not sufficient for reality) manner prevalent within the field. A dichotomy (talent development vs. giftedness) is used as an example of how philosophical sense can structurally organize exploration of controversial issues, enabling scholarly work and adding varied viewpoints to understanding rather than fractionalizing focus into theoretical camps incessantly promoting prized viewpoints at the expense of divergent opinions (and evidence).  相似文献   

Acculturation and Ecological Worldview Among Latino Americans     

P. Wesley Schultz  John B. Unipan  Raymond J. Gamba 《The Journal of environmental education》2013,44(2):22-27

Abstract

The authors examined environmental attitudes among foreign-born Latino Americans and differences in these attitudes associated with acculturation. Data were collected from Spanish-speaking students (N = 153) enrolled in 3 levels of English as a second language (ESL) courses and from English-speaking students (N = 39) enrolled in a Spanish as a second language course. Measures included the New Environmental Paradigm (NEP) scale, a 4-item acculturation scale, ESL course level, and demographics. Acculturation was negatively related to scores on the NEP scale, and Spanish-speaking students in lower level ESL courses scored higher on the NEP than students in higher level courses. These effects remained significant even when income and education were used as covariates. These findings suggest that culture is an important determinant of environmental attitudes.  相似文献   

The Environmental Action and Philosophy Matrix: An Exploratory Study of the Environmental Attitudes of Recreation Management and Environmental Studies Students     

Jeremy R. Schultz  Steven Simpson  Abdulaziz M. Elfessi 《The Journal of environmental education》2013,44(2):98-108

This study is a comparative analysis of the environmental philosophies of college undergraduates enrolled in a Midwestern university. Two courses were used for the research, one from a recreation management curriculum and the other from environmental studies. The study utilized a survey instrument called the Environmental Action and Philosophy Matrix to determine the extent to which students’ environmental attitudes are based on scientific or religious rationale, as well as anthropocentric or biocentric perspectives. Findings show students to possess scientific underpinnings for their viewpoints, regardless of anthropocentric or biocentric tendencies. In addition, the environmental studies students displayed more biocentric attitudes than the recreation management students.  相似文献   

Engaging Earth- and Environmental-Science Undergraduates Through Weather Discussions and an eLearning Weather Forecasting Contest     

David M. Schultz  Stuart Anderson  Ryo Seo-Zindy 《Journal of Science Education and Technology》2013,22(3):278-286

For students who major in meteorology, engaging in weather forecasting can motivate learning, develop critical-thinking skills, improve their written communication, and yield better forecasts. Whether such advances apply to students who are not meteorology majors has been less demonstrated. To test this idea, a weather discussion and an eLearning weather forecasting contest were devised for a meteorology course taken by third-year undergraduate earth- and environmental-science students. The discussion consisted of using the recent, present, and future weather to amplify the topics of the week’s lectures. Then, students forecasted the next day’s high temperature and the probability of precipitation for Woodford, the closest official observing site to Manchester, UK. The contest ran for 10 weeks, and the students received credit for participation. The top students at the end of the contest received bonus points on their final grade. A Web-based forecast contest application was developed to register the students, receive their forecasts, and calculate weekly standings. Students who were successful in the forecast contest were not necessarily those who achieved the highest scores on the tests, demonstrating that the contest was possibly testing different skills than traditional learning. Student evaluations indicate that the weather discussion and contest were reasonably successful in engaging students to learn about the weather outside of the classroom, synthesize their knowledge from the lectures, and improve their practical understanding of the weather. Therefore, students taking a meteorology class, but not majoring in meteorology, can derive academic benefits from weather discussions and forecast contests. Nevertheless, student evaluations also indicate that better integration of the lectures, weather discussions, and the forecasting contests is necessary.  相似文献