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141.
ABSTRACT: Nearly 90% of graduating seniors from the Food Science program at Purdue University gain employment in the food industry. Ensuring the program is meeting employers' needs is one mission of our curriculum committee with input from an Industrial Advisory Board (IAB). In light of the recent outcomes-based assessment requirements outlined by IFT, feedback from our IAB members regarding the relative importance of the core competencies was needed. The objective of this study was to survey the IAB members regarding relative importance of each of the 46 core competencies. Each competency was ranked using a Likert scale from 1 = not important to 5 = very important. Statistical analysis was conducted using the Mann-Whitney nonparametric test. Significant differences (P = 0.05) were found between several of the five content categories with Success Skills scoring highest (4.35 out of 5) on relative importance followed by Applied Food Science Knowledge (4.02 out of 5). Also, significant differences (P = 0.05) were found between competencies within each content category. Overall, the results suggest that the 46 core competencies should not be given the same instructional weight within a curriculum. One option for addressing the variation in importance could be to include some planned redundancy within the curriculum for those core competencies that were ranked the highest. In addition, part of the outcomes-based assessment process should include measures of the level of competency being achieved by graduates. By considering relative importance and competency achieved by graduates, important areas for improvement can be identified. 相似文献
142.
Discusses the definition and contributions of international children's literature. Presents an overview of the International Board on Books for Young Children (IBBY), the Hans Christian Andersen Award and 2004 nominees, and the International Children's Digital Library (ICDL). Includes recommendations and summaries of 12 books. 相似文献
143.
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145.
Meca?R.?WilliamsEmail author Denise?N.?Brewley R.?Judith?Reed Dorothy?Y.?White Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199
This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White
Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial
support that helped them to navigate through their graduate level work. Common themes of identity, community service missions,
and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further
research on the Black graduate experience and mentoring Black graduate students.
Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel
T. Davis-Haley is affiliated with University of New Orleans. 相似文献
146.
Rachel E. Wilson Leslie U. Bradbury 《International Journal of Science Education》2016,38(17):2621-2641
In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes. 相似文献
147.
Rachel E. Stark Lynne E. Bernstein Rosemary Condino Michael Bender Paula Tallal Hugh Catts 《Annals of dyslexia》1984,34(1):49-68
Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing
on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1.
They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal
and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3-
to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at
a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children
manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management
of SLI children are discussed.
Research supported by the March of Dimes, Grant #12-84.
Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
148.
149.
This paper reports the testing and retesting two years later of 147 first‐year medical students for English language proficiency (ELP). A group of 66 with low initial proficiency, all of non‐English‐speaking background (NESB), improved from an average language age of 14.3 years to 15.2 years over the period. A comparison group of 81, randomly drawn from those who were of adequate ELP, 48% of whom were NESB, were close to the test ceiling on both occasions with an age equivalence of 33 years. Generalisation to other courses and samples may be limited but this study did not indicate great linguistic gains associated with mainstream studies for those whose English was poor at the beginning of their course. 相似文献
150.
David L. Lee Phillip J. Belfiore Mary Catherine Scheeler Youjia Hua Rachel Smith 《Psychology in the schools》2004,41(7):789-801
The use of high‐probability (high‐p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004. 相似文献