LEARNING COMMUNITIES AND COMMUNITY COLLEGES: A CASE STUDY     

Jim Killacky  Cheryl Thomas  Annette Accomando 《Community College Journal of Research & Practice》2013,37(10):763-775

Learning communities have been present in community college settings for more than a decade. The literature suggests that they are generally effective for both participating students and faculty. As economic development increasingly demands greater technological sophistication, and community colleges are faced with increasing numbers of developmentally challenged students, learning communities may be one means to effectively resolve this paradox. This article is directed to those faculty and staff who may be considering the initiation of a learning community. It provides a review of literature, and presents a set of issues currently being addressed at one small community college in Louisiana where a learning community is in the design stage.  相似文献   

Study Skills Analysis: A Pilot Study Linking a Success and Psychology Course     

Jannette Alejandra Urciuoli  Cheryl Bluestone 《Community College Journal of Research & Practice》2013,37(5):397-401

This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project among community college students, two instructors provided an enriched study skills curriculum by linking a success course with a psychology course. The instructors used techniques and activities geared toward enhancing study skills such as developing metacognitive strategies. The Learning and Study Skills Inventory (LASSI) was used to assess students’ progress. Despite few statistically significant findings, there were several interesting interaction effects. These provide some evidence for the need to emphasize the development of study strategies in existing success courses while also formally or informally tying such courses with a content course.  相似文献   

Instructional Leadership in Practice: What Does It Look Like,and What Influence Does It Have?     

Cheryl Graczewski  Joel Knudson  Deborah J. Holtzman 《Journal of Education for Students Placed at Risk》2013,18(1):72-96

Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership.  相似文献   

Climbing Out of the Void: Moving from chaos to concepts in the presentation of a thesis     

Cheryl Hunt 《Teaching in Higher Education》2013,18(3):351-367

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Effective evaluation through appreciative inquiry     

Cheryl A. Dunlap 《Performance Improvement》2008,47(2):23-29

Evaluators in the HPI field can improve their performance program results with effective evaluation through appreciative inquiry. Appreciative inquiry and evaluation have many similarities, and when combined they add value and effectiveness to the measurement of intervention results. Appreciative inquiry is beneficial in many evaluation contexts: for example, when previous evaluations have failed or when change needs to be accelerated. Success is associated with applying appreciative inquiry to the evaluation process for performance improvement projects.  相似文献   

“Doing What I can,but I got no Magic Wand:” A Snapshot of Early Childhood Educator Experiences and Efforts to Ensure Quality During the COVID-19 Pandemic     

Crawford  April  Vaughn  Kelly A.  Guttentag  Cathy L.  Varghese  Cheryl  Oh  Yoonkyung  Zucker  Tricia A. 《Early Childhood Education Journal》2021,49(5):829-840

Early Childhood Education Journal - The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators...  相似文献   

Composing print essays versus composing across modes: students' multimodal choices and overall preferences     

Cheryl Wei‐yu Chen 《Literacy》2021,55(1):25-38

The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print‐based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one multimodal product on the same topic of “My favorite place in the world”. For their multimodal product, students were required to use at least two modes (e.g. words and image, sounds and words) in any medium (e.g. video, collage, scrapbook or website) of their choice. It was found that the most frequently used medium for students' multimodal projects was video which incorporated words, sounds and visuals. Most students felt that for the topic of “My favorite place in the world”, their multimodal products helped them to convey their ideas better because they provided the audience with more sensory information. To conclude the paper, a few future research directions are outlined to help move the research of multimodal composing forward.  相似文献   

“Think before you type”: the effectiveness of implementing an anti-cyberbullying project in an EFL classroom     

Cheryl Wei-yu Chen 《Pedagogies: An International Journal》2018,13(1):1-18

Cyberbullying takes place when the Internet is used purposefully to cause harm or discomfort to a specific person or group of persons. Because of the fast growth of digital technologies, cyberbullying is replacing physical bullying and becoming a prevalent social problem around the world. This study outlines the author’s efforts of integrating David Kolb's experiential learning theory, project-based learning, and a critical approach to language education to engage a group of Taiwanese college English-as-a-foreign-language students about the issues related to cyberbullying and the importance of healthy Internet behaviors. The results indicated that the 9-week project work heightened students’ awareness of cyberbullying and other social issues and enhanced their language skills. Students also held an overall positive attitude toward the project work. To conclude the article, several research directions are suggested to continue this line of inquiry.  相似文献   

Speech and drama training for lectures as a means of improving university teaching     

Harry G. Murray  Cheryl Lawrence 《Research in higher education》1980,13(1):73-90

Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching.  相似文献   

Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum          下载免费PDF全文

Ford K  Weglicki L  Kershaw T  Schram C  Hoyer PJ  Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38

About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers.  相似文献