COLLABORATION FOR EXCELLENCE: ENGAGED SCHOLARSHIP AT COLLIN COUNTY COMMUNITY COLLEGE     

Gary Hodge  Ted Lewis  Kim Kramer  Regina Hughes 《Community College Journal of Research & Practice》2013,37(9):675-690

American democracy depends on civic involvement. However, many Americans are increasingly withdrawing from civic responsibility and community involvement. In his best-selling book Bowling Alone , Harvard sociologist Robert D. Putnam presents data showing that Americans have become increasingly unwilling to engage in ways that make American democracy successful. Collin County Community College (CCCC) is addressing civic disengagement through engaged scholarship collaboration between service learning and learning communities programs. Although college students are politically disengaged, most report being or having been involved in some form of community service in the previous year and say they are motivated by giving back to the community and making a difference. Engaged scholarship at CCCC draws on this interest in community service to enhance learning communities, create deeper learning for students, and instill values of citizenship and civic engagement. Learning communities classes blend courses from 2 or more disciplines into a single course with a common theme, enabling students to understand the connection between disciplines. Most integrate a service learning component into that theme, often in the form of a class project promoting civic involvement. Institutional research data reflect increased student retention and success in these classes and a climate of increased communication and objectivity, practical experience in community organizations, and a deeper understanding of democratic ideals. Faculty member focus groups indicate increased satisfaction with teaching, enhanced interdisciplinary knowledge, and feelings of being innovative in the classroom. Engaged scholarship at CCCC enhances student learning, helps develop a unified vision among faculty members, and benefits the community.  相似文献   

Motor Performance of Girls Age 6 to 14 Years     

Ruth B. Glassow  Pauline Kruse 《Research quarterly for exercise and sport》2013,84(3):426-433

Group achievement scores for elementary school girls for the 30-yard run, the standing broad jump and the overarm throw are presented to add to the limited information now available on children in the first three grades (ages 6 through 9 years). Means and standard deviations are reported for grades 1 through 8 and for ages 6 through 14 years. Reliabilities of within-day scores are reported. Correlations of year-to-year scores and of first-grade scores with those of grades 3 through 5 show that individuals tend to remain in the same relative position within the group during the elementary school years. This paper adds to present knowledge of motor performance of elementary school children by reporting observations derived from achievement scores of girls during a five-year period.  相似文献   

Critical Comments on Rosemier's Exaggerated Alpha Test     

Dr. Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(4):863-864

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A Pilot Study to Identify Comparison Schools for Math and Science Partnership Participating Schools: Preliminary Findings on One Math/Science Partnership     

Kenneth K. Wong  Ted Socha 《Peabody Journal of Education》2013,88(4):654-673

This pilot study proposes a set of analytical steps for comparing schools that participate in the National Science Foundation's Math and Science Partnership (MSP) Program and their nonparticipating peers in the same state. This pilot is part of a larger effort to evaluate the MSP Program's role in student achievement, with two companion analyses. Although our pilot study uses a comparative approach, the study by Dimitrov in this issue follows a within-group design. The third analysis by Yin and his associates in this issue covers the varied designs used by the MSPs themselves in their own evaluations.

In this pilot, we focus on a sample of participating schools in one MSP in one state. The nonparticipating schools were carefully matched with the program participating schools on eight demographic variables to form a comparison group. This article offers detailed documentation on how we operationalize two matching methods for comparative purpose. We conclude that carefully executed matching methods are promising for large scale comparative analysis on the effects of the MSP Program across different states.  相似文献   

Metabolic power and energy expenditure in an international men’s hockey tournament     

Ted Polglaze  Brian Dawson  Alec Buttfield  Peter Peeling 《Journal of sports sciences》2018,36(2):140-148

The purpose of this study was to ascertain the typical metabolic power characteristics of elite men’s hockey, and whether changes occur within matches and throughout an international tournament. National team players (n = 16), divided into 3 positional groups (strikers, midfielders, defenders), wore Global Positioning System devices in 6 matches. Energetic (metabolic power, energy expenditure) and displacement (distance, speed, acceleration) variables were determined, and intensity was classified utilising speed, acceleration and metabolic power thresholds. Midfielder’s average metabolic power (11.8 ± 1.0 W · kg^?1) was similar to strikers (11.1 ± 1.3 W · kg^?1) and higher than defenders (10.8 ± 1.2 W · kg^?1, P = 0.001). Strikers (29.71 ± 3.39 kJ · kg^?1) expended less energy than midfielders (32.18 ± 2.67 kJ · kg^?1, P = 0.014) and defenders (33.23 ± 3.96 kJ · kg^?1, P < 0.001). Energetic variables did not change between halves or across matches. Across all positions, over 45% of energy expenditure was at high intensity (>20 W · kg^?1). International hockey matches are intense and highly intermittent; however, intensity is maintained throughout matches and over a tournament. In isolation, displacement measures underestimate the amount of high-intensity activity, whereas the integration of instantaneous speed and acceleration provides a more comprehensive assessment of the demands for variable-speed activity typically occurring in hockey matches.  相似文献   

On Making Exhibits Engaging and Interesting     

Ted Ansbacher 《Curator: The Museum Journal》2002,45(3):167-173

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Literature and poetry     

Ted D. Ayres  George Perreault  Janet Wozenski 《Multicultural Perspectives》2013,15(4):34-38

On native ground: memoirs and impressions. Jim Barnes, Norman: University of Oklahoma Press, 1997, 279 pages, $27.95 (hardcover). ISBN 0–8061–2898–4.

Caucasia. Danzy Senna, New York: Putnam Publishing Group, 1998, 353 pages, $24.95 (hardcover). ISBN 1–5732–2091–4.

Boyhood, Growing Up Male: A Multicultural Anthology (2nd ed.). Franklin Abbott (Ed.), Madison: University of Wisconsin Press, 1998, 279 pages, $15.95 (softcover). ISBN 0–2991–5754–7.

Readings in African Popular Culture. Karin Barber (Ed.), Bloomington, IN: International African Institute in association with Indiana University Press, 1997, 192 pages plus index, $18.95 (soft‐cover), $45.00 (clothcover). ISBN 0–2532–1140–9 (softcover); 0–2533–3294‐X (clothcover). For orders, phone 1–800–842–6796.  相似文献   

CATHOLICISM AND OPPOSITION TO GENDER EQUALITY IN WESTERN EUROPE     

Wilcox  Clyde; Felen  Ted G. 《Int. Journal of Public Opinion Research》1993,5(1):40-57

A number of scholars have argued that Catholicism is a barrierto gender equality in western Europe. The explanations for thisrelationship have usually focused on historical events and trends,which should result in a contextual effect, and on current churchdoctrine, which should affect individual level attitudes. Inthis paper, we test the importance of the individual and contextualeffects of Catholicism. We find individual Catholics are lesssupportive of gender equality than non-Catholics. Once we controlfor individual religious affiliation, however, we find thatthose in predominantly Catholic countries are more egalitarianthan those in predominantly Protestant ones. We conclude thatthis unusual result is due to the effects of minority religiousstatus—Protestants in predominantly Catholic countriesare more egalitarian than Protestants in Protestant countries,and Catholics in Protestant countries are less egalitarian thanthose in Catholic countries.  相似文献   

The Relationship Between IQ,Homework, Aspirations and Academic Achievement for Chinese,Vietnamese and Anglo-Celtic Australian School Children     

Justine Dandy  Ted Nettelbeck 《教育心理学》2002,22(3):267-275

Flynn (1991) proposed that students from Asian cultural backgrounds typically achieve at higher levels than non-Asian students with the same IQs. This study investigated relationships between IQ, study time, educational and occupational aspirations, and academic achievement among Australian school children ( n = 160) from Chinese, Vietnamese and Anglo-Celtic backgrounds. Mathematics grades for Chinese and Vietnamese Australian children were higher. They spent more time studying and were more likely to desire an occupation requiring tertiary qualifications than Anglo-Celtic Australian peers. Consistent with Flynn's hypothesis, students from Asian backgrounds obtained higher mathematics grades than their Anglo-Celtic Australian peers with the same IQ. However, study and occupational aspirations formed only part of a more complex socio-cultural package that contributed to group achievement differences. Parents' support for studying and aspirations may interact with these factors to produce high achievement.  相似文献   

Reflecting on Scientific Thinking: Children's Understanding of the Hypothesis-Evidence Relation   总被引：1，自引：1，他引：1  

Ted Ruffman  Josef Perner  David R. Olson  Martin Doherty 《Child development》1993,64(6):1617-1636

3 experiments were carried out to examine children's understanding of the role of covariation evidence in hypothesis formation. Previous research suggested that it is not until 8 to 11 years of age that children begin to understand how a given pattern of covariation supports a particular hypothesis about which factor is causally responsible for an observed effect. Experiments 1 to 3 employed a different (fake evidence) technique than previous research and showed that by 6 years of age most children understand how evidence would lead a story character to form a different hypothesis than the subject's own. Experiment 3 showed that most 6- and young 7-year-olds understand how a character's future actions (e.g., choice of an object) and predictions of future outcomes depend on the hypothesis he or she holds.  相似文献