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Nancy Hirschinger‐Blank Michael W. Markowitz 《Journal of Criminal Justice Education》2013,24(1):69-86
This article focuses on a pilot service‐learning program implemented with undergraduate students enrolled in a juvenile delinquency course. An evaluation of the service‐learning program on students’ attitudes toward diversity, interpersonal skills, personal and intellectual development, and citizenship behavior using qualitative analysis is presented. The results indicate that the majority of students came to view the youth in a positive light, reported learning how to work with youth, experienced a reduction in stereotypes, gained career insights, learned how to apply academic theory to real‐life experiences and developed attitudes about how society addresses delinquency that were sympathetic to the youths’ condition. 相似文献
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Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science 总被引：1，自引：2，他引：1
Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science. 相似文献
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Harold Markowitz Jr. 《Distance Education》1983,4(2):149-170
To chart the central aspects of status and policy of American university programs of independent study by correspondence, a survey was conducted from August through December, 1982. It included all programs within the National University Continuing Education Association; virtually all American institutions offering correspondence programs are members of the NUCEA.
The purpose of this report is to present both summary and institutional information on enrollments, staff size, fees and services of American university programs. This is followed by information on the compensation customarily paid in college, high school, and noncredit programs. 相似文献
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Linda Markowitz Laurel Puchner 《International journal of qualitative studies in education》2013,26(10):877-894
AbstractDespite claims of a so-called war on Christmas, Christmas in the United States is still celebrated widely in public spaces. The question is why some people ignore, what some scholars call, their Christian privilege? In this paper, we explore the ignoring of Christian privilege in one public space: USA elementary schools. Using 27 interviews, we show that most of the teachers/administrators adopted what we are calling Christian ignorance –– a structural ignorance rooted in normative cognitive schemas that creates and maintains Christian privilege. 相似文献
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This study examined the relationship between exertion level and affect using the framework of opponent-process theory and the dual-mode model, with the Activation-Deactivation Adjective Checklist and the State Anxiety Inventory among 14 active and 14 sedentary participants doing 20 min of treadmill exercise at speeds of 5% below, 5% above, and at lactate threshold (LT). We found a significant effect of time, condition, Time × Condition, and Time × Group, but no group, Group × Condition, or Time × Group × Condition effects, such that the 5% above LT condition produced a worsening of affect in-task compared with all other conditions whereas, across conditions, participants experienced in-task increases in energy and tension, and in-task decreases in tiredness and calmness relative to baseline. Posttask, participants experienced mood improvement (decreased tension, anxiety, and increased calmness) across conditions, with a 30-min delay in the above LT condition. These results partially support the dual-mode model and a modified opponent-process theory. 相似文献
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Evaluation of Short-Term Impact of a High School Summer Science Program on Students' Perceived Knowledge and Skills 总被引：1，自引：2，他引：1
Knox Kerry L. Moynihan Jan A. Markowitz Dina G. 《Journal of Science Education and Technology》2003,12(4):471-478
Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of laboratory skills, as well as the impact on student interest in pursuing a career in science. Students' exposure to advanced laboratory techniques and their interaction with professional scientists provided them with a very positive hands-on experience. Students who attended the program felt more confident in their ability to use sophisticated laboratory skills and that the Summer Science Academy program provided a positive influence on their performance in advanced science courses, as well as their desire to pursue a career in science. 相似文献
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Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them. 相似文献