...academic honesty, accommodations, and more, please refer to the addendum on Bb. Course Description This survey course is an introduction to psychology. Psychology is the scientific study of thinking, emotion, and behavior. This course introduces students to the diverse research areas of psychology such as psychobiology, motivation, learning, cognitive and social processes, personality, and abnormality, emphasizing empirical findings of the discipline. It is recommended that students have a COMPASS test reading score > 80 (College Reading). General Education Core Objectives: This course is an approved General Education core class, and meets the following core objectives: |Critical Thinking |the ability to think using analysis, synthesis, evaluation, problem solving, judgment, and the | | |creative process | |Communication |the ability to develop, support, and appropriately communicate ideas through speech, writing, | | |performance, or visual media | |Quantitative Reasoning |the ability to calculate, measure, analyze data | |Information Literacy |the ability to locate, understand, assess, and synthesize information in a technological driven | | |society...
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..............................18 Bibliography................................................................................19 Appendices.................................................................................21 Appendix 1 – Implementation Plan Appendix 2 – Reflective Statement Introduction Further to the proposed management development programme made to Whitstable Party Planning Company and the 30 minute taster training session that was arrange for line managers, this report will provide advice and research on methods of learning that can be implemented into Mr Handley’s business. Topics from the proposed management development programme included Leadership, Engagement, Annual turnover analysis, Change Management, Feedback, Equality and Diversity and Handling Difficult Conversations. Learning is critical to build business competence and gain competitive advantage in the market. The report will consider a number of current learning interventions, and why they may or may not be suitable for implementation at Whitstable Party Company. Alongside learning, evaluation; being able to measure return on investment, is key in ascertaining the effectiveness of learning methods in the business. Therefore, a number of evaluation models ad strategies will also be considered. Overall, this report seeks to provide balanced guidance on learning methods, and suggestions as to how their effectiveness can be measured at...
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...JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 38, NO. 2, PP. 222 ± 259 (2001) Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom Gregory P. Thomas1 and Campbell J. McRobbie2 1 Department of Curriculum Studies, The University of Hong Kong, Pok Fu Lam Road, Hong Kong S.A.R., China 2 Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes...
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...The effect of learning environment factors on students' motivation and learning Mary Hanrahan, Centre for Mathematics and Science Education, Queensland University of Technology, Australia Copyright 1998 Taylor & Francis Published in: International Journal of Science Education 20 (6) p 737-753 This is the author's version of the work. It is posted here with permission of the publisher for your personal use. Not for redistribution. See publisher’s website for the definitive published version. http://www.tandf.co.uk/journals/titles/09500693.asp Abstract This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context. The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It...
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...with increasingly diverse learning characteristics have access to and achieve high academic performance in the general education curriculum. The changing demographics of the United States have also played a role in diverse learning characteristics of the American learners in classrooms today. With an educational system that serves approximately 76,355,000 students, 30,982,000 or 40.58% are of an ethnically diverse background and 5% of school age children have a disability (U.S. Census Bureau, 2008). These changing legal requirements and student demographics in United States educational systems combine pointing to the need for increased collaborative planning and teaching among school personnel attempting to comply with these legal mandates to serve all students fairly and equitably in general education classrooms. Co-teaching is an approach that helps educators meet both IDEIA and NCLB mandates, and is defined as “two or more people sharing responsibility for teaching some or all of the students assigned to a classroom” (Villa, Thousand, & Nevin, 2008, p. 5). In schools within the United States, co-teaching often involves general education and special education teachers working together in one classroom and used as a supplementary aid and service that can be brought to general education to serve the needs of students with (and without) disabilities through IDEIA. Co-teaching requires a re-conceptualization and revision for traditional teacher preparation. Recent studies...
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...Autism PSY340 xx-xx-xxxx Instructor Autism From A Neuropsychological Standpoint The neurodevelopmental disorder autism and autistic spectrum disorders in general impair a child's learning, communication, and socialization. One common feature of autism is the individuals lack of understanding that other people's way of seeing things can be different than their own (Murray, 2011). For instance, telling a story from a point of view other than their own. Autism is currently recognized at three distinct levels that are nevertheless linked: it is a neurological disorder that is linked to brain development; it is a psychological disorder of cognitive, emotional and behavioral development; and it is a relationship disorder which demonstrates a failure of normal socialization. Autism is within a group of disorders known as pervasive developmental disorders (Fritson, 2008). This disorder is usually clearly apparent by age three, and generally has reached it's full severity at that point. Common early indications of autism include delayed onset of language ability and delayed onset of social interaction. Autism is heterogeneous, with children being normal in some respects and severely impaired in others. Of individuals with the disorder, about 80% are male, about 60% have significant mental retardation, and approx. 35% have epilepsy. Autistic individuals tend to show savant abilities (Pinel, 2009). Autism is associated with widespread damage in the brain, with the...
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...Differentiated Instruction: Multiple Instructional Method (MIM) Emanuel Parker Saint Leo University Introduction Instruction is an important part of the development process for children when they are beginning to read. Many children do not learn or begin to read at the same level as their peers. Research suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldberg, 1994). Interventions programs provide multiple methods of instructions that are particular to that student. Being able to determine if differentiated instruction is more effective than the use one method of instruction would be sufficient to change the way America teaches their children to learn. Every learner is different; however, instructors still use one method to instruct. Doing this does not facilitate learning for every learner. Using differentiated instructions would allow for instructors to enhance the learning experience for learners in attendance. The Multiple Instructional Method (MIM) allows the instructor to use various approaches to learning in order to affect every learner. Curriculum would be designed to enhance the learning experience for all learners by being flexible, strategic, and affective. Instructors are aware of how their students are learning; research will never be able to tell them exactly...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...The Use of Information Technology to Enhance Management School Education: A Theoretical View Author(s): Dorothy E. Leidner and Sirkka L. Jarvenpaa Source: MIS Quarterly, Vol. 19, No. 3, Special Issue on IS Curricula and Pedagogy, (Sep., 1995), pp. 265-291 Published by: Management Information Systems Research Center, University of Minnesota Stable URL: http://www.jstor.org/stable/249596 Accessed: 15/04/2008 11:44 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=misrc. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information...
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...School of Health and Education Secondary PGCE Programme Handbook 2015-16 Student Name: Programme Leader: Eddie Ellis PGCE Secondary Programme Handbook 2015-16 Information in alternative formats This handbook can be found online at: https://myunihub.mdx.ac.uk/web/homecommunity/mystudy If you have a disability which makes navigating the website difficult and you would like to receive information in an alternative format, please contact http://unihub.mdx.ac.uk/support/disability/i ndex.aspx Sections from this publication can be supplied as: • a Word document with enlarged type — sent by email or supplied on a CD or memory stick • printed copy with enlarged type • printed copy on non-white paper • as Braille Other formats may be possible. We will do our best to respond promptly. To help us, please be as specific as you can about the information you require and include details of your disability. PGCE Secondary Programme Handbook 2015-16 Purpose and status of your student programme handbook The purpose of this handbook is to provide you with information about your programme of study and to direct you to other general information about studying at Middlesex University, the majority of which is available on UniHub. The material in this handbook is as accurate as possible at the date of production however you will be informed of any major changes in a timely manner. Your comments on any improvements to this handbook are welcome. Please put them in writing...
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...MARCH 2007 Professor Romain Wacziarg Littlefield 214 Tel: (650) 723 6069 wacziarg@gsb.stanford.edu http://www.stanford.edu/~wacziarg Assistant: Chris Lion Littlefield 330 Tel: (650) 723 9040 lion_chris@gsb.stanford.edu POLECON 230 - NONMARKET STRATEGY This course addresses managerial issues in the social, political and legal environments of business. Cases and readings emphasize strategies to improve the performance of companies in light of their multiple constituencies, in both international and US environments. Topics include integrated strategy, activists and the media, legislation affecting business, lobbying, regulation and antitrust, intellectual property, international trade policy, and business ethics. Most core courses focus on firms’ interactions with customers, suppliers, and alliance partners in the form of mutually beneficial exchange transacted in markets. In contrast, this course considers the strategic interactions of firms with comparably important constituents, organizations, and institutions outside of markets. Issues considered include those involving activist and interest groups, the media, legislatures, regulatory and antitrust agencies, and international organizations such as the WTO. Markets and the business environment are increasingly interrelated: issues such as boycotts, legislation, regulation, judicial decisions, and trade policy directly affect firms’ market performance. Conversely, the profit-maximizing activities of firms often give rise...
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...This article was downloaded by: [La Trobe University] On: 16 January 2013, At: 18:29 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Computers in the Schools Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/wcis20 Instruments for Assessing the Impact of Technology in Education Rhonda Christensen & Gerald Knezek a a b Institute for the Integration of Technology into Teaching and Learning (IITTL), University of North Texas, P.O. Box 311337, Denton, TX, 76203, USA b University of North Texas, P.O. Box 311337, Denton, TX, 76203, USA Version of record first published: 11 Oct 2008. To cite this article: Rhonda Christensen & Gerald Knezek (2001): Instruments for Assessing the Impact of Technology in Education, Computers in the Schools, 18:2-3, 5-25 To link to this article: http://dx.doi.org/10.1300/J025v18n02_02 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/termsand-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will...
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...102: English Composition II Instructor: Office Phone: Office: Office Hours: Prerequisites English 101, or an equivalent, is a prerequisite for this course. Students may not enroll concurrently in English 101 and 102 nor enroll in 200+ level English courses until English 101 and 102 are successfully completed. If you transferred or tested out, you are expected to demonstrate mastery of the skills taught in English 101 at McNeese. E-mail: Course Description Writing researched themes and exercises. Reinforcement of academic writing, research, and writing across the curriculum introduced in ENGL 101. Students will produce at least 5000 words of researched writing during the semester. Notes: No duplicate credit for ENGL 102 and ENGL 106H. Prerequisite: ENGL 101 or equivalent. Lec. 3 Cr. 3. Gen. Ed. 1a, 2, 3, 7. Writing Enriched Course. Texts & Materials A topic reader specified in your instructor’s syllabus for your section of the course. Costello, Rita D., et al, eds. McNeese State University Composition and Rhetoric Guide, 2013-2014. Sulphur, OK: Fountainhead, 2013. Print. Maimon, Elaine P., Janice H. Peritz, and Kathleen Blake Yancey, eds. A Writer’s Resource: A Handbook for Writing and Research: Special Edition for McNeese State University. 4th ed. Boston: McGraw Hill, 2012. Print. Portfolio folder College dictionary Scantrons and examination booklets Student Learner Outcomes Upon successful completion of this course, students will be able to do the following: 1. Demonstrate...
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... Limitations in teachers’ grammatical content knowledge can generate student misconceptions. Teachers’ ‘applied’ knowledge is more significant than declarative knowledge. a r t i c l e i n f o a b s t r a c t Article history: Received 27 June 2012 Received in revised form 17 July 2013 Accepted 19 July 2013 Teaching grammar has been mandated in statutory curriculum documents in England since 1988. Yet despite this, research evidence continues to suggest that metalinguistic knowledge is an area of challenge for many teachers. Drawing on data from a larger study, this paper considers the role of teachers’ grammatical knowledge, both content and pedagogical content knowledge, in mediating learning about writing in the classroom. It also illustrates how students’ learning about writing is influenced by teachers’ metalinguistic knowledge. The study highlights that grammatical pedagogical content knowledge is more significant than grammatical content knowledge in supporting meaningful teaching and learning about writing. Ó 2013 Elsevier Ltd. All rights reserved. Keywords: Metalinguistic Grammar Writing Content knowledge Pedagogical content knowledge 1. Introduction: framing the problem The importance of subject knowledge in teachers’ professional development has been the focus for a substantive body of research in teacher education. Shulman’s (1987)...
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...students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Morris, C. G., & Maisto, A. A. (2010). Understanding psychology (9th ed). Upper Saddle River, NJ: Prentice Hall. Please do not use the Appendixes posted under the Materials tab of the classroom. Do not use Appendixes A, B, C, and D. Refer to the syllabus to see what...
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