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31.
William C. Heffernan 《Journal of Criminal Justice Education》2017,28(1):112-128
Although they use the term “justice” for purposes of self-definition, undergraduate criminal justice courses rarely examine the concept of justice in a systematic way. This paper documents justice’s status as a curricular afterthought in criminal justice course offerings. It also proposes ways to remedy the deficiency it identifies. 相似文献
32.
Sadler TD 《Journal of moral education》2004,33(3):339-358
This study explores models of how people perceive moral aspects of socio-scientific issues. Thirty college students participated in interviews during which they discussed their reactions to and resolutions of two genetic engineering issues. The interview data were analyzed qualitatively to produce an emergent taxonomy of moral concerns recognized by the participant. The participants expressed sensitivity to moral aspects including concern and empathy for the well-being of others, an aversion to altering the natural order and slippery slope implications. In arriving at their final resolutions, many participants integrated their moral concerns with non-moral factors. The patterns revealed suggest that moral and non-moral concerns act in concern as they influence socio-scientific decision-making. 相似文献
33.
Forty-five Grade 3 students from a reservation school in Western Canada were divided into two remedial groups and a no-risk control group. One remedial group was given a classroom-administered cognitive enhancement program (COGENT) throughout the school year. The second group received COGENT for the first half of the year followed by a pull-out cognitive-based reading enhancement program (PREP). Children were assessed across phonological awareness, rapid naming, reading, and cognitive ability at the beginning of the year, mid-term, and at the end of the school year. MANOVA results showed a significant interaction for reading measures, with students receiving classroom intervention over the school year making the greatest gains. Results are discussed in terms of group, remediation program, and individual participant improvements. 相似文献
34.
Troy Swanson 《Research Strategies》2005,20(4):322-333
Scholarship has not undergone a paradigm shift in terms of argument and research with the introduction of the Web-based information world. Searching, on the other hand, has undergone a significant shift. In teaching students to find, use, and evaluate information, librarians and instructors need a useful model of the information world that enables them to teach students about information. A practical example of how this may be accomplished is presented.1 相似文献
35.
Samuel Troy Shepherd 《Multicultural Perspectives》2018,20(2):98-103
A research study in West Virginia in which a series of lessons were created to address the issues of Islamophobia, American exceptionalism, and nativism within a seventh-grade Ancient Civilizations classroom. The lessons spotlighted the Middle East, and students were presented with a more realistic view of Islamic cultures and were able to interact with Muslim individuals. Lessons focused on achieving authentic human interaction, seeing through multiple perspectives, and appreciating the differences in other cultures. Students were confronted with experiences and content that allowed them to challenge their xenophobic sentiments. These experiences had profound effects on students' negative and xenophobic dispositions. 相似文献
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37.
Troy D. Sadler William L. Romine Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635
Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests. 相似文献
38.
Orlando and Thissen's S‐X 2 item fit index has performed better than traditional item fit statistics such as Yen's Q1 and McKinley and Mill's G2 for dichotomous item response theory (IRT) models. This study extends the utility of S‐X 2 to polytomous IRT models, including the generalized partial credit model, partial credit model, and rating scale model. The performance of the generalized S‐X 2 in assessing item model fit was studied in terms of empirical Type I error rates and power and compared to G2. The results suggest that the generalized S‐X 2 is promising for polytomous items in educational and psychological testing programs. 相似文献
39.
Stephen Wilkins Muhammad Mohsin Butt Troy Heffernan 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):32-50
The study investigates how in international partnerships the brand credibility of each partner, student-institution identification with each partner, and perceived service quality relate to student satisfaction. A structured survey questionnaire was completed by 528 students taking a co-branded higher education program in Hong Kong or Sri Lanka. The results indicate that the brand credibility of a foreign institution is a stronger influencer on student identification with the foreign institution as compared to the relationship between credibility and identification with the local partner. The negative relationship between organizational identification and cognitive dissonance for each institution in the partnership is also stronger for the foreign institution. As the popularity of international partnerships and co-branded higher education programs continues to grow, the importance and dominance of foreign brand credibility and student identification with foreign institutions is recognized. 相似文献
40.