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Descriptors:
Justice; Intellectual Development; Models; Teaching Methods; Definitions; Ethics; Information Sources

Abstract:
There are many models for education that place students in the forefront. This proposed model for informational education presents a particular structural and pedagogical suggestion that aims at enabling students to grow intellectually. It also situates education, as a human action, with a system of justice. The intellectual and personal growth of students, as is demonstrated here, depends upon a clear idea of what is just within institutions and among people. Definitions and examples are offered wherever possible to illustrate the efficacy of the suggested model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Theological Education; Church Related Colleges; Judaism; Jews; Spiritual Development; Holistic Approach; Intellectual Development; History; Futures (of Society); Biblical Literature; Reader Text Relationship; Hermeneutics; Mastery Learning; Teacher Responsibility; Educational Environment; Faculty; Assignments; Reflection; Ceremonies; Marriage; Opinions; Documentation; Institutional Mission; Leadership Training

Abstract:
This article explores assignments as a core teaching practice essential to integrating the cognitive, personal, and professional identities of seminary students. These core practices emerge in seminary curricula where there is a strong focus on the teaching of canonical texts and a goal of achieving textual mastery. We propose that carefully chosen and constructive assignments achieve the kind of integration necessary for building content knowledge and the professional, spiritual, and religious identities of our students. While the difference between the educational goals of clergy-training in a seminary and training graduate students in the academy can be sharp, we argue here for ways to make that contrast both productive and generative. (Contains 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Environment; College Housing; Academic Persistence; Intellectual Development; Interpersonal Relationship; Student Participation; Universities; Dormitories; Student School Relationship; Educational Strategies; College Students

Abstract:
With goals of fostering an intellectual atmosphere, building relationships, and increasing students' involvement on campus--and, ultimately, their rates of retention--universities around the country, including Elon, Michigan State, and Southern Methodist, are looking to residence life. House systems, residential neighborhoods, and living-learning programs, they hope, will connect students' learning in and out of class. The idea is to make the campus feel more intimate and to foster an intellectual atmosphere and increase students' involvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Graduate Students; Supervisors; Role; Masters Theses; Doctoral Dissertations; Student Research; Success; Technical Support; Supervisor Supervisee Relationship; Guidance; Mentors; Intellectual Development

Abstract:
The success of a thesis or a dissertation for a graduate student relies upon the roles of their supervisor. The student not only needs to be equipped with the knowledge, but also be able to manage others and external factors at the same time. The journey during the period of conducting research is mixed with various tasks. Five supportive roles of a supervisor involving the supervision system are specific technical support, broader intellectual support, administrative support, management, and personal support brings about the output of the study. A supervisor's roles for successful thesis and dissertation is reported by using the survey on graduate students in the universities in Thailand probing for the current practices of supervisor and the expectation of student towards the supervisor's roles. The reflection from the students' perspective can help develop relationship between supervisor and student for undertaking a successful thesis and dissertation. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Autism; Infants; Intellectual Development; Toddlers; Symptoms (Individual Disorders); Pervasive Developmental Disorders; Neurological Impairments; Developmental Disabilities; Child Development; Social Development; Communication Skills; Behavior Problems; Developmental Stages; Severity (of Disability)

Abstract:
Little research has been conducted on whether deficits in developmental functioning affect the range of core symptoms for autism spectrum disorders (ASD). This study represents a first attempt to determine whether developmental level has an effect on the expression of ASD symptoms in infants and toddlers. Eight hundred and fifty-three infants were evaluated with respect to the nature and extent of their ASD symptoms and developmental functioning. Young children with autism displayed a higher number of symptoms than those with PDD-NOS on all three domains of impairment (social, communication, repetitive behaviors). As expected, children without an ASD evinced far fewer symptoms than both these groups. Developmental level was not found to be a moderator for expression of ASD symptoms for the entire sample, or individual diagnostic groups. Higher developmental level was associated with lower severity of evinced ASD symptoms in the sample. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Preparation; Academic Support Services; Vocational Education; Low Income; Cultural Capital; Access to Education; Higher Education; Disproportionate Representation; Educational Strategies; Program Descriptions; Barriers; Intellectual Development; Affective Behavior; Educational Philosophy; Teacher Student Relationship; High School Students

Abstract:
This field report investigates how the Advancement Via Individual Determination (AVID) program, a college-readiness system targeting populations traditionally underrepresented in postsecondary education, provides students with consistent academic support while enrolled in a rigorous course of study. The report also addresses strategies AVID utilizes to engage students and families in the college preparation process as well as the various ways successful AVID programs foster a strong sense of community within schools. As a way to closely examine the depth and breadth of this well-regarded precollegiate program from a number of perspectives, four distinct but interrelated lenses are utilized. First, AVID is introduced to orient readers to its purpose, scope, and significance. Second, a brief review of research related to college access documents the barriers low-income students frequently face in the pursuit of higher education. This data further situates both the relevance and importance of the program. Third, a discussion of cultural capital draws attention to the multiple challenges low-income students encounter in school and documents the program's methods for facilitating both intellectual and affective growth. This analysis highlights how AVID's structure and philosophical orientation encourage and support the development of meaningful relationships among teachers, school staff, and program participants and their families. The article concludes by considering potential challenges administrators and teachers may confront when implementing AVID and offering practical recommendations that could benefit ALL students and their families. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Research; Essays; Intellectual Development; Academic Libraries; Library Services; Library Instruction; Case Studies

Abstract:
Little is known about the intellectual journey of advanced undergraduates engaged in the research process. Moreover, few studies of this population of library users include students' personal essays as a point of analysis in their scholarly pursuits. To gain insights into the research trajectory of apprentice researchers at the University of Michigan, the Library examined the personal essays that students submitted for its inaugural undergraduate research award. These essays chronicled students' intellectual growth and development throughout the research process. Drawing on observations about the unique needs of these students, the authors analyze the implications for library instruction and services. (Contains 31 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Measures (Individuals); Physical Development; Intellectual Development; Social Development; Mental Health; Likert Scales; Questionnaires; Incidence; Sport Psychology; Exercise Physiology; Hypothesis Testing; Student Attitudes; Educational Research; Foreign Countries

Abstract:
The aim of this study is to show whether sport has an effect on education/academic success and social, mental and physical development or not. The search involves 160 students studying at Physical Education and Sports High School at Karamanoglu Mehmetbey University. Graded quintet likert type questionnaire was used as a measuring means. The first part of the questionnaire consists of demographic features and the second part was developed by Aksoy and adapted by a researcher. Statistical Package for the Social Sciences (SPSS) was used to measure all tests. Alpha coefficient was checked and found to be 78% for reliability. Frequency analysis and one way variance analysis were used for measuring students' answers realized from the questions given. According to the results of this study, it can be said that there is an effect of sport on education. Besides, there is a statistical difference in terms of academic learning, social, mental and physical developments. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychology; Cross Cultural Studies; Culturally Relevant Education; International Education; Educational Practices; Epistemology; Educational Experience; Educational Development; Intellectual Development; Social Values; Cultural Context

Abstract:
Despite the "awakening" to the importance of culture in psychology in America, international psychology has remained on the sidelines of psychological science. The author recounts her personal and professional experience in tandem with the stages of development in international/cross-cultural psychology. Based on her research in cross-cultural personality assessment, the author discusses the inadequacies of sole reliance on either the etic or the emic approach and points out the advantages of a combined emic-etic approach in bridging global and local human experiences in psychological science and practice. With the blurring of the boundaries between North American-European psychologies and psychology in the rest of the world, there is a need to mainstream culture in psychology's epistemological paradigm. Borrowing from the concept of gender mainstreaming that embraces both similarities and differences in promoting equal opportunities, the author discusses the parallel needs of acknowledging universals and specifics when mainstreaming culture in psychology. She calls for building a culturally informed universal knowledge base that should be incorporated in the psychology curriculum and textbooks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; Energy; Role; Science Curriculum; Ecology; Science and Society; Scientific Concepts; Fuels; Botany; Biological Sciences; Environmental Education; Energy Conservation; Intellectual Development; Cognitive Structures

Abstract:
This article reports on our work of developing a learning progression focusing on K-12 students' performances of using energy concept in their accounts of carbon-transforming processes in socio-ecological systems. Carbon-transforming processes--the ecological carbon cycle and the combustion of biomass and fossil fuels--provide all of the energy for living systems and almost 90% of the energy for human economic activities. Energy, as a crosscutting concept across major disciplines, is a "tool for analysis" that uses the principle of energy conservation to constrain and connect accounts of processes and systems. Drawing on ideas from cognitive linguistics, the history of science, and research on students' energy conceptions, we identify two crucial practices that both scientists and students engage in when accounting for carbon-transforming processes: association and tracing. Using association and tracing as progress variables, we analyzed student accounts of carbon-transforming processes in 48 clinical interviews and 3,903 written tests administered to students from fourth grade through high school. Based on our analysis we developed a Learning Progression Framework that describes a progression from accounts that use energy as an ephemeral "force" that enables actors to make events happen to energy as a scientific tool for analysis. Successful students developed a "sense of necessity" with respect to accounts of carbon-transforming processes--a sense that energy MUST be conserved and degraded in every individual process and in the system as a whole. This level of success was achieved by less than 3% of the students in our sample. Implications for science standards, curriculum, and instruction are discussed. (Contains 2 tables, 10 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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