Thesis (D. Min.)--Ashland Theological Seminary, 2007. / Abstract. Includes bibliographical references (leaves 184-189).

This study aims to explore how the art student teaching seminar can serve as a space for inquiry and reflection, and how student teachers process their experiences, negotiate personal meanings, and understand teaching complexities through inquiry based methods. The overarching question in this research study asked: How might participation in an inquiry based seminar impact the meaning student teachers make from their practicum experiences? In order to address this main question, I employed three sub-questions: How do art student teachers perceive and describe their teaching field experiences in a seminar space? What kinds of inquiry activities can facilitate reflection with art student teachers? How do art teachers relate to and value inquiry based methods of reflection?I approached these questions through a constructivist framework that supports the idea that individuals actively construct and reconstruct their own understandings, meanings, and ultimately knowledge of the world through experience and reflection upon these experiences. Utilizing a case study methodology I designed a multi-case qualitative study that aimed to interpret the student teacher seminar through the experiences of four art student teacher participants. I was the facilitator of the student teaching seminar course at a large, public university in the Southwestern United States and the art student teachers and I met roughly every two weeks, over the course of a 16 week semester, on the university campus. I implemented a scaffolded, inquiry based curriculum which offered a variety of methods aimed to encourage inquiry and promote reflection amongst student teachers. Research data consisted of seminar audio recordings, participants' written journal entries, participants' artworks, and my reflective researcher notes. Employing narrative data analysis I constructed a case for each participant using the assignments as both chronological organization and categorical scaffolding for the arrangement and presentation of the data. I then compared the individual cases to identify similarities and differences within the whole. My analysis of research findings indicated the following: First, student teachers identified personal concerns related to affective awareness, vulnerability from uncertainty, desire for efficacy, and identity confusion during their student teaching experiences. Second, written forms of inquiry produced evidence of open-mindedness and responsibility amongst student teacher participants, while artistic forms of inquiry yielded evidence of wholeheartedness and self-knowledge amongst student teacher participants. Third, the data indicated that although benefits could be located in written inquiry, participants attached little value or meaning to this method; whereas, artistic inquiry was perceived as an especially impactful and meaningful method of inquiry by student teacher participants. Overall, the student teaching seminar served as a space where student teacher participants shared stories, described contexts, identified issues, navigated tensions, and exhibited personal and insightful developments that demonstrated reflective learning connected to self-understanding and personal growth. Implications for the research suggest that facilitators of such a course should have a concentrated awareness of the constraints of the seminar structure; approach problem exploring rather than problem solving techniques with teacher candidates; and that there is an acute need for supportive and safe spaces for student teachers to process their experiences through multiple methods. This study generated detailed insight into art student teachers' unequivocally unique, yet fundamentally shared journeys, in processing, negotiating, and ultimately understanding their practicum experiences. Keywords: student teacher, seminar, inquiry, reflection, artmaking, art education

Das ehemalige Kornhaus in Zwickau beherbergt eine der modernsten öffentlichen Bibliotheken Sachsens. Vergangenen April war das Gebäude Austragungsort des 22. Länderübergreifenden Seminars zur Kinder- und Jugendbibliotheksarbeit. Vertreter der Bundesländer Hessen, Sachsen, Sachsen-Anhalt und Thüringen haben sich im Rahmen dessen über die Entwicklungen und Potenziale heutiger Medien ausgetauscht.

The obesity epidemic is steadily increasing and affecting all age groups. Obesity rates among young adults are scarcely reported but merit special attention as being overweight during young adulthood will likely result in being overweight or obese throughout adulthood. Because college students are still forming lifestyle patterns, the university setting is ideal for intervention and educating young adults on the importance of developing and maintaining healthy behaviors. This study evaluated whether participation in a 16-week first-year college seminar cooking course increased students’ self-efficacy in food preparation skills and dietary behaviors. Significant changes in food preparation skills were observed between before and after participation (p<0.05) but self-efficacy, overall, did not increase significantly. Institutions of higher education should provide experiential learning opportunities to improve food preparation skills and hence dietary habits of young adults by developing and implementing programs such as first-year seminars focusing on hands-on food preparation basics and techniques.

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Im Zeitraum 2007-2008 wurde die vorliegende Fragebogenstudie mit dem Ziel durchgeführt, die Lehrmethoden Vorlesung, Seminar, E-Learning und Blended Learning zu vergleichen und die Akzeptanz der verschiedenen Konzepte durch die Studierende der Zahnmedizin gegenüber zu stellen. Als Lerninhalt diente die kieferorthopädische Profil- und EnFace Analyse. Entsprechende Patientenfälle wurden mit Arbeitsbögen in den Gruppen Vorlesung und Seminar durchgeführt. Eine für diese Arbeit entwickelte Software diente der Fallauswertung in den Gruppen E-Learning und Blended Learning. Ein am Ende der jeweiligen Lehrveranstaltung ausgegebener Fragebogen sollte die Erfahrung der Teilnehmer zur jeweils erlebten Lehrmethode erfassen. Der deskriptive Vergleich der einzelnen Fragebogenitems lässt eine deutliche positivere Einschätzung der Studenten zu Gunsten der Blended Learning Methode erkennen. Die Auswertung der jeweils richtigen Antworten der Profildiagnostik zeigte dagegen kaum Unterschiede in den einzelnen Gruppen.

No description available.

Im Zeitraum 2007-2008 wurde die vorliegende Fragebogenstudie mit dem Ziel durchgeführt, die Lehrmethoden Vorlesung, Seminar, E-Learning und Blended Learning zu vergleichen und die Akzeptanz der verschiedenen Konzepte durch die Studierende der Zahnmedizin gegenüber zu stellen. Als Lerninhalt diente die kieferorthopädische Profil- und EnFace Analyse. Entsprechende Patientenfälle wurden mit Arbeitsbögen in den Gruppen Vorlesung und Seminar durchgeführt. Eine für diese Arbeit entwickelte Software diente der Fallauswertung in den Gruppen E-Learning und Blended Learning. Ein am Ende der jeweiligen Lehrveranstaltung ausgegebener Fragebogen sollte die Erfahrung der Teilnehmer zur jeweils erlebten Lehrmethode erfassen. Der deskriptive Vergleich der einzelnen Fragebogenitems lässt eine deutliche positivere Einschätzung der Studenten zu Gunsten der Blended Learning Methode erkennen. Die Auswertung der jeweils richtigen Antworten der Profildiagnostik zeigte dagegen kaum Unterschiede in den einzelnen Gruppen.:1 Einleitung 2 Literaturübersicht 2.1 Traditionelles Lehren 2.2 Lerntypen und Lernstile 2.2.1 Lerntypen nach Vester 2.2.2 Die Lerntypen nach Gagné 2.2.3 Die Lernstile nach Kolb 2.3 E-Learning 2.3.1 Systematische Einordnung von E-Learning Konzepten 2.3.2 Geschlechtsunterschiede im Zusammenhang mit E-Learning 2.4 Blended Learning 2.5 Andere Begriffe der elektronischen Wissensvermittlung 2.5.1 Hypertext 2.5.2 Hypermedia 2.5.3 Interaktivität 2.5.4 Multimodalität 2.6 Motivation und Demotivation des Lernenden 2.6.1 Motivation 2.6.2 Demotivation 2.7 Bedeutung von Arbeitsunterlagen 2.8 Evaluation 2.8.1 Evaluationsmethoden 2.9 Ist-Stand der kieferorthopädischen Lehre an der Poliklinik für Kieferorthopädie und Kinderzahnheilkunde der Universität Leipzig 3 Fragestellung 4 Probanden und Methode 4.1 Auswahl der Probanden 4.1.1 Verteilung der Probanden 4.1.2 Sicherstellung der Chancengleichheit 4.2 Evaluationsbögen, Arbeitsbögen und Software 4.2.1 Evaluationsbogen IV 4.2.2 Der Arbeitsbogen 4.2.3 Die Software 4.3 Beschreibung der Versuchsabläufe 4.3.1 Die verschiedenen Gruppen 4.4 Kategorisierung der Evaluationsfragen 5 Ergebnisse 5.1 Deskriptiver Vergleich des Antwortverhaltens anhand der Einzelitems 5.1.1 Kategorie: Motivation 5.1.2 Kategorie: Methodik & Didaktik 5.1.3 Kategorie: Resonanz 5.1.4 Kategorie: Effekt 5.2 Analytische Gegenüberstellung der Gruppen durch Summenscores 5.2.1 Kategorie: Motivation 5.2.2 Kategorie: Methodik & Didaktik 5.2.3 Kategorie: Resonanz 5.2.4 Kategorie: Effekt 5.3 Auswertung der Profildiagnosen 5.4 Gegenüberstellung der eingesetzten Ressourcen 6 Diskussion 6.1 Diskussion des methodischen Vorgehens 6.2 Diskussion der Lernstile und Lerntypen 6.2.1 Die Lerntypen nach Vester 6.2.2 Die Lerntypen nach Gagné 6.2.3 Die Lernstile nach Kolb 6.3 Kosten-Nutzen Relation 6.4 Diskussion der Ergebnisse 6.4.1 Diskussion der E-Learning Ergebnisse 6.4.2 Diskussion der Blended Learning Ergebnisse 6.4.3 Ergebnisdiskussion der Profildiagnosen 6.5 Beantwortung der Fragestellung 6.6 Fazit 7 Literaturverzeichnis 8 Anhang 8.1 Fragebogen 8.2 Fragebogen-Items einzeln (nicht gruppiert) 8.3 Fragebogen-Items in Abhängigkeit der Gruppenzugehörigkeit 8.4 Erklärung über die eigenständige Abfassung der Arbeit 8.5 Lebenslauf 8.6 Danksagung

No description available.

In 2013, one of the largest community college districts in the nation set forth a set of policies intended to improve the persistence and academic achievement of its sizable student population. Policies such as a new student orientation, course placement testing, and academic advising were now required of all first-time students who had their sights set on a degree or transfer to a four-year institution. One policy, however, was only applicable to those students who failed to demonstrate preparedness in the areas of reading, math, or English. For this cohort of students, an additional student success course was mandated that was intended to give these students the academic skills and confidence to persist that they were presumed to lack. While the student success course had been available in the district since the 1980s, it had never been a required course in the district even though many other higher education institutions had adopted it as such. There was no clear rationale as to why this course needed to be required starting in 2013, or why it was being required only of underprepared students. Further, little in the way of preparation occurred or resources provided to ensure the smooth and complete implementation throughout the ten-college district and there were no plans to evaluate the course's effectiveness other than measure each college's compliance to the policy. Thus the stage was set for a multi-lensed analysis of an entire policy lifecycle rather than the typical summative assessment of a policy's implementation. From formation to implementation to effectiveness, this single policy intervention in a single community college district is evaluated formatively. While each substantive formative analysis' content could stand alone, it is the intent of this dissertation to suggest and demonstrate that all are necessary for a complete evaluation of an educational policy.