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Journalism Research That Matters
It is now well-established that the long-time economic model on which the news industry has relied is no longer sustainable.Facebook, Google, and declining levels of popular trust in the media have been major contributors to this situation.Simultaneously, the closure of local media outlets across the country has left many areas without access to regional news, compounded the distance between media and publics, and further eroded civic engagement.Despite the looming crisis in journalism, a research-practice gap plagues the news industry. This book argues that an underappreciated factor in the news crisis is a potentially symbiotic relationship between journalism studies and the industry that it researches.As this book contends, scholars must think about their work in a public context, and journalists, too, need to listen to media scholars and take the research that they do seriously.Including contributions from journalists and academics, Journalism Research That Matters offers journalists a guide on what they need to know and journalism scholars a call to action for what kind of research they can do to best help the news industry reckon with disruption.The book looks at new research developments surrounding audience behavior, social networks, and journalism business models; the challenges that scholars face in making their research available to the public and to journalists; the financial survival of quality news and information; and blind spots in the way that researchers and journalists do their work, especially around race, diversity, and inequality.A final section includes contributions from journalists about how researchers can better engage on the ground with newsrooms and media professionals.
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Personalized Learning in Gifted Education : Differentiated Instruction That Maximizes Students' Potential
Gifted students can exhibit extreme variance in both their abilities and their interests, yet they are often treated within schools as one homogeneous, specialized population.Personalized Learning in Gifted Education helps educators strengthen their differentiation of both instruction and services for advanced students. This book:Helps educators develop the specific gifts and talents of the gifted students they serve. Includes a yearlong plan for professional learning communities seeking to transform their programs. Demonstrates how educators can utilize the wealth of data they have at their disposal. Provides a rationale and blueprint for a stronger, more personalized approach to gifted education. Offers suggestions for both elementary and secondary schools. Recommendations center around five features of personalized learning: personalized learning plans, project- or problem-based learning, competency-based progression through the curriculum, criterion-referenced assessments, and multiyear mentoring.
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Classroom Instruction That Works : Research-Based Strategies for Increasing Student Achievement
In 2001, Classroom Instruction That Works inspired more than a million teachers to refine their approach to teaching by asking and answering these questions: What works in education?How do we know? How can educational research find its way into the classroom?How can we apply it to help individual students?This all-new, completely revised second edition of that classic text pulls from years of research, practice, and results to reanalyze and reevaluate the nine instructional strategies that have the most positive effects on teaching and learning:Setting objectives and providing feedback. Reinforcing effort and providing recognition. Cooperative learning. Cues, questions, and advance organizers. Nonlinguistic representations. Summarizing and note taking. Assigning homework and providing practice. Identifying similarities and differences. Generating and testing hypotheses. A new framework organizes these strategies in preparation for instructional planning, and it highlights the point that all of the strategies are effective and should be used to complement one another.Each teaching strategy is supported with recommended classroom practices, examples of the strategy in use, tips for teaching, and information about using the strategy with today's learners. Whether you are coming to this book for the first time or are a veritable expert in the nine strategies, this second edition will help you develop your instructional approach, broaden your influence as a teacher, and enhance the learning potential of all your students.We haven't reinvented the wheel. We've taken classroom instruction that works and made it thrive.
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Classroom Assessment : Principles and Practice that Enhance Student Learning and Motivation
A comprehensive, nontechnical, engaging, look at how assessment is used to improve student learning and motivation. Drawing on recent research and new directions in the field, this concise, engaging book shows teachers how to use classroom assessment effectively for improving student learning and motivation.Key strategies and techniques are demonstrated through practical, realistic examples, suggestions, and case studies.The new edition emphasizes formative assessment and includes more in-depth coverage of self-assessment, the impact of standards-based accountability testing, 21st century knowledge, dispositions and skills, technology-enhanced items, and assessment of culturally diverse students.Each chapter provides aids to help readers learn and practice the skills of that chapter, including new Teacher Corners features illustrating actual teachers’ thinking about classroom assessment, introductory case studies, chapter concept maps, new figures, suggestions for action research, self-instructional review exercises, and links to digital resources. Also available with MyLab Education Designed to bring learners more directly into the world of K-12 classrooms and to help them see the real and powerful impact of the assessment concepts covered in this book, MyLab™ Education provides practice using classroom assessment concepts in teaching situations, helps students and instructors see how well students understand the content, and helps students more deeply process assessment concepts and strategies and also better understand how to use those concepts as a teacher.The online resources in this MyLab include: Video Examples.Throughout the eText, embedded videos provide illustrations of sound assessment practices in action. Self-Check Assessments. Throughout the chapters, students will find self-check quizzes that help assess how well students have mastered chapter learning outcomes.The quizzes consist of self-grading multiple choice items that provide rationales, both for questions answered correctly and for questions answered incorrectly. Application Exercises. These scaffolded exercises, tied to learning outcomes, challenge learners to reflect on assessment and to apply what they have learned to real classroom assessment work. MyLab Education includes the Pearson eText version of the book. Note: This is the standalone ISBN and does not include access to MyLab Education.To order MyLab Education plus the book, use ISBN 0134522087.
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Is distance learning worse than on-campus learning?
The effectiveness of distance learning versus on-campus learning depends on individual preferences, learning styles, and the specific course or program. Distance learning can offer flexibility and convenience for those with busy schedules or other commitments, while on-campus learning may provide more opportunities for in-person interaction and hands-on experiences. Both modalities have their own set of advantages and disadvantages, and the quality of the learning experience ultimately depends on the resources, support, and engagement available to the student in either setting.
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Is distance learning as recognized as traditional on-campus learning?
Distance learning has become increasingly recognized and accepted as a legitimate form of education, especially with the advancements in technology and the widespread availability of online courses. However, traditional on-campus learning still holds a higher level of recognition and prestige in many circles, particularly in certain industries or for specific types of degrees. Ultimately, the recognition of distance learning versus traditional on-campus learning can vary depending on the institution, field of study, and individual perspectives.
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Is distance learning recognized as much as on-campus learning?
Distance learning is increasingly being recognized as a legitimate and effective form of education, with many reputable institutions offering online degree programs. However, there may still be some lingering bias towards on-campus learning, particularly in certain industries or for certain types of degrees. Overall, the recognition of distance learning is growing, and it is becoming more widely accepted as a valuable and credible form of education.
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What is a Campus Naturalis education?
Campus Naturalis education is an approach to learning that emphasizes the connection between humans and the natural world. It focuses on experiential learning, outdoor activities, and hands-on experiences to help students develop a deep understanding and appreciation for the environment. This type of education often includes field trips, nature walks, and outdoor classroom activities to engage students in real-world learning experiences. The goal of Campus Naturalis education is to foster environmental stewardship, critical thinking, and a sense of responsibility towards the natural world.
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Grading for Growth : A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education
Are you satisfied with your current and traditional grading system?Does it accurately reflect your students’ learning and progress?Can it be gamed? Does it lead to grade-grubbing and friction with your students?The authors of this book – two professors of mathematics with input from colleagues across disciplines and institutions – offer readers a fundamentally more effective and authentic approach to grading that they have implemented for over a decade. Recognizing that traditional grading penalizes students in the learning process by depriving them of the formative feedback that is fundamental to improvement, the authors offer alternative strategies that encourage revision and growth.Alternative grading is concerned with students’ eventual level of understanding.This leads to big changes: Students take time to review past failures and learn from them.Conversations shift from “why did I lose a point for this” to productive discussions of content and process.Alternative grading can be used successfully at any level, in any situation, and any discipline, in classes that range from seminars to large multi-section lectures.This book offers a comprehensive introduction to alternative grading, beginning with a framework and rationale for implementation and evidence of its effectiveness.The heart of the book includes detailed examples – including variations on Standards-Based Grading, Specifications Grading, and ungrading -- of how alternative grading practices are used in all kinds of classroom environments, disciplines and institutions with a focus on first-hand accounts by faculty who share their practices and experience.The book includes a workbook chapter that takes readers through a step-by-step process for building a prototype of their own alternatively graded class and ends with concrete, practical, time-tested advice for new practitioners. The underlying principles of alternative grading involve·Evaluating student work using clearly defined and context-appropriate content standards.·Giving students helpful, actionable feedback.·Summarizing the feedback with marks that indicate progress rather than arbitrary numbers.·Allowing students to revise without penalty, using the feedback they receive, until the standards are met or exceeded. This book is intended for faculty interested in exploring alternative forms of learning assessment as well as those currently using alternative grading systems who are looking for ideas and options to refine practice.
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Action Research in Education : Learning Through Practitioner Enquiry
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University
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Embedded Formative Assessment : (Strategies for Classroom Assessment That Drives Student Engagement and Learning)
By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning.The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms.Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education. Implement effective assessment strategies in the classroom by: Reviewing the five key strategies of formative assessment in the classroom. Learning more than 50 practical techniques for classroom formative assessment. Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement. Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments. Discovering new insights into the current states of education and employment, and a discussion of how these changes affect student performance and teacher practice. Changes for the Second Edition: Over 30 percent new content including new research, techniques, examples, and templatesNew insights into the current state of education and how these changes affect student performance and teacher practiceA deeper discussion of educational neuroscience, including memory studies and dual-pathway theory Contents: Chapter 1: Discovering Why Educational Achievement Matters Chapter 2: Making the Case for Formative Assessment Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria Chapter 4: Eliciting Evidence of Learners' Achievement Chapter 5: Providing Feedback That Moves Learning Forward Chapter 6: Activating Students as Instructional Resources for One Another Chapter 7: Activating Students as Owners of Their Own Learn
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Coping on Campus : Mental Health and the University Student
In the midst of a mental health epidemic among college students, Doris Iarovici explains why this is happening now and what we can do about it. In Coping on Campus, Doris Iarovici, MD, discusses students' lifestyle issues and psychiatric concerns using case vignettes to explore a variety of interventions related to substance abuse, relationship difficulties, eating disorders, sleep issues, depression and anxiety, and perfectionism.Included is a guide to making emergency assessments, from risk classification and hospitalization to public safety and communication within and outside the campus community.This revised and updated guide covers a multitude of changes across today's college campuses.Models of care have undergone dramatic shifts, including a pivot to telemedicine during the Covid-19 pandemic, new hybrid treatment models, app-based approaches, and stepped care models.
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Is it good that Cornell University is interested in my research?
Yes, it is definitely a positive sign that Cornell University is interested in your research. It indicates that your work is being recognized and valued by a prestigious institution, which can open up opportunities for collaboration, funding, and furthering your research. It also validates the quality and significance of your work, which can enhance your reputation in the academic community. Overall, it is a positive development that can potentially benefit your research and career.
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Is it possible to transfer from a distance learning university to an on-campus university after completing a Bachelor's degree in Psychology?
Yes, it is possible to transfer from a distance learning university to an on-campus university after completing a Bachelor's degree in Psychology. However, the transfer process will depend on the specific policies and requirements of the on-campus university. It is important to research and reach out to the admissions office of the on-campus university to understand their transfer policies and procedures. Additionally, it may be helpful to have a strong academic record and relevant experience in psychology to increase your chances of successfully transferring.
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Is it a good idea for me to switch from an on-campus university to a distance learning university in my case?
Switching from an on-campus university to a distance learning university can be a good idea depending on your individual circumstances. If you need more flexibility in your schedule, have personal or professional commitments that make attending classes on campus difficult, or prefer the self-paced nature of online learning, then it could be a good fit for you. However, if you thrive in a traditional classroom setting, value in-person interactions with professors and peers, or require hands-on experience for your field of study, then staying at an on-campus university may be a better choice. It's important to carefully consider your own learning style, goals, and needs before making a decision.
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Is distance learning recognized in the same way as traditional on-campus learning?
Distance learning is increasingly being recognized as a legitimate and effective form of education, especially with the advancements in technology and the widespread availability of online courses and programs. Many reputable institutions now offer accredited online degrees and certifications, and employers are increasingly accepting these credentials as equivalent to traditional on-campus learning. However, there may still be some skepticism or bias in certain industries or for specific roles, so it's important for individuals to thoroughly research and choose reputable online programs to ensure their education is recognized and respected in the same way as traditional on-campus learning.
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