scholarly journals Academic Integrity: Developing an Approach Students Can Own!

2020 ◽  
Vol 8 (1) ◽  
pp. 58-63
Author(s):  
Lori Lysiak
Keyword(s):  
High School ◽  
Public School ◽  
General Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Education History ◽  
School Librarians ◽  
Penn State ◽  
The Impact ◽  
Training Modules

At Penn State Altoona, undergraduate students consistently miss the mark with MLA in-text citations, Works Cited page citations, and articulating an understanding of the purpose of citing. A likely underlying cause is the impact of the decline of public school librarians over the last two decades. Current post-high school approaches to help remediate this issue, including collaborations between a librarian and a general education history instructor at Penn State Altoona, are explored. Their informal project to incorporate online academic integrity training modules in the Canvas learning management system is outlined with next-step measures.

scholarly journals ANALISIS KETIDAKAMANAN STREET FOOD DI SEPANJANG JALAN SILIWANGI

2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Lilik Hidayati ◽  
Nur Lina
Keyword(s):  
High School ◽  
Undergraduate Students ◽  
Food Additives ◽  
Survey Method ◽  
Individual Factor ◽  
Contaminated Food ◽  
Chemical Contaminant ◽  
The Impact ◽  
Rhodamin B ◽  
Continue Monitoring

Street foods is one of common food for undergraduate students. There are many contaminat wich can contamined street foods, such as biological, phisical, and chemical contaminant. Many health problem can be caused by contaminated food. The purpose of this reseach is to indentify chemical contaminat in street foods that is sold in front of Siliwangi University, Siliwangi street. This research is using survey method with 37 sample of street foods that are taken from 18 food�s seller. Chemical contaminant was indetify using food contaminat detection kit. Individual factor such as education, age, and income and also who is the producer of streets were also measured in this study. Univariat analysis use the frequency distribution table, graph, and statistical calculation values. The result of this research are most of the responden�s education are yunior high school and senior high school. Average of respondens are 35 years old, and daily income are Rp 314.000,00. Most of the street foods is produced by the own seller. Chemical contaminat detection showed borax and Rhodamin B aren�t detected. But formalin is found in two street foods. The recomendation are continue monitoring and ecducating food street�s seller abaout the impact of using chemical food additives.

scholarly journals Development and validation of a mandarin version of demoralization scale for adolescents and young adults

2021 ◽  
Author(s):  
Chuan-Yung Huang ◽  
Yi-Chun Hung ◽  
Chee-Seng Tan ◽  
Siew-May Cheng ◽  
Shun-Hao Hu
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Emerging Adults ◽  
Undergraduate Students ◽  
School Students ◽  
Promising Tool ◽  
Good Internal Consistency ◽  
Demoralization Scale ◽  
The Impact

AbstractThe impact of demoralization among the general population has received little attention due to the lack of an appropriate measurement. Three studies involving 1,143 high school and undergraduate students in Taiwan were thus conducted to develop and validate a tool to assess demoralization. A pool of 50 items was first developed and administered to high school students. Exploratory factor analysis results supported a 5-factor solution with 15 items (Study 1). Study 2 compared the potential models using confirmatory factor analysis and found the 5-factor second-order model with 15 items the best fit model. The 15-item Mandarin version of Demoralization Scale (DS-M-15) was also found to have good internal consistency, test–retest reliability, and (concurrent and predictive) validity in a sample of undergraduate students (Study 3). Taken together, the converging findings show that the DS-M-15 is a promising tool for assessing demoralization among Chinese adolescents and emerging adults.

scholarly journals Comparing The Impact Of An Astronomy Course And A Science And Society Seminar On Undergraduate Students' Attitudes Toward Science

2018 ◽  
Vol 4 (2) ◽  
pp. 75-94
Author(s):  
Helene M. L. G. Flohic
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Scientific Content ◽  
University Professors ◽  
Science Courses ◽  
Most Significant Change ◽  
Students Attitudes ◽  
Intensive Reading ◽  
Education Science ◽  
The Impact

A common challenge among university professors is how to best design undergraduate courses to successfully enhance students' attitudes. To compare which curriculum was more efficient at fostering a positive attitude towards science in general, I studied the impact of two different general education science courses on the attitudes of college students. The first course was an arithmetic-based Introductory Astronomy course for non-science majoring undergraduates that used interactive and inquiry-based teaching techniques. The comparison course was a Science, Technology, & Society (STS) seminar with context-based science contents, discussions, and intensive reading and writing. The post-semester results showed that neither curriculum on its own significantly changed the overall attitude of students towards science as far the assessment could measure, but that each curriculum did successfully enhance specific aspects of the students’ attitude in differing categories. The STS students had scores showing a gain in believing that scientists are honest. The astronomy students had scores showing a gain in understanding that scientific theories can change in the light of new evidence. However, the most significant change was a loss in the astronomy students’ confidence that the general public can and should understand science. Thus, the results suggest that professors who strongly desire to enhance the broad nature of students' attitudes need to use more purposeful instructional experiences rather than rely only on students' deepening understanding of the specific scientific content.

scholarly journals Preparing for University: An Applied Analysis on the Efficacy of 4U and University Level Preparatory STEM Courses

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Matthew Sigal ◽  
Shoshanah Jacobs
Keyword(s):  
High School ◽  
Student Learning ◽  
Undergraduate Students ◽  
First Year ◽  
University Level ◽  
First Year University ◽  
The Impact

The following report addresses the impact of preparatory education on first year science grades at two Ontario-based universities. Specifically, the impact of high school and university level preparatory courses on their respective first year university grades will be addressed. A variety of analytic and visualization-based strategies will be employed to outline a narrative about who is taking such courses, and the impact of these courses on student learning. Overall, conclusions point to the usefulness of preparatory education, and for institutions to continue to provide supplementary courses as scaffolding for undergraduate students.

The Impact of Career and Technical Education on Students With Disabilities

2018 ◽  
Vol 29 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Shaun M. Dougherty ◽  
Todd Grindal ◽  
Thomas Hehir
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
Career And Technical Education ◽  
Large Scale ◽  
Technical Education ◽  
Policy And Practice ◽  
General Education Students ◽  
Career And Technical ◽  
The Impact

Evidence suggests that participating in career and technical education (CTE) in high school, on average, positively affects general education students when transitioning from education to the workforce. Yet, almost no large-scale causal research has explored whether academic benefits also accrue to students with disabilities in CTE. This omission is glaring given that students with disabilities participate in high school CTE programs at high rates. We use multiple years of administrative data from Massachusetts to estimate the effect of participating in CTE on the academic outcomes of students with disabilities. Compared with peers with similar disabilities who do not participate in CTE, students with disabilities in CTE programs perform comparably on standardized measures of student achievement but have higher probabilities of graduating from high school on time or earning industry-recognized certificates. Implications for policy and practice, particularly with regard to scaling access to similar programs, are discussed.

scholarly journals Institutional Strategies that Foster Academic Integrity: A Faculty-Based Case Study

2014 ◽  
Vol 7 (1) ◽  
pp. 32
Author(s):  
Sebastian Prins ◽  
Anna Hildegarde Lathrop
Keyword(s):  
Undergraduate Students ◽  
Academic Integrity ◽  
Intervention Strategy ◽  
Academic Misconduct ◽  
Education Assessment ◽  
Student Misconduct ◽  
Associate Dean ◽  
Institutional Strategies ◽  
The Impact

In recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St. Catharines, Ontario. In 2006, spearheaded by the Associate Dean for Undergraduate Studies, a Faculty-wide academic integrity strategic plan was designed and implemented. The plan identified 4 principles (collaboration, education, assessment, and monitoring and detection) and recommended 17 initiatives. This case study examines the impact of theses initiatives through an analysis of survey data and incidences of student misconduct cases adjudicated between 2005 and 2012 (with 2006 as the point of intervention). Data was coded and analyzed using the Welch’s t-test. Results indicated that the intervention strategy led to a significant reduction in the frequency of self-reported at risk behavior and the number of academic misconduct cases. This paper will report on these findings and identify the strategies that helped effect a positive change in the culture of academic integrity.

Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Annette McDonald
Keyword(s):  
High School ◽  
General Education ◽  
Self Regulation ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Content Standards ◽  
Future Research ◽  
High School Mathematics ◽  
The Impact

Abstract Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.

Entry Costs and the Supply of Public School Teachers

2006 ◽  
Vol 1 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Randall Reback
Keyword(s):  
High School ◽  
Public School ◽  
Teacher Certification ◽  
Marginal Effect ◽  
Public School Teachers ◽  
School Teachers ◽  
Entry Costs ◽  
Certification Programs ◽  
Selective Colleges ◽  
The Impact

This article examines the impact of entry costs on the likelihood that recent college graduates will become public school teachers. I combine Barron's ratings of college selectivity, data on the types of teacher certification programs offered by colleges, and NELS data that track members of the high school class of 1988 into college and into the workforce. Restricting the sample to individuals who were not considering teaching careers when they were high school seniors, I estimate the marginal effect of the availability of undergraduate teacher certification programs on the likelihood that these individuals will become teachers. The results suggest that graduates from highly selective colleges are very sensitive to entry costs related to the number of years of schooling required for certification, while graduates from less selective colleges are not marginally influenced by these costs.

scholarly journals Factor that impacts entrepreneurial intention among engineering students: evidence from Indonesia

2018 ◽  
Vol 9 (4 (31)) ◽  
pp. 71-86
Author(s):  
Hari Kurniawan ◽  
Fulgentius Danardana Murwani ◽  
Aniek Indrawati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Entrepreneurial Intention ◽  
Need For Achievement ◽  
Engineering Student ◽  
Vocational High School ◽  
School Students ◽  
The Impact

Entrepreneurial Intention was intensively examined within the research on entrepreneurship, but the results were diverse. The research was mostly focused on a non-engineering student. The inspiration for this paper was provided by (Law & Breznik, 2017) and (Karabulut, 2016) and its main goal is to determine the factor that pushes undergraduate students towards success in business and allows them to develop their entrepreneurial intention. This research is intended to ascertain the impact of innovativeness (Innov) and need for achievement (Nach) on entrepreneurial intention based on attitude towards entrepreneurship show among vocational high-school students having an extended curriculum in engineering. The examined sample was composed of 338 students of vocational high school (SMK) in an Indonesian District offering some extended courses in engineering. The adopted research methodology was of descriptive and correlational nature, with a quantitative method and a path analysis utilizing Lisrel 9.30. It was found that the need for achievement (Nach) and innovativeness (Innov) exert some significant indirect influence on entrepreneurial intention based on the attitude towards entrepreneurship, while the need for achievement (Nach) has lower direct influence on entrepreneurial Intention.

Sign in / Sign up

Export Citation Format

Share Document