Nearly three-quarters of college students cheat during their undergraduate careers, a startling number attributed variously to the laziness of today’s students, their lack of a moral compass, or the demands of a hypercompetitive society. For James Lang, cultural or sociological explanations like these are red herrings. His provocative new research indicates that students often cheat because their learning environments give them ample incentives to try—and that strategies which make cheating less worthwhile also improve student learning. Cheating Lessons is a practical guide to tackling academic dishonesty at its roots.
Drawing on an array of findings from cognitive theory, Lang analyzes the specific, often hidden features of course design and daily classroom practice that create opportunities for cheating. Courses that set the stakes of performance very high, that rely on single assessment mechanisms like multiple-choice tests, that have arbitrary grading criteria: these are the kinds of conditions that breed cheating. Lang seeks to empower teachers to create more effective learning environments that foster intrinsic motivation, promote mastery, and instill the sense of self-efficacy that students need for deep learning.
Although cheating is a persistent problem, the prognosis is not dire. The good news is that strategies which reduce cheating also improve student performance overall. Instructors who learn to curb academic dishonesty will have done more than solve a course management problem—they will have become better educators all around.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references. You'll find safety emphasized throughout the book in each demonstration.
The demonstrations capture interest, teach, inform, fascinate, amaze, and perhaps, most importantly, involve students in chemistry. Nowhere else will you find books that answer, "How come it happens? . . . Is it safe? . . . What do I do with all the stuff when the demo is over?"
Shakhashiri and his collaborators offer 282 chemical demonstrations arranged in 11 chapters. Each demonstration includes seven sections: a brief summary, a materials list, a step-by-step account of procedures to be used, an explanation of the hazards involved, information on how to store or dispose of the chemicals used, a discussion of the phenomena displayed and principles illustrated by the demonstration, and a list of references. You'll find safety emphasized throughout the book in each demonstration.
Color and light are the focus of this long-awaited fifth volume in the Chemical Demonstrations series, which describes demonstrations that effectively communicate science to both students and general audiences. Using full color illustrations, the book provides meticulous instructions for safely demonstrating colorful phenomena and illustrating scientific principles. A rich introductory section explores the science of color and light, outlines the chemical processes of vision, and explains what happens when visual information enters the human eye and is perceived by the brain. With more than fifty demonstrations and multiple procedures included, this volume offers abundant opportunities to arouse and sustain interest in science for both classroom and public presentations.
Each demonstration includes:
• a brief description of the demonstration
• a materials list
• a step-by-step account of procedures to be used
• an explanation of the potential hazards involved
• information on safely storing and disposing the chemicals used
• a full discussion of the phenomena displayed and principles illustrated
• a list of references.
Created by acclaimed chemists and science educators Bassam Shakhashiri and his collaborators Rodney Schreiner and Jerry Bell, these demonstrations make an impressive addition to the earlier volumes, which have been lauded for guiding teachers and scientists in effectively communicating science. Like all volumes in the series, Volume 5 communicates chemistry using pedagogical knowledge to enhance the effectiveness of demonstrations to all audiences.
Although in recent years the lecture has come under fire as a pedagogical method, Aveni ardently defends lecturing to students. He shares his secrets on crafting an engaging lecture and creating productive dialogue in class discussions. He lays out his rules on classroom discipline and tells how he promotes the lost art of listening. He is a passionate proponent of the liberal arts and core course requirements as well as a believer in sound teaching promoted by active scholarship.
Aveni is known to his students as a consummate storyteller. In Class Not Dismissed he shares real stories about everyday college life that shed light on serious educational issues. The result is a humorous, reflective, inviting, and powerful inquiry into higher education that will be of interest to anyone invested in the current and future state of college and university education.
Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s thinking while revealing the seminal characteristics of her teaching philosophy. This careful analysis leads Cooper to identify a pedagogical model organized around two complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome.
With timely attention paid to debates about the reduction in time for play in the early childhood classroom, the role of race in education, and No Child Left Behind, The Classrooms All Young Children Need will be embraced by anyone tasked with teaching our youngest pupils.
In Coal in Our Veins, Erin Thomas employs historical research, autobiography, and journalism to intertwine the history of coal, her ancestors' lives mining coal, and the societal and environmental impacts of the United States' dependency on coal as an energy source. In the first part of her book, she visits Wales, native ground of British coal mining and of her emigrant ancestors. The Thomases' move to the coal region of Utah—where they witnessed the Winter Quarters and Castle Gate mine explosions, two of the worst mining disasters in American history—and the history of coal development in Utah form the second part.
Then Thomas investigates coal mining and communities in West Virginia, near her East Coast home, looking at the Sago Mine collapse and more widespread impacts of mining, including population displacement, mountain top removal, coal dust dispersal, and stream pollution, flooding, and decimation. The book's final part moves from Washington D.C.—and an examination of coal, CO2, and national energy policy—back to Utah, for a tour of a coal mine, and a consideration of the Crandall Canyon mine cave-in, back to Wales and the closing of the oldest operating deep mine in the world and then to a look at energy alternatives, especially wind power, in West Virginia and Pennsylvania.
They’re not the students strolling across the bucolic liberal arts campuses where their grandfathers played football. They are first-generation college students—children of immigrants and blue-collar workers—who know that their hopes for success hinge on a degree.
But college is expensive, unfamiliar, and intimidating. Inexperienced students expect tough classes and demanding, remote faculty. They may not know what an assignment means, what a score indicates, or that a single grade is not a definitive measure of ability. And they certainly don’t feel entitled to be there. They do not presume success, and if they have a problem, they don’t expect to receive help or even a second chance.
Rebecca D. Cox draws on five years of interviews and observations at community colleges. She shows how students and their instructors misunderstand and ultimately fail one another, despite good intentions. Most memorably, she describes how easily students can feel defeated—by their real-world responsibilities and by the demands of college—and come to conclude that they just don’t belong there after all.
Eye-opening even for experienced faculty and administrators, The College Fear Factor reveals how the traditional college culture can actually pose obstacles to students’ success, and suggests strategies for effectively explaining academic expectations.
Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings.
In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering, and in his post-college writing. Her data illuminate the struggle of college students to transfer what they learn about "general writing" from one context to another. Her findings suggest ultimately not that we must abolish FYC, but that we must go beyond even genre theory in reconceiving it.
Accordingly, Beaufort would argue that the FYC course should abandon its hope to teach a sort of general academic discourse, and instead should systematically teach strategies of responding to contextual elements that impinge on the writing situation. Her data urge attention to issues of learning transfer, and to developmentally sound linkages in writing instruction within and across disciplines. Beaufort advocates special attention to discourse community theory, for its power to help students perceive and understand the context of writing.
Using Mark as a test case, scholars address questions like: How should my research and my approach to the text play out in the classroom? What differences should my academic context and my students' expectations make? How should new approaches and innovations inform interpretation and teaching? This resource enables biblical studies instructors to explore various interpretative approaches and to begin to engage pedagogical issues in our changing world.
Features:
Community-based Language Learning offers a new framework for world language educators interested in integrating community-based language learning (CBLL) into their teaching and curricula. CBLL connects academic learning objectives with experiential learning, ranging from reciprocal partnerships with the community (e.g., community engagement, service learning) to one-directional learning situations such as community service and site visits.
This resource prepares teachers to implement CBLL by offering solid theoretical frameworks alongside real-world case studies and engaging exercises, all designed to help students build both language skills and authentic relationships as they engage with world language communities in the US. Making the case that language learning can be a tool for social change as well, Community-based Language Learning serves as a valuable resource for language educators at all levels, as well as students of language teaching methodology and community organizations working with immigrant populations.
“What any body is—and is able to do—cannot be disentangled from the media we use to consume and produce texts.” ---from the Introduction.
Kristin Arola and Anne Wysocki argue that composing in new media is composing the body—is embodiment. In Composing (Media) = Composing (Embodiment), they havebrought together a powerful set of essays that agree on the need for compositionists—and their students—to engage with a wide range of new media texts. These chapters explore how texts of all varieties mediate and thereby contribute to the human experiences of communication, of self, the body, and composing. Sample assignments and activities exemplify how this exploration might proceed in the writing classroom.
Contributors here articulate ways to understand how writing enables the experience of our bodies as selves, and at the same time to see the work of (our) writing in mediating selves to make them accessible to institutional perceptions and constraints. These writers argue that what a body does, and can do, cannot be disentangled from the media we use, nor from the times and cultures and technologies with which we engage.
To the discipline of composition, this is an important discussion because it clarifies the impact/s of literacy on citizens, freedoms, and societies. To the classroom, it is important because it helps compositionists to support their students as they enact, learn, and reflect upon their own embodied and embodying writing.
Kimberly A. Scott explores this question and others as she details the National Science Foundation-funded enrichment project COMPUGIRLS. This groundbreaking initiative teaches tech skills to adolescent girls of color but, as importantly, offers a setting that emphasizes empowerment, community advancement, and self-discovery. Scott draws on her experience as an architect of COMPUGIRLS to detail the difficulties of translating participants' lives into a digital context while tracing how the program evolved. The dramatic stories of the participants show them blending newly developed technical and communication skills in ways designed to spark effective action and bring about important change.
A compelling merger of theory and storytelling, COMPUGIRLS provides a much-needed roadmap for understanding how girls of color can find and define their selves in today's digital age.
This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.
Schoolyards have come a long way from the barren playgrounds that many people remember. Today's school campuses often feature gardens in which students can learn about native plants and wildlife, grow vegetables and fruit, explore cultural traditions, practice reading and math skills, and use their imaginations to create fun play spaces. And for a growing number of urban students, these schoolyard gardens offer the best, if not the only, opportunity to experience the natural world firsthand and enjoy its many benefits.
This book is a practical, hands-on guide for creating a variety of learning environments in the arid Southwest. Filled with clear, easy-to-use information and illustrated with photographs, drawings, and plans, the book covers everything necessary to create schoolyard gardens:
This guide will be essential for landscape architects, school personnel, parents, and students. Indeed, its principles can be used in designing schoolyard habitats across the country, while its information on gardening with native plants and wildlife will be useful to homeowners across the Southwest.
“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago
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