Empowering the Marginal Student: An Innovative Skills-Based Extra Credit Assignment

A simple extra-credit assignment explicitly rewarded marginal or failing students for improving their learning and study strategies. The instructor approached individual students who were at risk for failing the course following the midterm exam and gave them the option of earning extra-credit points for regularly documenting a variety of effective learning and study skills. In contrast to control groups of matched marginal students and of nonfailing students, those attempting the extra-credit assignment improved their test performance from midterm to final exam. They were more likely to earn at least a grade of C and less likely to drop out of the course than the matched control group. They also evaluated the experience quite positively

The Party”: Role-Playing to Enhance Multicultural Understanding

Describes a role-playing activity used to teach the effects of stereotyping and enhance multicultural understanding. Student response

Playing “Sherlock Holmes”: Enhancing students’ understanding of prejudice and stereotyping

A very simple, innovative classroom exercise designed to heighten students\u27 understanding of stereotyping and prejudice is described. Students\u27 evaluation of the exercise was very positive. Students reported greater awareness and understanding of their own and others’ stereotypes and prejudice and of the negative effects of prejudice, with females more than males reporting enhanced awareness of others’ stereotyping. Students also rated the exercise as very enjoyable. There was a trend among Non-White more than White students to report that the exercise helped show them how to reduce stereotypes and more Non-White than White students offered solutions for reducing prejudice that involved actively reaching out and interacting with others different from themselves. Additional suggestions for instructors are discussed

Factors Related to Earthquake Preparedness Among Child Care Professionals: Theory and Policy Implications

With increasing numbers of children enrolled in child care, the safety of the child care environment and the preparedness of personnel to prevent injuries and fatalities in the event of natural disasters becomes an important public policy issue. In this study, earthquake preparedness and its correlates were examined in 25 child care centers located in a southern California community adjacent to the San Andreaas Fault. Extensive survey, interview, and on-site observational data were collected. Findings indicated a wide range of preparedness in child care centers. Half of the child care centers lacked basic essentials required to cope in the aftermath of a major quake. Several hazards were also common: unsecured bookcases, open shelves, rolling furniture, large and unprotected windows, and heavy objects stored on high shelves. In addition, many directors had misconceptions about the role of local agencies (e.g., fire department, police, Red Cross) following an earthquake. Findings are considered in terms of risk assessment theory and implications; public policy and legislative courses of action are discussed

University-community engagement: The Fresno story of targeted neighborhood revitalization

In this article we take a closer look at a developing university-community engagement project being undertaken between California State University, Fresno, and the City of Fresno. A history of the project is provided, along with a review of the relevant literature and a summary of what pieces of the puzzle we feel should be in place for a successful collaboration of this sort. These include what structures should be institutionalized for successful collaboration at the university, in the partnering organizations, and in the community

Empowering the marginal student: A skills-based extra-credit assignment,” Teaching ofPsychology

A simpk emu-credit assignment e.qlicitly rewurded marginal M failing studens for imprwing thir kuming and study strategies. The instructor approached individual students who were at risk for failing the course folhing rhe m i d t m exam and gave them the option of eming e.ma-credit points for regularly documenring o variery of effective kuming and study skills. In contrast to control groups of matched marginal students and of nonfailing snuknu, rhose attempting the extra-credit assignment improwed their test p . r f m n c e from midterm to final exam. They were more likely ro e m at kmt a grade of C and less likely to drop our of the course t h m the marched control group. They a150 ewoluared the experience quite positively

Annual editions : child growth and development 12/13, 10th ed/ Edit.: Ellen N. Junn

xviii, 203 hal.: tab.; 28 cm

Annual editions : child growth and development 12/13, 10th ed/ Edit.: Ellen N. Junn

xviii, 203 hal.: tab.; 28 cm