Search

Your search keyword '"Hall, William P."' showing total 17 results
Start Over Author "Hall, William P." Topic higher education
17 results on '"Hall, William P."'

1. A Framework for Facilitator Actions in Professional Development That Support Mathematicians' Instructional Change

Author

Fortune, Nicholas, Hall, William, Chikhany, Ralph, and Keene, Karen Allen

Abstract

In this work, we discuss the development of descriptive actions that facilitators take in semester-long online professional development geared at supporting instructional change at the undergraduate level. Current work in undergraduate mathematics education includes various large-scale projects aimed to support individuals or departments in reforming their instruction to align with recommendations from professional organizations and existing mathematics education research standards. One research area that has recently grown is the use of online synchronous environments to form collaborations to support the inclusion of student-centered instruction in mathematics. This paper discusses the actions that facilitators take in these collaborative environments and highlights how these actions supported the overall goal of the semester-long online faculty development.

Published
2023
Full Text
View/download PDF

2. Relationship of Reading Comprehension to the Cognitive Internal State Lexicon. Reading Research Report No. 14.

Author

National Reading Research Center, Athens, GA., National Reading Research Center, College Park, MD., Booth, James R., and Hall, William S.

Abstract

A study compared students' cognitive word knowledge of the cognates of "think" and "know" within a theoretical framework focused on hierarchical levels of meaning. Subjects were 31 fifth, 32 seventh, and 21 tenth graders attending single-gender private schools in the Washington, D.C. metropolitan area, and 70 college undergraduate students in an introductory psychology course at the University of Maryland. Cognitive words form a category within the internal state lexicon and may be central to accessing, monitoring, and transforming internal states, all of which seem to be processes critical to reading comprehension. Cognitive word knowledge was positively correlated with achievement scores. The correlations with cognitive word knowledge were higher for verbal (vocabulary and reading comprehension) than quantitative achievement scores, and cognitive word knowledge increased with age. However, the order of acquisition of cognitive words depended on a complex interaction between the frequency of the cognitive word in established word frequency counts, the level of meaning as determined by the conceptual difficulty hierarchy, and whether the cognitive word was a cognate of "think" or "know." (Contains 61 references, 6 tables, and 3 figures of data. The cognitive word task is attached.) (Author/RS)

Published
1994

3. Experimental Research on How Instructing Students to Use Lecture Capture (Podcasting) Technology Affects Student Learning in Higher Education

Author

Hall, William A.

Abstract

Students' use of new technology is prevalent. Many of them own mobile phones, laptop computers, and various entertainment devices. However, they are seldom taught how to maximize these technologies for academic purposes. This experimental study examined whether students who received instructions on how to use podcasts for academic purposes performed better academically than those who did not. The Podcast Instruction group (experimental group) was given access to both the podcast and the podcast instruction while the Podcast Only group received access to the podcast only. The analysis of the results showed that there was no significant difference between the two groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2012

4. Journalism Abstracts: M.A., M.S., Ph.D. Theses in Journalism and Mass Communication. Vol. 13.

Author

Association for Education in Journalism. and Hall, William E.

Abstract

This annual compilation by the Association for Education in Journalism describes master's theses and doctoral dissertations written in schools and departments of journalism and communication in the United States between July 1, 1974, and June 30, 1975. The aim of the book is to improve the flow of information about current research by providing easy access to students and teachers in journalism schools, to scholars in related disciplines, and to professionals in the media of mass communication. It contains 287 abstracts submitted from 40 colleges and universities, including 49 doctoral dissertations and 238 master's theses. All abstracts were prepared by the students or their advisors. The abstracts are arranged in alphabetical order under doctoral dissertations and master's theses. An author index and a complete subject index are included. (RB)

Published
1975

5. Journalism Abstracts, M.A., M.S., Ph.D. Theses in Journalism and Mass Communication. Vol. 12.

Author

Association for Education in Journalism. and Hall, William E.

Abstract

This annual compilation by the Association for Education in Journalism describes master's theses and doctoral dissertations written in schools and departments of journalism and communication in the United States between July 1, 1973, and June 30, 1974. The aim of the book is to improve the flow of information about current research by providing easy access to students and teachers in journalism schools, to scholars in related disciplines, and to professionals in the media of mass communication. It contains 362 abstracts submitted from 53 colleges and universities, including 65 doctoral dissertations and 297 master's theses. All abstracts were prepared by the students or their advisors. The abstracts are arranged in alphabetical order under doctoral dissertations and master's theses. An author index and a complete subject index are included. (RB)

Published
1974

6. The Relationship of Course Characteristics to Differential Performance of Martin Luther King Program and Other Students in Selected College of Liberal Arts Courses.

Author

Minnesota Univ., Minneapolis. Office for Student Affairs., Armstrong, Roberta A., and Hall, William V.

Abstract

College of Liberal Arts courses in which Martin Luther King Program (MLK) students registered from 1970 to 1972 were studied to explore the relationship of course characteristics to differences in performance between MLK and non-MLK students. Courses in which 15 or more MLK students received A through F grades were selected and divided into two groups: (1) proportion of MLK passing the course no different from non-MLK (N=27), and (2) proportion of non-MLK passing the course greater than MLK (N=13). Instructors were surveyed to assess course characteristics such as mode of instruction, purpose of course, type of exam items, and amount of reading. Class size and course level were also studied. Only one of the 11 items studied, the basis on which grades were determined, showed a significant difference between the two course performance groups; MLK students were less likely to perform as well as non-MLK students when grades were based solely on exams or quizzes. Possible explanations for the lack of more significant findings are discussed (e.g., broad individual differences within MLK and non-MLK groups). (Author/JMF)

Published
1976

7. A Comparative Study of Martin Luther King Program and Randomly Selected Freshmen Entering the University of Minnesota in Fall, 1970: Entrance Data and Subsequent Performance.

Author

Minnesota Univ., Minneapolis. Office for Student Affairs., Armstrong, Roberta A., and Hall, William V.

Abstract

The Martin Luther King (MLK) Program was initiated at the university in the fall of 1968 to provide special academic and financial assistance to disadvantaged students, particularly those of minority ethnic background. MLK Program students and students not in the program (non-MLK) were followed up nearly five years after entrance to the College of Liberal Arts (CLA) or General College (GC). MLK students entered with significantly lower test scores, attempted as many credits per quarter, but successfully completed substantially fewer of these credits than their peers. During this period, 15.9 percent of MLK students and 38.6 percent of the non-MLK students in CLA had completed degree requirements. The graduation rates for MLK and non-MLK students in GC were 12.9 percent and 22.6 percent, respectively. In terms of high school performance, precollege test scores, and actual college performance, there were very few differences between MLK and non-MLK students who received degrees. (Author/JMF)

Published
1976

8. Teaching in a TAFE College.

Author

TAFE National Centre for Research and Development, Payneham (Australia)., Hall, William, Hall, William, and TAFE National Centre for Research and Development, Payneham (Australia).

Abstract

This book is intended for beginning and experienced Technical and Further Education (TAFE) teachers who want to develop new teaching skills or refresh their existing skills. It covers the following topics: the teaching context (colleges, teachers, courses, students, and student motivation); the teaching process (the teacher as a professional, a model of the teaching process, and components of the teaching process); procedures in writing and using objectives (types of instructional objectives and their use in TAFE and the qualities and importance of objectives in teaching); steps in planning teaching (establishing lesson objectives, researching lesson material, selecting a teaching method, writing a lesson plan, and preparing aids and resources); procedures in organizing content (sequencing and formatting units of work); techniques for use in meeting the first class; teaching large and small groups; the importance of questioning as a teaching technique; procedures for teaching individuals (supervising individual students and using individualized learning programs); steps in teaching practical skills; instructional aids (selection principles and common considerations, the most common instructional aids, and computer-assisted instruction); background resources; assessment of student achievement; procedures for solving concerns of students and teachers; course evaluation; and principles of learning and teaching. (MN)

Published
1987

9. Journalism Abstracts: M.A., M.S., Ph.D. Theses in Journalism and Mass Communication. Vol. 11.

Author

Association for Education in Journalism. and Hall, William E.

Abstract

This annual compilation by the Association for Education in Journalism describes master's theses and doctoral dissertations written in schools and departments of journalism and communication in the United States between July 1, 1972, and June 30, 1973. The aim of the book is to improve the flow of information about current research to students and teachers in journalism schools, to scholars in related disciplines, and to professionals in the media of mass communication. It contains 302 abstracts submitted from 53 colleges and universities, including 57 doctoral disseminations and 245 master's theses. All abstracts were prepared by the students or their advisors. The abstracts are arranged in alphabetical order under doctoral dissertations and master's theses. An author index and a complete subject index are included. (RB)

Published
1973

10. Journalism Abstracts: M.A., M.S., Ph.D. Theses in Journalism and Mass Communication. Vol. 10.

Author

Association for Education in Journalism. and Hall, William E.

Abstract

This annual compilation by the Association for Education in Journalism describes master's theses and doctoral dissertations written in schools and departments of journalism and communication in the United States between July 1, 1971, and June 30, 1972. The aim of the book is to improve the flow of information about current research to students and teachers in journalism schools, to scholars in related disciplines, and to professionals in the media of mass communication. It contains 374 abstracts submitted from 57 colleges and universities, including 48 doctoral theses and 326 master's theses. All abstracts were prepared by the students or their advisors. The abstracts are arranged in alphabetical order under doctoral dissertations and master's theses. An author index and a complete subject index are included. (RB)

Published
1972

11. Role of the Cognitive Internal State Lexicon in Reading Comprehension.

Author

Booth, James R. and Hall, William S.

Abstract

The importance of cognitive internal state words in skilled reading comprehension was studied with 31 5th graders, 32 7th graders, and 10th graders. Positive correlations with cognitive word knowledge were significantly higher for verbal than quantitative achievement percentiles. The order of cognitive word acquisition depends on complex factors. (SLD)

Published
1994

12. Models for Tertiary Teaching Units

Author

Hall, William C.

Abstract

In Australian higher education published guidelines for setting up tertiary teaching units have failed to suggest appropriate models for teaching units or to propose adequate criteria for evaluating existing units. This article examines the functions of tertiary teaching units and six models for tertiary teaching units are identified together with suggested criteria for evaluating the effectiveness of such units. (Editor/RK)

Published
1977

13. Great Expectations: Contemporary Statewide Schooling Reform and Some Victorian Antecendents.

Author

Hall, Mary and Hall, William T.

Abstract

Between 1972 and 1974, Oregon adopted a series of comprehensive State Minimum Standards popularly titled "competency-based education." This paper addresses two types of research agendas that have emerged relative to these attempts to create a statewide reform. The first involves an ongoing research project whose purpose is to facilitate the implementation and examination of major demands imposed on schools by these policies. The second agenda relates to areas of potential, but unimplemented, research such as (1) an investigation of why state bodies appear to be a contemporary focus for major educational reforms; (2) a review of educational reforms in Victorian England, which appear to be somewhat similar to the Oregon effort, as a vehicle for using historical perspectives in building new conceptual frameworks for viewing competency-based education; and (3) an analysis of interrelationships between competency-based education reform in elementary/secondary education and similar reforms occurring in the preparation of educational personnel by postsecondary institutions. (Author)

Published
1976

14. The Relationship Between Self Concept and Marital Adjustment.

Author

Hall, William M. and Valine, Warren J.

Abstract

The purpose of this study was to investigate the relationship between self concept and marital adjustment for married students and their spouses in a commuter college setting. The sample consisted of a random selection of 50 "both spouses commuting" couples, 50 "husband only commuting" couples, and 50 "wife only commuting" couples (300 subjects). A significant relationship between self concept and marital adjustment was found for the total sample of married commuter college students. There was a significant relationship for males in marriages where both spouses were commuting to college, and where the wife only was commuting. Females in "wife only commuting" marriages were also found to have a significant relationship between self concept and marital adjustment. The major implications of the study were that apparently self concept and marital adjustment do have a bearing on one another, and that student personnel staff members need to offer marital counseling to couples who have an arrangement of wife in college and husband working. (Author)

Published
1974

15. De-mystifying Curriculum Development

Author

Hall, William C.

Abstract

Presents six questions that need to be considered when contemplating curriculum development, and then presents the curriculum development model in use at the University of Adelaide, Great Britain. (PG)

Published
1975

16. An Approach to Evaluating Tertiary Courses.

Author

Hall, William C.

Abstract

Describes an approach to course evaluation based on experience gained during 18 full scale course evaluations at the University of Adelaide. It is presented as one approach which has proved to be successful for the evaluator who is subjected to definite practical constraints, e.g., time. (JEG)

Published
1979

Catalog

Books, media, physical & digital resources
See catalog results