7482 research outputs found
Sort by
Embracing the need to do: A fusion of literature, conversation, and curriculum that showcases the reasoning and best path to implementing service learning in elementary schools
No full textTeaching and Learning Department Capstone ProjectThis paper presents a discussion of service learning, its benefits and struggles, its place amongst students in urban schools, and how to transition the common practice of service learning in high school to elementary schools. The paper takes a critical eye at peer reviewed journal articles, developed curriculums, and an interview with an individual embedded in service learning projects. As there is a huge gap of research for elementary school service learning, adaptions were made with necessity and appropriateness.
The term service learning relates to the notions of a teaching tool to support and foster stronger learning, civic development, and community. The discussion begins with the benefits and struggles of service learning as showcased from the student, faculty, and community levels. This allows for comparison amongst those involved but also to see what those involved experience on different levels. Some key points made were that students can grow collaboratively, teachers face pressure but push through for the students’ benefits, and that the community can thrive with the support of the youth. From there, the discussion stems into students in urban schools and why service learning is so beneficial to them. These notions include bridging gaps, fostering social development, and providing a more culturally responsive approach to learning. These notions are of course true for all students but especially for students of urban schools who face schooling that is often times not equitable.
The fusion then shifts into how to enact service learning in elementary schools with the most effective components. To do this, the paper examines Dewey’s four tenets of service learning, which promote meaningful, thought out service learning experiences that allow for student voice to be heard. Within these four tenets, the ideas of promoting youth voice and empowerment, skill development, and development of citizenship traits were also highlighted.Department of Teaching and LearningPeabody College of Education and Human Developmen
Vanderbilt Business; Spring 2013
No full textVanderbilt Business serves as the magazine for the students, faculty, alumni, and friends of the Owen Graduate School of Management.Vanderbilt University. Owen Graduate School of ManagementVanderbilt University. Alumni Associatio
Vanderbilt Hustler; Vol. 125 Iss. 3 January 14, 2013
No full textThe official student newspaper at Vanderbilt University
Vanderbilt Hustler; Vol. 125 Iss. 19 March 21, 2013
No full textThe official student newspaper at Vanderbilt University
Vanderbilt Hustler; Vol. 125 Iss. 23 April 4, 2013
No full textThe official student newspaper at Vanderbilt University
Vanderbilt Hustler; Vol. 125 Iss. 24 April 8, 2013
No full textThe official student newspaper at Vanderbilt University
A Normalized Scoring Model for Law School Competitions
No full textpublished law articleAlthough the focus in this Article is moot court scoring, one can envision many other instances of law school assessment in which such a normalization problem arises. Law review competitions also involve different sets of graders, whose subjective determinations must be reasonably commensurate to make fair comparisons. Even more intriguing, although presenting a more complicated problem, law school grades suffer the same normalization concern. Courses feature material with different degrees of difficulty, attract different pools of students, and are taught by different instructors. Yet, class rank and graduation honors are ultimately calculated under the assumption that all grades are commensurate. In this Article, we propose a statistical method for normalizing scores in the moot court context
State Enforcement of National Policy: A Contextual Approach (with Evidence from the Securities Realm)
No full textarticle published in law reviewThis Article addresses a topic of contemporary public policy significance: the optimal allocation of law enforcement authority in our federalist system. Proponents of “competitive federalism” have long argued that assigning concurrent enforcement authority to states and the federal government can lead to redundant expense, policy distortion, and a loss of democratic accountability. A growing literature responds to these claims, trumpeting the benefits of concurrent state-federal enforcement — most notably the potential for state regulators to remedy under-enforcement by captured federal agencies. Both bodies of scholarship are right, but also incomplete. What is missing from this rather polarized debate is a deep appreciation for how context matters. This Article moves beyond the abstract case for or against concurrent state-federal enforcement, and provides a systematic account of the variables that will influence its desirability in disparate regulatory settings. To illustrate the significance of these variables, the Article also provides an empirically-grounded case study of one of the most contentious areas of concurrent state-federal authority — securities fraud enforcement against nationally traded firms