Open Journals at the University of Georgia Libraries
Not a member yet
2372 research outputs found
Sort by
Noticing and Knowledge: Exploring Theoretical Connections between Professional Noticing and Mathematical Knowledge for Teaching
No full textFor the past two decades, the development of preservice elementary teachers’ mathematical knowledge and skills has been central to mathematics education research. Two frameworks that researchers have drawn upon to examine such development are mathematical knowledge for teaching and professional noticing (of children’s mathematical thinking). We have identified shared theoretical space between these two frameworks, and we hypothesize that effective professional noticing occurs at the intersection of developed mathematical knowledge for teaching and a high level of responsiveness with respect to the mathematical activities of students
Does the source of money determine retirement investment choices?
No full textUsing a unique dataset of actual investment choices of Oregon State University employees, we investigate how investment choices differ among (1) the optional retirement plan (ORP) funded by the employer and (2) the investments in 403(b) accounts funded by employees themselves using voluntary salary reduction. We find that the level of risk associated with voluntary, salary reduction investments in 403(b) accounts is lower than the risk these same employees are currently taking in their employer funded 401(a) accounts. We also investigate whether the choice of the provider has a significant impact on the asset allocation chosen by the employees and find that participant investment choices in Fidelity are riskier than the choices made by those in TIAA-CREF
Does financial risk tolerance change over time? A test of the role macroeconomic, biopsychosocial and environmental, and social support factors play in shaping changes in risk attitudes
No full textFinancial planners work in an environment that requires the documentation of a client’s financial attitudes and preferences. Financial risk tolerance is one such attitudinal construct that is generally required by regulators to be evaluated. While there are numerous commercial and academic products used to assess client risk attitudes, questions have been raised over the past several decades regarding the stability of scores from risk-tolerance tools. Specifically, financial planners, as well as regulators, require evidence documenting to what extent risk tolerance changes over time, and if changes do occur, the variables associated with variability. The purpose of this study was to address these needs. Based on a model that included macroeconomic indicators, biopsychosocial and environmental factors, and measures of social support, it was determined that risk-tolerance attitudes remain generally stable over time. However, there are groups of test takers that exhibit significant shifts in risk tolerance. This article describes some of the variables associated with these score changes, as well as providing financial planning professionals with guidance on how to identify clients who may be prone to shifting their tolerance for financial risk
Power and Reciprocity in Partnerships: Deliberative Civic Engagement and Transformative Learning in Community-Engaged Scholarship
Get PDFThe purpose of this work is to assist partners in identifying, naming, and facilitating dynamic relational forces and learning processes that shape the effectiveness of community engagement practice and partnerships. We offer a hypothetical case to assist in framing and discussing concepts of reciprocity and power in partnerships and how these dynamics can be mediated through practices and processes of civic engagement and transformative learning. We advocate that mapping intersects of power and reciprocity, and attending to capacities for deliberative civic engagement and transformative learning, are crucial practices in effective community-engaged partnerships. These three vital practices contribute to the creation of conditions that nurture the emergence of individual, institutional, organizational, and social transformation generated through community-engaged scholarship
Disciplinary Variations in Publicly Engaged Scholarship: An Analysis Using the Biglan Classification of Academic Disciplines
Get PDFAlthough contemporary models of faculty involvement in publicly engaged scholarship recognize the important influence of disciplines on faculty members, few studies have investigated disciplinary variations empirically. This study used the Biglan classification of academic disciplines to analyze publicly engaged scholarly activities reported by faculty members during reappointment, promotion, and tenure review. The Biglan dimensions (pure/applied, soft/hard, life/nonlife) were used to explore types of scholarly activity, intensity of activity, and degree of engagement. Using interpretive content analysis, we analyzed 171 reappointment, promotion, and tenure forms gathered from faculty members at one research-intensive, land-grant, Carnegie-engaged institution in the Midwest. Descriptive statistics revealed statistically significant disciplinary variations associated with all three Biglan dimensions. Study results provide evidence for moving beyond a universal, institutional approach to more nuanced discipline-specific policies, professional development programs, and support for faculty involved in publicly engaged scholarship
The Concept and Context of the Engaged University in the Global South: Lessons from Latin America to Guide a Research Agenda
Get PDFEngagement is widely recognized by higher education institutions, nation-states, and international organizations as the third pillar in the mission of university education. Despite the global reach of this concept, published research is disproportionately based on examples from the United States. This article brings to light the rich and extensive literature on university engagement from Latin America that is largely accessible only in Spanish. Among advocates for engaged universities differences exist in terms of the rationales that justify it and the means used to accomplish it. The authors identify the historical roots and current applications of three models of university engagement—market-oriented, social justice, and university social responsibility—and use case studies from Latin America to explore more deeply the potential of the third model. This is then used as the basis for developing a research agenda that would inform practices in both the Global North and Global South
Evaluating Reactions to Community Bridge Initiative Pilot Classes
Get PDFDoes participating in an integrated service-learning project aimed at improving local sustainability issues result in significant professional real-world application for students? This study aimed to answer that question by evaluating student reactions to pilot classes featuring a sustainability-based service-learning program, Community Bridge Initiative (CBI), in comparison to traditional university courses. A survey (response rate = 86%) was administered to students enrolled in four different CBI pilot classes (n = 109) within two different disciplines, natural resources and sociology. Results revealed that of all students responding, 92% reported a positive impact from the CBI class, 88% would take a CBI course again, and 73% felt that the CBI course was more effective in communicating course content in comparison to traditional Utah State University courses. This article reveals additional student perspectives and potential benefits from implementing the CBI program in a university setting
The Kemper History Project: From Historical Narrative to Institutional Legacy
Get PDFAn institutional legacy can be understood as knowledge, values, and shared experiences transmitted by or received from a college or university for the benefit of all who have taught, served, researched, and/or learned there. This article describes a year-long, collaborative writing project carried out by one university to chronicle two decades of an ongoing professional development school (PDS) partnership with 10 area schools. The final outcome of the project—a 155-page, informally published book—commemorated the partnership with a valuable historical record that also documented an institutional legacy. The article includes a discussion of implications for practice, including benefits of writing a historical narrative, challenges to anticipate, and suggestions for getting started.
Are College Graduates Ready for the 21st Century? Community-Engaged Research Can Help
Get PDFResearch is clear: Employers want college graduates who can communicate clearly, think analytically, and interact respectfully. Targeted educational experiences have measurably improved these capacities. To better prepare undergraduates, the University of Massachusetts Amherst developed the Community-Engaged Research Program, a pilot program featuring a cornerstone course. The course seeks to realize the goal of making research-based learning a standard in U.S. undergraduate education. Data from process evaluations, student assessments, and end-of-semester surveys show meaningful gains in students’ ability to think through the research process, communicate research findings, and respectfully address others’ needs. Recommendations for building a sustainable undergraduate research model are provided. With further institutional support, such courses could improve college graduate preparedness for the workforce