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2006 - APSA Teaching and Learning Conference Pages: 23 pages || Words: 6303 words || 
Info
1. Sinek, Wendy Muse. "Classroom "Political Challenge": Using Exam Review Sessions as a Learning Assessment Tool" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC, Feb 18, 2006 <Not Available>. 2019-10-15 <http://citation.allacademic.com/meta/p101407_index.html>
Publication Type: Conference Paper/Unpublished Manuscript

2004 - International Communication Association Pages: 22 pages || Words: 5082 words || 
Info
2. Kim, Eun Joo., Kim, Joohan. and Rhee, Myung-Hyun. "Effects of Cooperative Learning Sessions on Communication Apprehension, Academic Achievement and Class Satisfaction Among College Students" Paper presented at the annual meeting of the International Communication Association, New Orleans Sheraton, New Orleans, LA, May 27, 2004 Online <.PDF>. 2019-10-15 <http://citation.allacademic.com/meta/p113092_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examines whether communication apprehension (CA) can be reduced through cooperative learning (CL) sessions among college students—if so, (1) under what conditions and (2) whether such effects would last beyond the semester. We hypothesized that (1) because of its non-coercive nature, CL would reduce CA levels effectively, but only after enough number of CL sessions for students to feel comfortable with the CL methods as well as with their small group members; (2) students with initially higher level of CA would show greater amount of CA reduction; and (3) the effects of CA reduction would persists six months after the CL sessions are over. We also hypothesized that the multiple number of CL sessions would be positively associated with academic performance and class satisfaction. Experiments were conducted with 372 undergraduate students from the three introductory astronomy classes: control group class (no CL session), limited number (twice) of CL sessions class; and sufficient number (nine times) of CL sessions class. The results showed: (1) CA was significantly reduced after the nine CL sessions for a semester, (2) CA reduction was more evident among initially higher CA students, and (3) CA reduction effects were intact after a half year later. Compared with the control group classes, academic achievement and class satisfaction were higher for extensive CL session class, but not for the limited CL session class.

2008 - The Mathematical Association of America MathFest Words: 115 words || 
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3. Vamadeva, Gowribalan. "Resourceful Session Before a Developmental Math Test" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, TBA, Madison, Wisconsin, Jul 28, 2008 <Not Available>. 2019-10-15 <http://citation.allacademic.com/meta/p273259_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Developmental Math students are most attentive and engaged when they are Active participants in the learning process. This session introduces innovative measures taken to make a Test Review class most productive for students. Faculty will be given numerous strategies and tips to have an informative and compelling classroom environment.

Upon attending this session, participants will be able to conduct a Developmental Math test preparation class with:

1. A complete student centered environment.

2. Numerous student friendly strategies to make class learn important aspects of
the material and yet, make it fun to be in class.

3. Motivated students regardless of their Mathematical ability.

4. Nifty techniques to facilitate different learning styles.

5. Adequate expertise in making a positive influence on each student before the test.

2008 - International Communication Association Pages: 6 pages || Words: 2450 words || 
Info
4. Stockwell, Stephen. "Eclectic Method and Communication Theory: The Jam Session as the New Symposium" Paper presented at the annual meeting of the International Communication Association, TBA, Montreal, Quebec, Canada, May 22, 2008 Online <PDF>. 2019-10-15 <http://citation.allacademic.com/meta/p234369_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Communication theory as the means to conceptualise the transmission of information and the negotiation of meaning has never been a stable entity. Entrenched divisions between ‘administrative’ and ‘critical’ tendencies are played out within schools and emerging disciplines and across a range of scientific/humanist, quantitative/qualitative and political/cultural paradigms. “Of course, this is only the beginning of the mischief for there are many other polarities at play and a host of variations within polar contrasts.” (Dervin, Shields and Song 2005) This paper argues that the play of contending schools with little purchase on each other, or anything much, has turned meta-discourse about communication into an ontological maelstrom. Perhaps the only way to ride out this storm is to look towards particular communication practices that draw together disparate elements to see how their particular theoretical underpinnings may offer safe moorings while the worst of the storm passes by. The jam session seems a useful place to start. From its roots in jazz and blues to its contemporary manifestations in rap and hip-hop and throughout the communication industries, the improvised reorganisation of traditional themes into new and striking patterns confronts the ontological possibilities in music, and life, by taking the flotsam flung up by the storm to piece together the means to transcend the downward pull into the abyss.

2010 - ATE Annual Meeting Pages: unavailable || Words: 406 words || 
Info
5. Riehl, Jane., Ridout, Susan., Pinkston, Gary. and Schweitzer, Deborah. "Title of Session: Electronic and Face to Face Conferencing: Using Technology to Support Middle School Writers." Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2019-10-15 <http://citation.allacademic.com/meta/p381988_index.html>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: Working with students at the Virtual Middle School (Jefferson County Public Schools, Louisville, KY), the Indiana University Southeast teacher education candidates hold face-to-face and virtual writing conferences with seventh graders.

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