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Diane L. Gill, Pam Kocher Brown, and Erin J. Reifsteck

The online EdD in kinesiology at UNCG evolved from the face-to-face EdD, which was designed as an interdisciplinary doctoral degree tailored to working professionals in kinesiology. The new online EdD, which is the only online doctoral program in kinesiology, retains that broad, interdisciplinary curriculum and focuses on developing practicing scholars in kinesiology teaching, leadership, and advocacy. The fully-online EdD program faces many challenges, including technology issues, faculty buy-in, retention, and dissertation completion. To meet those challenges, the EdD curriculum is structured in a four-year cohort model, emphasizing collaboration and connections from the initial campus orientation session through the dissertation defense.

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K. Andrew R. Richards and Kim C. Graber

156 5.30 .88 156 .69 Develop a sense of student camaraderie 158 5.15 .90 156 5.29 .93 156 .57 Use a cohort model 157 4.46 1.38 156 4.11 1.86 155 .62 Provide access to academic advising 157 4.93 1.03 156 5.49 .95 155 .38 Utilize service learning 156 4.47 1.09 156 4.79 1.27 154 .56 Develop a major

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Dong Ha Kim, Heewon Kang, and Seunghyun Yoo

-of-fit statistics for alternative APC models of walking trends among older adults by regional units. A positive change in the deviance (Δ deviance) compared with the adjacent row above indicates a significant improvement of model fit. For example, the age-cohort model is superior to the age-drift model as there

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James Parr, Keith Winwood, Emma Hodson-Tole, Frederik J.A. Deconinck, James P. Hill, and Sean P. Cumming

of match-running metrics in the U14s and U15/16s cohorts, model 3 provided the best fit. That is, model 4, which allowed the slopes to vary randomly for position and spine/lateral, did not result in improvements in model fit. Discussion The purpose of the present study was to investigate the

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K. Andrew R. Richards and Thomas J. Templin

; Chester, Burton, Xenos, & Elgar, 2013 ). Specific to teacher education, retention mechanisms that have been found to be successful include the use of a cohort models, developing and maintaining high expectations for performance, and facilitating close interactions with faculty members ( Waddell, 2014

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Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander, and James D. Ressler

approaches to teacher education. Cohort models, where students progress through teacher training as a group, have also become popular as a way to develop community within a program ( Beck & Kosnik, 2001 ), and can help PTs develop a shared belief structure, a greater sense of relatedness, and effective