Traditional and nontraditional student attitudes toward the mixed age college classroom

1993 ◽  
Vol 18 (2) ◽  
pp. 109-121 ◽  
Author(s):  
Jean M. Lynch ◽  
Catherine Bishop-Clark
2022 ◽  
Vol 4 (3) ◽  
pp. 147-163
Author(s):  
Erica F. Kosal

The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students’ surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.


1992 ◽  
Vol 40 (3) ◽  
pp. 114-117 ◽  
Author(s):  
Catherine Bishop-Clark ◽  
Jean M. Lynch
Keyword(s):  

1995 ◽  
Vol 21 (8) ◽  
pp. 749-761 ◽  
Author(s):  
Cathy Bishop‐Clark ◽  
Jean Lynch

2006 ◽  
Vol 54 (3) ◽  
pp. 281-284 ◽  
Author(s):  
John Paul McKinney ◽  
Kathleen G. McKinney ◽  
Renae Franiuk ◽  
John Schweitzer

2002 ◽  
Vol 30 (2) ◽  
pp. 214 ◽  
Author(s):  
Jay R. Howard ◽  
George H. James ◽  
David R. Taylor
Keyword(s):  

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