Copyright (c) 2009 Purdue Libraries All rights reserved. http://docs.lib.purdue.edu Recent documents in Purdue e-Pubs en-us Fri, 06 Nov 2009 05:42:28 PST 3600 http://docs.lib.purdue.edu/lib_research/112 http://docs.lib.purdue.edu/lib_research/112 Mon, 02 Nov 2009 13:41:15 PST Provides an overview of U.S. Government and Indiana State Government energy information resources. Bert Chapman http://docs.lib.purdue.edu/lib_research/111 http://docs.lib.purdue.edu/lib_research/111 Mon, 02 Nov 2009 13:41:14 PST Provides information about U.S. Government and Indiana State Government transportation and transportation policy information resources. Bert Chapman http://docs.lib.purdue.edu/lib_research/110 http://docs.lib.purdue.edu/lib_research/110 Mon, 02 Nov 2009 13:41:13 PST Provides an overview of information resources on agriculture from the U.S. Government and Indiana State Government. Bert Chapman http://docs.lib.purdue.edu/pspubs/2 http://docs.lib.purdue.edu/pspubs/2 Mon, 26 Oct 2009 08:56:37 PDT While a large literature exists on the siting of controversial facilities, few theories about spatial location have been tested on large samples. Using a new dataset from Japan, this paper demonstrates that state agencies choose localities judged weakest in local civil society as host communities for controversial projects. In some cases, powerful politicians deliberately seek to have facilities such as nuclear power plants, dams and airports placed in their home constituency. This paper then explores new territory: how demographic, political and civil society factors impact the outcomes of siting attempts. It finds that the strength of local civil society impacts the probability that a proposed project will come to fruition; the greater the concentration of local civil society, the less likely state-planned projects will be completed. Daniel P. Aldrich http://docs.lib.purdue.edu/pspubs/1 http://docs.lib.purdue.edu/pspubs/1 Mon, 26 Oct 2009 08:56:36 PDT To meet the dire need for housing following Hurricane Katrina, New Orleans and Federal Emergency Management Agency officials created lists of potential sites for trailer parks. We analyze approved sites to track which factors were linked with larger (or smaller) numbers of trailers and trailer sites per zip code block. Areas which displayed greater levels of social capital, as evidenced by voluntaristic activities such as voting, were slated for fewer trailers, control- ling for race, income, education, flood damage, and other relevant factors. Civil society worked simultaneously to bring citizens together while mobilizing them against the threat of trailer parks in their backyards. Daniel P. Aldrich http://docs.lib.purdue.edu/ijpbl/vol3/iss2/6 http://docs.lib.purdue.edu/ijpbl/vol3/iss2/6 Mon, 26 Oct 2009 00:45:08 PDT Sandra Williamson http://docs.lib.purdue.edu/ijpbl/vol3/iss2/5 http://docs.lib.purdue.edu/ijpbl/vol3/iss2/5 Mon, 26 Oct 2009 00:45:07 PDT The current study aimed to explore and articulate some of the key issues in problem-oriented learning (POL), in the context of health care education. Semi-structured interviews were conducted with faculties representing four different health care disciplines around common issues identified in a prior survey study. Thematic analysis of the interview data revealed that POL practice among health care educators includes both problem-based learning (PBL) in the strict sense, and a much broader integration of PBL components into discipline-specific curricula. In both cases, expertise was recognized as an important requirement for an effective tutor, although the range of necessary expertise was context-dependent. Tutor guidance and feedback, as well as sufficient autonomy for students, are crucial to maximize learning in POL. In conclusion, POL was shown to have broadened the instructional technique defined by PBL. Although addressing the same underlying principles, POL may represent a more flexible and inclusive approach to achieve the benefits claimed by PBL. Weiqun Courtney Kang http://docs.lib.purdue.edu/ijpbl/vol3/iss2/4 http://docs.lib.purdue.edu/ijpbl/vol3/iss2/4 Mon, 26 Oct 2009 00:45:05 PDT Helping students in the professions apply conceptual ideas to the problems of practice is a key goal of problem-based learning (PBL). Because PBL is organized around small, collaborative groups, scaling up PBL to large, heterogeneous classes poses significant challenges for implementation. This study presents a hybrid model that mixes online and face-to-face PBL. The STELLAR system was developed to support online and hybrid PBL courses for pre-service teachers. It allows PBL to be implemented in larger classes because its scaffolding capabilities allow a small number of facilitators to distribute their attention among multiple small groups. In a quasi-experimental study, we found that students who participated in a hybrid PBL course using STELLAR (n= 33) learned more about targeted course concepts than students in a traditional comparison course (n=37). In addition, we present qualitative data that helps explain these outcomes by demonstrating how students engaged with these concepts during the hybrid PBL course. These results suggest that a hybrid computer-supported collaborative learning approach can be used to scaffold problem-based learning and foster deep understanding. Cindy E. Hmelo-Silver http://docs.lib.purdue.edu/ijpbl/vol3/iss2/3 http://docs.lib.purdue.edu/ijpbl/vol3/iss2/3 Mon, 26 Oct 2009 00:45:04 PDT The goal of this paper is to discuss the theoretical and empirical foundations of the use of storytelling in instruction. The definition of a "story" is given and four instructional methods are identified related to storytelling: case-based, narrative-based, scenario-based and problem-based instruction. The article puts forth descriptions of the four instructional methods above, describes several research issues, some foundational work and theories, and proposes a research agenda. Dee H. Andrews http://docs.lib.purdue.edu/ijpbl/vol3/iss2/2 http://docs.lib.purdue.edu/ijpbl/vol3/iss2/2 Mon, 26 Oct 2009 00:45:03 PDT Peg Ertmer