Entity

Time filter

Source Type

Durant, OK, United States

Southeastern Oklahoma State University, often referred to as Southeastern and abbreviated as SE, or SOSU, is a public university located in Durant, Oklahoma, with an undergraduate enrollment of approximately 4,000 as of Fall 2014. Wikipedia.


Miles D.B.,Southeastern Oklahoma State University
Reference and User Services Quarterly | Year: 2013

This study examines the prevalence of offering reference services from the reference desk in 119 academic libraries at universities offering master's level programs. Survey results found that 66.4 percent of libraries still used the reference desk to offer reference services, and 77.21 percent of libraries use a professional librarian at the reference desk all or some of the time. Source


Von Bergen C.W.,Southeastern Oklahoma State University
Journal of cultural diversity | Year: 2012

Promoting tolerance is seen as a key weapon in battling prejudice in diversity and multicultural training but its meaning has been modified recently. The classical definition of tolerance meant that others are entitled to their opinions and have the right to express them and that even though one may disagree with them, one can live in peace with such differences. In recent years, however, tolerance has come to mean that all ideas and practices must be accepted and affirmed and where appreciation and valuing of differences is the ultimate virtue. Such a neo-classical definition has alienated many who value equality and justice and limits the effectiveness of diversity initiatives that teach the promotion of tolerance. The authors offer authentic tolerance as an alternative, incorporating respect and civility toward others, not necessarily approval of their beliefs and behavior. All persons are equal, but all opinions and conduct are not equal. Source


Ponce-Garcia E.,Cameron University | Madewell A.N.,Southeastern Oklahoma State University | Kennison S.M.,Oklahoma State University
Violence and Victims | Year: 2015

This research developed the Scale of Protective Factors (SPF-24) to measure protective factors contributing to resilience. We investigated the factor structure of 35 items. After exploratory factor analysis, we subjected 25 items representing 2 social-interpersonal and 2 cognitive-individual factors to confirmatory factor analysis. The sample consisted of 942 college students from 3 studies and 2 institutions. To examine the diagnostic function of the SPF, we used clinical criteria to identify a subsample of participants who had experienced violent trauma and scored low, moderate, or high on an established resilience scale. Results showed that the low-resilient group scored significantly lower on all subscales of the SPF with marked differences in prioritizing/planning behavior. Implications for the research and clinical settings are discussed. © 2015 Springer Publishing Company. Source


Humphries C.A.,Southeastern Louisiana University | Hebert E.,Southeastern Louisiana University | Daigle K.,Southeastern Oklahoma State University | Martin J.,Wayne State University
Measurement in Physical Education and Exercise Science | Year: 2012

Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association for Sport and Physical Education's Teacher Education Standards. Students attending 11 institutions who are majoring in regular and alternate physical education teacher education and who are at different stages of preparation (N=592) completed the initial survey. Exploratory, followed by confirmatory, factor analysis resulted in a 35-item, 7-factor scale. Factors were Content Knowledge, which were activities one might teach; Applying Scientific Knowledge in Teaching, which reflected academic content; Accommodating Skill Differences; Teaching Students with Special Needs; Instruction, which included management, motivation, and instruction; Using Technology; and Assessment. Results support that the Physical Education Teaching Efficacy Scale addresses many aspects of teaching physical education and meets research criteria for validity and reliability. Copyright © Taylor & Francis Group, LLC. Source


McClanahan B.,Southeastern Oklahoma State University | Williams K.,Southeastern Oklahoma State University | Kennedy E.,Grandview Public School | Tate S.,Swink Public School
TechTrends | Year: 2012

As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year's growth in reading within a sixweeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts. © 2012 Springer Science+Business Media, LLC. Source

Discover hidden collaborations