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--- !ruby/object:Document::ArticleItem::General data: pnx: addata: ericid: - EJ1294518 abstract: - The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus. orcidid: - https://orcid.org/0000-0003-1252-2108 issn: - '0092-055X' addtitle: - Teach Sociol jtitle: - Teaching sociology genre: - article au: - Yarosh, Jerrod H. atitle: - 'The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness' date: - '2021-04-01' risdate: - '2021' volume: - '49' issue: - '2' spage: - '173' epage: - '183' pages: - 173-183 eissn: - 1939-862X ristype: - JOUR cop: - Los Angeles, CA pub: - Sage Publications, Inc doi: - 10.1177/0092055X21996784 tpages: - '11' format: - journal links: openurl: - "$$Topenurl_article" backlink: - "$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1294518$$DView record in ERIC$$Hfree_for_read" thumbnail: - "$$Tsyndetics_thumb_exl" linktopdf: - "$$Uhttps://www.jstor.org/stable/pdf/27094919$$EPDF$$P50$$Gjstor$$H" linktohtml: - "$$Uhttps://www.jstor.org/stable/27094919$$EHTML$$P50$$Gjstor$$H" openurlfulltext: - "$$Topenurlfull_article" search: recordtype: - article sourceid: - BHHNA recordid: - eNqFkMtLw0AQxhdRsFbvIggFz9Gd2VfmKKW-KAhaobeQ7ENbalN3k0P_e1MiFbx4msPvewwfY-fArwGMueGckCs1RyDSJpcHbAAkKMs1zg_ZYIezHT9mJyktOeeSkxqwi9mHH71uV6uyatPoxdt6nZrY2sa7U3YUylXyZz93yN7uJrPxQzZ9vn8c304zK5RoMoNCB1dZRI0QbK4JnBIVYvePBCNdJZ0KQpSWEEyoSiOEtmicdAKClGLIrvrcTay_Wp-aYlm3cd1VFqhQkEZF0Kl4r7KxTin6UGzi4rOM2wJ4sVug-LtAZ7nsLT4u7F4-eQIkqSDveNbzVL7739L_85apqeM-EA0nSd3Y36kCa2M subject: - Attrition - Cognitive Style - Comparative Analysis - Course Descriptions - Gender Differences - Inclusive education - Instructional Effectiveness - Nontraditional students - Online Courses - Retention (Psychology) - Social Problems - Sociology - Student Characteristics - Student retention - Teaching Methods - Teaching Note - Tests - Undergraduate Students - Visual Aids - Visual Learning rsrctype: - article startdate: - '20210401' enddate: - '20210401' scope: - 7SW - BJH - BNH - BNI - BNJ - BNO - ERI - PET - REK - WWN - AAYXX - CITATION - 7QJ - 7U4 - BHHNA - DWI - WZK orcidid: - https://orcid.org/0000-0003-1252-2108 creatorcontrib: - Yarosh, Jerrod H. issn: - '0092-055X' - 1939-862X fulltext: - 'true' addtitle: - Teach Sociol general: - Sage Publications, Inc - SAGE Publications - American Sociological Association title: - 'The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness' - Teaching sociology creator: - Yarosh, Jerrod H. creationdate: - '2021' description: - The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus. delivery: fulltext: - fulltext delcategory: - Remote Search Resource display: subject: - Attrition ; Cognitive Style ; Comparative Analysis ; Course Descriptions ; Gender Differences ; Inclusive education ; Instructional Effectiveness ; Nontraditional students ; Online Courses ; Retention (Psychology) ; Social Problems ; Sociology ; Student Characteristics ; Student retention ; Teaching Methods ; Teaching Note ; Tests ; Undergraduate Students ; Visual Aids ; Visual Learning language: - eng rights: - American Sociological Association 2021 type: - article title: - 'The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness' source: - SAGE Online Journals - Sociological Abstracts - JSTOR Arts and Sciences IV creator: - Yarosh, Jerrod H. publisher: - 'Los Angeles, CA: Sage Publications, Inc' ispartof: - Teaching sociology, 2021-04, Vol.49 (2), p.173-183 identifier: - 'ISSN: 0092-055X' - 'EISSN: 1939-862X' - 'DOI: 10.1177/0092055X21996784' lds50: - peer_reviewed description: - The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus. facets: language: - eng rsrctype: - articles creatorcontrib: - Yarosh, Jerrod H. creationdate: - '2021' topic: - Attrition - Cognitive Style - Comparative Analysis - Course Descriptions - Gender Differences - Inclusive education - Instructional Effectiveness - Nontraditional students - Online Courses - Retention (Psychology) - Social Problems - Sociology - Student Characteristics - Student retention - Teaching Methods - Teaching Note - Tests - Undergraduate Students - Visual Aids - Visual Learning prefilter: - articles collection: - ERIC - ERIC (Ovid) - ERIC - ERIC - ERIC (Legacy Platform) - ERIC( SilverPlatter ) - ERIC - ERIC PlusText (Legacy Platform) - Education Resources Information Center (ERIC) - ERIC - CrossRef - Applied Social Sciences Index & Abstracts (ASSIA) - Sociological Abstracts (pre-2017) - Sociological Abstracts - Sociological Abstracts - Sociological Abstracts (Ovid) toplevel: - peer_reviewed - online_resources frbrgroupid: - cdi_FETCH-LOGICAL-c353t-7236fdbc22621fc8691d53b229204174db4d5f33ac9217fba7336c27d4d31f443 frbrtype: - '5' jtitle: - Teaching sociology sort: title: - The Syllabus Reconstructed creationdate: - '20210401' author: - Yarosh, Jerrod H. control: recordtype: - article addsrcrecordid: - eNqFkMtLw0AQxhdRsFbvIggFz9Gd2VfmKKW-KAhaobeQ7ENbalN3k0P_e1MiFbx4msPvewwfY-fArwGMueGckCs1RyDSJpcHbAAkKMs1zg_ZYIezHT9mJyktOeeSkxqwi9mHH71uV6uyatPoxdt6nZrY2sa7U3YUylXyZz93yN7uJrPxQzZ9vn8c304zK5RoMoNCB1dZRI0QbK4JnBIVYvePBCNdJZ0KQpSWEEyoSiOEtmicdAKClGLIrvrcTay_Wp-aYlm3cd1VFqhQkEZF0Kl4r7KxTin6UGzi4rOM2wJ4sVug-LtAZ7nsLT4u7F4-eQIkqSDveNbzVL7739L_85apqeM-EA0nSd3Y36kCa2M sourcetype: - Aggregation Database sourceformat: - XML sourcesystem: - Other pqid: - '2523962591' sourcerecordid: - '27094919' originalsourceid: - FETCH-LOGICAL-c353t-7236fdbc22621fc8691d53b229204174db4d5f33ac9217fba7336c27d4d31f443 sourceid: - jstor_proqu recordid: - cdi_proquest_journals_2523962591 ericid: - EJ1294518 jstorid: - '27094919' sageid: - 10.1177_0092055X21996784 iscdi: - 'true' score: - '0.0024976064' delivery: link: [] deliveryCategory: - Remote Search Resource availability: - fulltext displayLocation: false additionalLocations: false physicalItemTextCodes: '' feDisplayOtherLocations: false displayedAvailability: 'true' holding: [] almaOpenurl: https://na02.alma.exlibrisgroup.com/view/uresolver/01UWI_MAD/openurl?ctx_enc=info:ofi/enc:UTF-8&ctx_id=10_1&ctx_tim=2024-07-27 07:15:17&ctx_ver=Z39.88-2004&url_ctx_fmt=info:ofi/fmt:kev:mtx:ctx&url_ver=Z39.88-2004&rfr_id=info:sid/primo.exlibrisgroup.com-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The+Syllabus+Reconstructed%3A+An+Analysis+of+Traditional+and+Visual+Syllabi+for+Information+Retention+and+Inclusiveness&rft.jtitle=Teaching+sociology&rft.au=Yarosh%2C+Jerrod+H.&rft.date=2021-04-01&rft.volume=49&rft.issue=2&rft.spage=173&rft.epage=183&rft.pages=173-183&rft.issn=0092-055X&rft.eissn=1939-862X&rft_id=info:doi/10.1177%2F0092055X21996784&rft.pub=Sage+Publications%2C+Inc&rft.place=Los+Angeles%2C+CA&rft_dat=<jstor_proqu>27094919</jstor_proqu>&svc_dat=viewit&rft_pqid=2523962591&rft_jstor_id=27094919&rft_sage_id=10.1177_0092055X21996784 context: PC adaptor: Primo Central extras: citationTrails: citing: - FETCH-LOGICAL-c353t-7236fdbc22621fc8691d53b229204174db4d5f33ac9217fba7336c27d4d31f443 citedby: - FETCH-LOGICAL-c353t-7236fdbc22621fc8691d53b229204174db4d5f33ac9217fba7336c27d4d31f443 timesCited: {} "@id": https://na02.alma.exlibrisgroup.com/primaws/rest/pub/pnxs/PC/cdi_proquest_journals_2523962591
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