In the preamble to this issue of the Colloquium Journal I would like to acknowledge the work of the independent reviewers of the editorial panel. They are not only competent in their field, displaying connoisseurship in APA style, spelling and grammars, their meticulous and scrupulous way in reviewing each and every manuscript always amazes and impresses me. Their consideration and reflection, based on careful reading, lays down the foundation for the next step in preparation for publication process, polishing and glossing the submitted articles, which, in turn, is one of the most enjoyable aspects of my work as an editor of the Colloquium Journal.
The articles included in the sixth issue of the Journal critically examine topics related to online resources for educators and teacher retirement issues, as well as students' stereotypical images of scientists and the historical non-fiction trade books in teaching elementary science.
Charlie Kaminski’s article provides an informative and comprehensive summary of the research related to the Formative Use of Select-and-Fill-in Concept Maps in Online Instruction: Implications for Students of Different Learning Styles. The purpose of this study was to investigate the cognitive and affective responses of subjects with different learning styles to the use of Select and Fill-In (SAFI) concept maps.
A groundbreaking study into the use of online resources by nurse educators, developed by Patrick A. Scollin highlights some pertinent issues associated with the use of computers for the average user, in general, and the utility of online resources for educators, in particular. With the increasing number of Web sites and the expanding availability of online resources, this area of investigation is timely and much needed to assist educators in evaluating the role online resources can play in enhancing both teaching and learning.
Mary L. Garrity offers some valuable insights into
the causes and possible solutions to a major problem in public school
education, not only in
What are the stereotypical images held by elementary science students about scientists? What are the children’s perceptions of scientists? How can we influence elementary students' stereotypical images of scientists? Donna Farland investigates these questions in her study. She suggests a very interesting, innovative instructional tool, the use of Historical Non-fiction Trade Books, which she designs herself.
Educational Resources section presents Danielle Tarnow’s article. Danielle shares her experience in teaching college calculus students.
I thank all authors of this issue, and look forward to new submissions and new challenge in helping graduate students in exercising their analytical and writing skills.
Table of Contents
Formative Use of Select-and-Fill-In Concept Maps in Online Instruction: Implications for Students of Different Learning Styles
Factors Related to the Use of Online Resources by Nurse Educators
Teacher Retirement: Why Teachers Are Leaving the Profession
Mary L Garrity,
Influencing Elementary Students’ Stereotypical Images of Scientist: The Case for Including Historical Non-Fiction Trade Books in Elementary Science Instruction
Teaching Integrals That Involve Natural Logarithms
Danielle M. C. Tarnow, UML