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1.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
Russell NieliEmail: |
2.
This article discusses the Priority Education Zones project (ZEP) in Mauritius. The original and innovative dimensions of
the project are described, together with the difficulties encountered during the setting-up of the ZEP schools. The article
covers five main issues: the status of the ZEP project; the minimal conditions for success; the implications concerning the
teachers; the obstacles faced; and the strategy devised to implement the ZEP project, while overcoming the obstacles.
相似文献
Mahomed Aniff GurribEmail: |
3.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
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Peter WoodEmail: |
4.
The Way to Wealth and the Way to Leisure: The Impact of College Education on Graduates’ Earnings and Hours of Work 总被引:1,自引:0,他引:1
Liang Zhang 《Research in higher education》2008,49(3):199-213
This study extends the analysis of the economic return of college education up to 10 years after college education and further
examines the impact of college education on graduates’ hours of work. The results suggest that variation in hours of work
explains a portion of earnings differentials among college graduates. Graduates from high-quality private institutions tend
to work longer hours than their peers from other types of institutions. Female graduates spend fewer hours working than their
male counterparts. As far as family background is concerned, graduates from high-income families tend to work longer hours
and first-generation college graduates tend to work fewer hours. Finally, business majors seem to work longer hours while
health and public affair majors less hours.
相似文献
Liang ZhangEmail: |
5.
L. Earle Reybold 《Innovative Higher Education》2008,32(5):279-295
This study examined the experience of faculty ethicality in education. Research questions focused on faculty characterizations
of professional ethics, related socialization experiences, and responses to dilemmas. Interviews were conducted with 32 faculty
members and analyzed using the constant comparative method. Findings describe the experiential dimensions of faculty ethicality
and the influence of a higher education ethos on professional reasoning and decision making. The tenure and promotion process
is the most influential dimension; but faculty reward systems in general, as well as personal and family identification, also
help to structure ethicality. Four elements of academic ethicality are discussed: standard, information, diversity, and integrity.
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L. Earle ReyboldEmail: |
6.
7.
Tammy Stone 《Innovative Higher Education》2009,33(4):229-238
This article explores the concept of academic receivership in U.S. colleges and universities. Academic receivership occurs
when control of an academic department or program is removed from the faculty and an outside chair is put in place by the
college or university administration. A literature review is supplemented by a small survey to assess how common receivership
is and how it is administered. Combined, these elements allow for a discussion of the warning signs that a department is becoming
dysfunctional and a procedure to guide a department through the receivership process.
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Tammy StoneEmail: |
8.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
9.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
Justin M. RoncaEmail: |
10.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
11.
12.
Bernard Zubrowski 《Journal of Science Teacher Education》2007,18(6):861-884
Since there is an increasing recognition to address the need to move practicing teachers to a higher standard of practice,
mentoring or coaching has been receiving increasing attention. A variety of tools has been developed to make these relationships
more effective. Work within a recent mentor project indicated current tools were not detailed enough for mentors to provide
effective feedback to mentees. This paper presents a more detailed tool and describes categories of pedagogical practices
related to an extended inquiry-cycle model. During the course of the project, mentors and mentees also used this tool for
adapting existing curriculum to a more standards-based mode of instruction, thus having it function as a planning tool.
相似文献
Bernard ZubrowskiEmail: |
13.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
14.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引:1,自引:0,他引:1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
Felicia M. MooreEmail: |
15.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
16.
Thomas F. Patterson Jr. 《Innovative Higher Education》2007,32(2):71-84
From 1980 to 1995, the University of Western Sydney at Hawkesbury (formerly Hawkesbury Agricultural College) in Richmond,
New South Wales, Australia, pioneered an innovative undergraduate degree in Systems Agriculture based on experiential education,
systems thinking, and adult learning theory. Today this program is in trouble and has reverted back to a more traditional
teacher-directed approach. This article discusses the rise of the innovative education paradigm at Hawkesbury, the unique
Systems Agriculture program itself, and its eventual decline. Reasons for both the shift to innovative education and its eventual
downfall are explored. Implications for institutions of higher education contemplating innovative educational approaches are
suggested.
相似文献
Thomas F. Patterson Jr.Email: |
17.
Legacies, or students with a family member who graduated from the same college or university, have been the source of much
debate. We add to the existing literature by providing a detailed empirical portrait of legacies at a private, selective university
across the college years. We examine how legacies are distinctive in their admissions profiles, within-college achievement
and post-graduation plans, using data from a panel study of students attending Duke University. We find that legacies enter
college with an abundance of economic, cultural and social capital, but also have lower levels of human capital compared to
other students with college graduate parents. Due to this human capital deficit, legacies have lower grades in the first college
year, but show little academic underperformance in subsequent semesters. Additionally, legacies are less likely to plan to
be a medical doctor or engineer and have somewhat lower degree aspirations than other students.
相似文献
Nathan D. MartinEmail: |
18.
As state-level merit-based financial aid programs proliferate, analysts both find that these programs have a disproportionate
effect on students traditionally under-represented in postsecondary education and question the use of limited public resources
in an inefficient and inequitable manner. This study, using survey data regarding the perceptions of all potentially eligible
scholarship recipients, explores the impact the Tennessee Education Lottery Scholarship on college access for minority and
low-income students. The empirical results indicate that African American and low-income students are more likely to perceive
their eligibility for merit-based scholarships as having an impact on their decision on whether or not to attend college.
A consequential policy implication is that a liberally awarded merit-based scholarship program, while inefficient, may provide
sustainable access for those students in greatest need of financial aid.
相似文献
Erik C. NessEmail: |
19.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
20.
Emerging from the Pipeline: African American Students,Socioeconomic Status,and College Experiences and Outcomes 总被引:1,自引:0,他引:1
MaryBeth Walpole 《Research in higher education》2008,49(3):237-255
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year
colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students
have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades
than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students
report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely
to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college
significantly affect the likelihood that a student will attend graduate school.
相似文献
MaryBeth WalpoleEmail: |