The evaluation of criminal justice programs: Assessment of evolving standards in context     

Laura B. Myers 《Journal of Criminal Justice Education》2013,24(1):31-48

The quality of criminal justice programs has been evaluated by methods which assume that quality standards are associated primarily with research excellence and are clearly defined. Because these standards are still emerging in our discipline, a more appropriate method of assessment is introduced, which takes into account the evolving standards of quality in criminal justice. With this method, programs can evaluate themselves continuously not only against minimum standards, but also against newly evolving standards as they are introduced. This design will allow criminal justice programs to determine whether their procedures promote the goal of students' learning by analyzing their functions in relation to evolving standards of quality.  相似文献   

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve     

Ryan S. Baker  Arnon Hershkovitz  Lisa M. Rossi  Adam B. Goldstein  Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.  相似文献   

Not Read,but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items     

Jörn R. Sparfeldt  Rumena Kimmel  Lena Löwenkamp  Antje Steingräber  Detlef H. Rost 《Educational Assessment》2013,18(4):214-232

Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N ₁ = 230, N ₂ = 340, N ₃ = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance.  相似文献   

Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate     

Sondra Cuban  Jeffrey B. Anderson 《Equity & Excellence in Education》2013,46(2):144-155

We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience.  相似文献   

The Mark Twain School Decision     

Jack B. Weinstein 《Equity & Excellence in Education》2013,46(1-2):49-59

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Predicting College Students’ Intergroup Friendships Across Race/Ethnicity,Religion, Sexual Orientation,and Social Class     

Susan B. Goldstein 《Equity & Excellence in Education》2013,46(4):502-519

This study seeks to expand the literature on predicting friendship diversity beyond race/ethnicity to include religion, social class, and sexual orientation. Survey packets elicited information regarding up to four close friendships developed during college. Additional measures assessed pre-college friendship diversity, participation in college activities and diversity education, intergroup attitudes, and interpersonal communication apprehension. A total of 588 friendships (213 intragroup and 375 intergroup) were reported by 151 college students. Pre-college friendship diversity was the primary predictor of college friendship diversity across each intergroup dimension. Implications for prejudice reduction are discussed.  相似文献   

EDUCATIONAL GOALS OF AUTOMOTIVE MECHANICS STUDENTS ATTENDING POSTSECONDARY VOCATIONAL INSTITUTES IN GEORGIA     

James B. Silcox  Ray V. Herren 《Community College Journal of Research & Practice》2013,37(5):445-457

The importance of vocational education has long been recognized in meeting society's need for trained workers. Since the early 1960s there has been a gradual shift in emphasis of federal vocational education priorities from specific programs (e.g., agriculture) to special populations, such as minorities, women, disadvantaged or handicapped individuals, and individuals with limited English‐speaking proficiency (Ohanneson, 1982). The Vocational Education Act Amendments of 1976 reinforced this emphasis by requiring that follow‐up information be collected, not just by the vocational discipline but by special population groups as well (U.S. 94th Congress, 1976). Subsequent vocational education legislation places emphasis on providing vocational education to all individuals who can benefit from such training (U.S. 98th Congress, 1984; U.S. 101st Congress, 1990).  相似文献   

WOMEN PRESIDENTS DEFINE THE COLLEGE CULTURE THROUGH STORY     

Vivian B. Blevins 《Community College Journal of Research & Practice》2013,37(7):503-516

The concept of the leader's need to leave a record so that others know that she was present at a community college at a given point in time, working on behalf of the communities she served, is the theme of this article, which consists of stories from the lives of seven current and former community college chief executive officers, Vivian B. Blevins, Pamila Fisher, Sylvia Ramos, Carol Tatsey-Murray, Jerry Sue Thornton, Carolyn G. Williams, and Parker Williams give accounts of how they came to their positions as chief executive officers, the challenges and joys of that work, and the legacies they hope to leave. Their accounts as academic laborers are important tools for exploring the meaning of their roles and the roles of those they serve, for educating the uninitiated in the mission of the community college, and for reinforcing the value of that mission to the lives of community college students past, present, and future.  相似文献   

Technology Usage Among Community College Faculty     

Melissa B. Jackowski  Duane Akroyd 《Community College Journal of Research & Practice》2013,37(8):624-644

Community colleges are increasing their use of part-time faculty who are taking a leading role in utilizing technology for instructional purposes. Part-time faculty are less likely than their full-time counterparts to use technology for instructional purposes and are less likely to teach non-face-to-face classes. For community colleges to be successful in expanding technology-based education, they must promote technology use by all faculty. This quantitative, national study reports factors found to predict faculty use of technology for instructional purposes.  相似文献   

Rural Dislocated Women in Career Transition: The Importance of Supports and Strategies     

Atticia B. McAtee  James M. Benshoff 《Community College Journal of Research & Practice》2013,37(9):697-714

Job loss researchers have focused on the physical and mental well being of White working and middle class men, their families, friends, and coworkers to with immediate reemployment as the outcome. This study focused on low-income rural women dislocated workers and their decision to enroll in community college for retraining or seek immediate reemployment. Participants were 125 women (86 white, 39 African American; x = 42 years) who held a high school diploma or GED and who were laid off from manufacturing jobs within the last 2 years. Differences between two groups of women based on demographic variables and Transition Guide and Questionnaire-Modified (TGQ-M) scores were examined. The TGQ-M was developed to assess an individual's ability to cope with life transitions, based on Schlossberg's (1995 Schlossberg , N. K. , Waters , E. B. , & Goodman , J. ( 1995 ). Counseling adults intransition: Linking practice with theory. , 2nd ed. , New York : Springer . [Google Scholar]) model of 4Ss (situation, self, supports, and strategies). One group enrolled in community college for retraining while the other group sought immediate reemployment. Findings revealed significant relationships between level of education and race/ethnicity and community college retraining. African-American women in this sample perceived themselves as having less support in coping with job loss. Women who chose community college had higher TGQ-M scores overall. Race/ethnicity and perception of support from others were the best predictors of community college retraining. Women, especially older women of color, have the hardest time finding quality employment after layoff. This study raised questions about the reasons why fewer African-American women in this sample enrolled in community college for retraining and had lower Supports scores than white women. Implications for counseling and future research are discussed.  相似文献