On a screw-joint for water-pipes, &c.     

A.M. Perkins 《Journal of The Franklin Institute》1844,37(3):200-201

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Introduction: Commemorating the Sixtieth Anniversary of the President's Commission Report, Higher Education for Democracy     

Julie A. Reuben  Linda Perkins 《History of education quarterly》2007,47(3):265-276

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A Walling Out of Open and Distance Learning     

Ross A. Perkins 《TechTrends》2011,55(2):25-27

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Babette Faehmel. College Women in the Nuclear Age: Cultural Literacy and Female Identity, 1940–1960. New Brunswick,NJ: Rutgers University Press, 2012. 256 pp. Cloth $49.95.     

Linda M. Perkins 《History of education quarterly》2012,52(4):571-574

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Each Day Enough for Me     

Mekkin S. Perkins 《The Educational forum》2013,77(1)

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Editorial: reading and literacy in developing countries     

Amos Paran  Eddie Williams 《Journal of Research in Reading》2007,30(1):1-6

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Faculty and male football and basketball players on university campuses: an empirical investigation of the "intellectual" as mentor to the student athlete     

Harrison CK  Comeaux E  Plecha M 《Research quarterly for exercise and sport》2006,77(2):277-284

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School Catchments and Pupil Movements: A case study in parental choice     

Eddie Parsons  Brian Chalkley  Allan Jones 《Educational studies》2000,26(1):33-48

Although parental choice of secondary schools is a subject of considerable public and academic interest, there has been relatively little research on the extent to which choice is undermining the traditional role of geographically defined school catchments. This paper, therefore, uses data provided by a case-study local education authority to examine the nature and scale of pupil flows across catchment boundaries. It does so by adopting a form of Geographic Information System as the principal research tool. The results show over a third of Year 7 pupils moving to schools other than their catchment comprehensive. Interestingly, the inner-city catchments were the most permeable: by contrast, children in middle class and rural areas were the least likely to enter a school outside their local area.  相似文献   

College Presidents and Black Student Protests: A Historical Perspective on the Image of Racial Inclusion and the Reality of Exclusion     

Eddie R. Cole 《Peabody Journal of Education》2018,93(1):78-89

This essay revisits college presidents during the early 1960s to investigate the long history of how academic leaders manage racial unrest on college campuses. Throughout time, the concept of a welcoming and inclusive climate for black students on majority-white campuses has functioned as an illusion alongside the prevailing reality of racism on and off American campuses. In turn, this essay exhibits how political structures, as well as university hierarchy, have shaped academic leaders' approach to social change in higher education. Therefore, this work demonstrates the need to reevaluate higher education history as a lens for understanding the current American sociopolitical context that shapes present-day academic leaders and their challenges of addressing racism on college campuses. In summary, this work renders a richer and more nuanced understanding of the complexities college presidents, students, and campus stakeholders, such as governors and boards of trustees, face to provide equal and meaningful educational opportunities to all students.  相似文献   

Establishing an Equitable and Fair Admissions System for an Online Doctoral Program     

Ross A. Perkins  Patrick R. Lowenthal 《TechTrends》2014,58(4):27-35

The field of educational technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in educational technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.  相似文献