PURSUING EXCELLENCE: THE COMMUNITY COLLEGE OF DENVER     

John E. Roueche  Suanne D. Roueche  Eileen E. Ely 《Community College Journal of Research & Practice》2013,37(7):517-537

This article is based on an in-depth, yearlong qualitative case study focusing on the Community College of Denver and a comprehensive review of research examining developmental education and institutional effectiveness issues in higher education. The authors identify critical issues, discuss implications, and suggest recommendations for improving accountability of practices; (b) increasing student success, with an emphasis on valuing diversity; and (c) implementing a new developmental program of strategically improving an existing one. Recommendations include (a) being knowledgeable about accountability mandates required of others and initiating self-imposed action; (b) establishing a commitment to quality results and sharing results with internal and external constituents; (c) creating an internal grassroots process that regularly provides for open discussion, planning, promoting and supporting student performance, and celebrating success; (d) cultivating informal leadership; (e) recruiting and hiring the best faculty members available then monitoring, mentoring, and training them; (f) creating a centralized developmental education model; (g) integrating technology into all college services and instructional plans; (h) seeking external funding to support retention and achievement initiatives; and (i) being committed to and taking steps toward leveling the educational playing field. Study results suggest that, when implemented as a combined effort by an institution committed to student learning, these actions can contribute to significantly higher levels of student success.  相似文献   

A Review of: “The Information Revolution & Ireland: Prospects and Challenges,by Lee Komito. Dublin: University College Dublin Press, 2004. ix + 222 pp. $35.95 (paper). ISBN 1-904558-07-0”     

Eileen M. Trauth 《The Information Society》2013,29(5):369-370

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Individual Education Plans in the Republic of Ireland: an emerging system     

Richard Rose  Michael Shevlin  Eileen Winter  Paul O'Raw  Yu Zhao 《British Journal of Special Education》2012,39(3):110-116

The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of Northampton, Michael Shevlin of Trinity College Dublin, and Eileen Winter and Paul O'Raw of the Institute of Child Psychology and Education Europe, examined the extent to which IEPs have been developed and implemented in schools, and attitudes towards their use. Interviews were conducted with teachers, parents, pupils and other professionals to gain data related to IEP development and implementation. The findings of the research suggest that schools are taking the initiative in developing IEPs, though there is inconsistency in their use and in perceptions of their usefulness.  相似文献   

A Novel Approach to Gross Dissection of the Human Pelvis and Perineum     

Leah D. Hunter  Claudia F. Mosley  Melissa M. Quinn  James J. Cray Jr.  Anthony S. Baker  Jennifer M. Burgoon  Eileen Kalmar  Kirk M. McHugh 《Anatomical sciences education》2020,13(5):618-627

Progressive curricular changes in medical education over the past two decades have resulted in the diaspora of gross anatomy content into integrated curricula while significantly reducing total contact hours. Despite the development of a wide range of alternative teaching modalities, gross dissection remains a critical component of medical education. The challenge posed to modern anatomists is how to maximize and integrate the time spent dissecting under the current curricular changes. In this study, an alternative approach to the dissection of the pelvis and perineum is presented in an effort to improve content delivery and student satisfaction. The approach involves removal of the perineum en bloc from the cadaver followed by excision of the pubic symphysis, removal and examination of the bladder and associated structures, examination and bisection of the midline pelvic organs in situ, and midsagittal hemisection of the pelvis for identification of the neurovasculature. Results indicate that this novel dissecting approach increases the number of structures identified by 46% ± 14% over current dissecting methods. Survey results indicate that students were better able to integrate lecture and laboratory concepts, understand the concepts, and successfully identify more structures using the new approach (P < 0.05). The concept of anatomic efficiency is introduced and proposed as a standard quantitative measure of gross dissection proficiency across programs and institutions. These findings provide evidence that innovative solutions to anatomy education can be found that help to maintain critical content and student satisfaction in a modern medical curriculum.  相似文献   

The Value of New Parent Groups in Child and Family Health Nursing          下载免费PDF全文

Eileen Mary Guest  Diana R. Keatinge 《The Journal of perinatal education》2009,18(3):12-22

A reorganization of child and family health nursing services followed policy changes in New South Wales, Australia, in the late 1990s. However, the introduction of universal and sustained home visiting to all new parents limited resources available to provide support groups for new parents. This qualitative research study used a case study approach to examine the impact of new parents'' group attendance on mothers and on mothers'' interactions with their baby. Key findings demonstrated that attendance at a group created an opportunity, the overarching theme, for both the mothers and infants. New Parent groups appear to be as important as other modes of nursing service delivery to children and parents and serve a different purpose to center-based or home visits.  相似文献   

Associations of Resource and Service Utilization, Risk Level, and College Outcomes     

Steven Robbins  Jeff Allen  Alex Casillas  Adaeze Akamigbo  Margot Saltonstall  Rebecca Campbell  Eileen Mahoney  Paul Gore 《Research in higher education》2009,50(1):101-118

We tracked resource and service utilizations and first-year college outcomes for the entering first-year class (n = 1,534) at a traditional 4-year postsecondary institution. We grouped specific resources and services offered by the institution into four general categories (academic services, social resources, recreational resources, and advising sessions). We investigated the interrelation of risk, resource and service utilization, and first-year GPA and retention. We found that utilization of each resource/service category was positively associated with GPA and/or retention. Of particular interest, we tested whether the associations of resource and service utilization and outcomes were moderated by risk. We found that the associations of academic services and advising sessions with GPA were more pronounced for higher-risk students. We discuss the implications of the findings, including how the differential associations of resource and service utilizations and outcomes can affect intervention decisions with high-risk students. This research was a collaborative project between ACT and NAU. Steven Robbins, Jeff Allen, Alex Casillas, and Adaeze Akamigbo are members of ACT Research. Margot Saltonstall is Assessment Coordinator, Enrollment Management and Student Affairs, Rebecca Campbell is Associate Professor of Educational Psychology, and Eileen Mahoney is Director of the Gateway Student Success Center, all at Northern Arizona University. Paul Gore is Associate Professor of Educational Psychology at the University of Utah and former director of the Career Transitions Research Department at ACT.  相似文献   

Going Solo: the spectre of the 1999ers and Hope Solo as the ‘conscious pariah’     

Eileen Narcotta-Welp 《Sport in Society》2018,21(7):996-1012

Abstract

Although US goalkeeper, Hope Solo, had guided the women’s national soccer team to the semi-finals of the 2007 Women’s World Cup, head coach Greg Ryan benched Solo in favour of 1999 World Cup winning goalkeeper, Briana Scurry. The US lost, 4 – 0, the worst loss ever in World Cup play. The loss did not capture news headlines; rather, Hope Solo’s post-game comments about Ryan’s decision to bench her went viral. I contend that Solo’s outburst interrupted the historical narrative of the US women’s national soccer team. Solo’s action revealed an oppressive team culture of female containment. In a 30-second sound bite, Solo disrupted the discourse of power on the team and in the media, temporarily producing a space for various conceptions of the female athlete to be recognized.  相似文献   

Prescribed active learning increases performance in introductory biology   总被引：4，自引：0，他引：4  

Freeman S  O'Connor E  Parks JW  Cunningham M  Hurley D  Haak D  Dirks C  Wenderoth MP 《CBE life sciences education》2007,6(2):132-139

We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.  相似文献   

The harsh world of publishing in emerging regions and implications for editors and publishers: The case of Vietnam     

Quan‐Hoang Vuong 《Learned Publishing》2019,32(4):314-324

This article discusses the emergence of academic publishing in a fast‐growing transition economy, Vietnam, where the race has heated up to publish in international journals, preferably with a high impact factor, and to accelerate the indexing of domestic journals. Within the fields of SSH alone, the publication output grew by 17% a year in the 2008–2018 period, encouraged by government policies and financial incentives for researchers. This review demonstrates an environment where there is sufficient financial growth to support increased R&D but limited skills and knowledge of how to increase quality publication output, either within national or international journals. The article highlights the drivers of increasing scientific publication output, as well as the traps and pitfalls that follow this competition. It suggests that there are opportunities for publishers and other organizations to improve ethical and practical publishing issues and to develop co‐publishing agreements that will increase the visibility of the country in international academia. The article indicates the harsh reality of pursuing higher publishing standards in academia, a world that has long been dominated by authors and publishers from industrialized countries.  相似文献   

Writing a thesis differently     

Eileen Honan  David Bright 《International journal of qualitative studies in education》2016,29(5):731-743

In this paper we explore the contributions that Deleuze and Guattari have made to thinking/writing language and how these ideas can be put to work in producing a doctoral thesis. We contribute to the field of work within what Patti Lather and Elizabeth St Pierre have called the “post-qualitative” movement, where researchers attempt to “imagine and accomplish an inquiry that might produce different knowledge and produce knowledge differently”. We attempt to rethink the thesis text, using a language where language always falls apart, a way of talking/writing/reading about presentation of research within a doctoral thesis that will provide the writermachine a space to “pass”. The paper will provide some ideas and ways forward for writers who are attempting to deterritorialize research, who are attempting to experiment with new representational forms.  相似文献