A TECHNICAL COLLEGE'S RESPONSE TO THE NEED FOR INTERNATIONALIZING EDUCATIONAL PROGRAMS AND SERVICES     

Rick L. Garrett  Douglas P. Macdonald  Carey Rivera 《Community College Journal of Research & Practice》2013,37(7):627-636

Part of the mission of the American Association of Community Colleges addresses the need for a curriculum emphasis on international and intercultural education (Wismer, 1994, p. 77). Considering that (a) 2‐year colleges exist primarily to prepare students for jobs, (b) many American businesses operate in an international environment, and (c) a growing proportion of companies in the United States are foreign affiliated, the internationalization of our curriculums is necessaryforthe fulfillment of institutional missions of preparing the workforce for businesses. However, to fully internationalize college programs and services, the focus must be on more than courses and curriculums. The everyday life of college students, faculty, and staff must present evidence of cultural diversity. Internationalization, therefore, must be infused at every level of college activity. Such an infusion is occurring at Florence‐Darlington Technical College in Florence, South Carolina. There are four broad categories within which activities are planned or are underway: (a) resource development, (b) awareness development and information dissemination, (c) faculty and staff development, and (d) curriculum development. The importance of the need for this South Carolina college to undertake internationalizing initiatives is underscored by the multicultural business environment that exists in the state. For many years, international investment has created record levels of new employment opportunities for South Carolinians and has contributed significantly to statewide economic and industrial growth. The economic impact of international business in the state is apparent. However, there is also a cultural impact that is less obvious, yet profound. These factors present some definite implications for the need to internationalize technical college programs and services.  相似文献   

Relations Among Two Teachers’ Practices and Beliefs,Conceptualizations of the Nature of Science,and their Implementation of Student Independent Inquiry Projects     

Deborah J. Trumbull  Grace Scarano  Rick Bonney 《International Journal of Science Education》2013,35(14):1717-1750

In this study we sought to understand factors that shaped teachers’ use of student inquiry projects. We examined, over 3 years, the practices and conceptions of two teachers involved in implementing student inquiry projects. Neither teacher was initially satisfied with her success at supporting student inquiry, but the two had very different responses to difficulties they faced. These responses related strongly to their ideas about how learning should be structured. There was less relation between their stated views about the nature of science and their use of inquiry than was expected. The teacher with espoused views about the nature of science generally in accord with reform documents did not support student inquiry projects that involved actual investigations. The teacher with views on the nature of science less aligned with reform documents worked hard to support student investigations in her classroom. Our findings support the claim that merely learning about the nature of science or about student inquiry may not generate changes in a teacher’s practice. On closer analysis, we found that the two teachers understood aspects of the nature of science from two quite different perspectives, the proximal and the distal. The proximal view of the nature of science was more closely aligned with implementation of actual student investigations. The efforts of these two teachers in implementing inquiry illustrate the dilemmas and challenges they faced as they attempted student inquiry projects.  相似文献   

The Short-Term Effects of a Computer-Based Pregnancy,STD, and HIV Prevention Program     

Anthony J. Roberto  Kellie E. Carlyle  Rick S. Zimmerman  Erin L. Abner  Pamela K. Cupp  Gary L. Hansen 《Communication quarterly》2013,61(1):29-48

A computer- and Internet-based intervention was designed to influence several variables related to the prevention of pregnancy, STDs, and HIV in rural adolescents. Three-hundred and thirty-eight tenth-graders enrolled in two rural public high schools participated in this field experiment. Results indicate that students in the experimental school had greater knowledge, greater condom negotiation efficacy, greater situational efficacy, and more favorable attitudes toward waiting to have sex than students in the control school. In tandem, the results suggest that computer-based programs may be a cost-effective and easily replicable means of providing teens with basic information and skills necessary to prevent pregnancy, STDs, and HIV.  相似文献   

Factor structure,reliability and validity of the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS)     

Maria A. Rogers  Andrea Jane Hickey  Judith Wiener  Nancy Heath  Rick Noble 《Learning Environments Research》2018,21(3):423-431

Parental involvement in children’s learning has been found to influence academic success. However, very few tools exist for measuring parental involvement, particularly ones that target adolescents’ self-report. The present study assessed the factor structure, reliability and convergent validity of a new scale to assess adolescents’ perceptions of their mothers’ and fathers’ educational involvement: the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS). The PSLS-AS, as well as a questionnaire measuring the risk of high school drop-out, was administered to a sample of 825 youth (aged 13–14 years). Exploratory factor analysis revealed a two-factor structure representing parental involvement: Controlling Involvement and Autonomy Supportive Involvement. Adolescents’ perceptions of their parents’ involvement correlated with a risk of high school drop-out. Implications and future directions for further validation of the PSLS-AS are discussed.  相似文献   

Teen Pregnancy and Parenthood: Infants and Toddlers Who Need Care     

Malia Thomson  Rick Caulfield 《Early Childhood Education Journal》1998,25(3):203-205

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Introduction     

Rick J. Block 《期刊图书馆员》2017,73(1)

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Infants' sensory abilities: Caregiving implications and recommendations     

Rick Caulfield 《Early Childhood Education Journal》1994,21(4):31-35

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Gender,marital status,and support systems of public school principals     

Sylvia Myers Ph.D.  Rick Ginsberg Ph.D. 《The Urban Review》1994,26(3):209-223

Recent literature on leadership emphasizes the importance of support systems for individuals occupying prominent roles. This research examined the support systems of public school principals, comparing male and female and married and unmarried principals. Specifically, who provided support and the amount and type of support provided were examined. Specific characteristics of spouses who provide support were also explored. Drawing on surveys of over 170 principals from one southeastern state, the study found some significant differences and interesting similarities in the type and amount of support provided to male and female and married and unmarried principals. The findings differed from some of the literature on female principals in terms of the areas of similarity between males and females. Other findings generally supported the literature on support systems.  相似文献   

Physical and cognitive development in the first two years     

Rick Caulfield 《Early Childhood Education Journal》1996,23(4):239-242

Summary Physical and cognitive development proceed at a breathtaking pace in the first two years of life. Infants enter the world as competent individuals who actively explore the external world from the moment of birth. As their basic reflexes disappear, they begin to engage in intentional and purposeful behavior. Their ability to move, as in crawling and walking, and to manipulate objects extends their opportunities to learn about the physical environment. Responsive and supportive caregivers who work with infants and toddlers play a critical role in providing an optimal learning environment that takes into account infants' unique developmental needs. The next segment of the four-part series addresses the social and emotional development of infants and toddlers.  相似文献   

Long-term reaction of the rat to conspecific (frustration) odor     

H. Wayne Ludvigson  Rick R. McNeese  Ira Collerain 《Learning & behavior》1979,7(2):251-258

Rats’ choices in a T-maze were observed to determine (a) their long-term tendencies, in the apparent absence of reinforcement, to approach or avoid a goalbox containing a “frustration odor” stimulus generated by prior placements into the box of other rats given frustrative nonreward, and (b) the extent to which preferences for one or the other goalbox persisted following cessation of odor placements. The initial response to frustration odor was avoidance, though it took a few trials to develop. Avoidance was short-lived for most subjects, diminishing quickly and turning to a stable approach reaction, although three subjects developed an equally stable avoidance. These changes in response direction appeared to result from altered perception or interpretation of the odor rather than changed responsivity or alterations in the odor product itself. Preferences for one or the other of the goalboxes per se were but little affected by experiencing odor there.  相似文献