Computers and the Teaching of Writing: implications for teacher development     

Ronald D. Owston 《Technology, Pedagogy and Education》2013,22(2):239-250

ABSTRACT

The relationship between the computer and the teaching of writing is complex; it varies over time, is embedded in the classroom social context, and depends on the teacher's instructional goals. In this article, several dimensions of this relationship are explored to provide illustrations of its complexity. The conclusion is that the computer literacy workshops or courses typically found in pre‐service or in‐service teacher educational programmes are inadequate to prepare teachers for the teaching of writing with computers. New kinds of courses need to be developed that examine how computers affect classroom culture and the writing process.  相似文献   

An Innovative Living Experience in Israel     

Ronald G. Wolfson 《Journal of Jewish Education》2013,79(3-4):68-80

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COMMUNAL RESPONSIBILITY OF THE SYNAGOGUE TO THE JEWISH SCHOOL     

Barnett R. Brickner 《Journal of Jewish Education》2013,79(3):142-151

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Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students     

Joseph Krajcik  Phyllis C. Blumenfeld  Ronald W. Marx  Kristin M. Bass  Jennifer Fredricks  Elliot Soloway 《学习科学杂志》2013,22(3-4):313-350

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Why we Need Certification Standards in Criminal Justice Education and what the Impacts will be: a Response to the Concerns of JDs     

Ronald D. Hunter 《Journal of Criminal Justice Education》2013,24(2):193-204

In 2005 the Academy of Criminal Justice Sciences approved ACJS Certification Standards for Academic Programs. This was the culmination of two decades of efforts on the part of criminal justice educators to establish minimum standards for the discipline. These standards were developed to improve the quality of criminal justice education at the associate’s, bachelor’s and master’s degree levels. Section C, which establishes faculty qualifications for teaching at the various program levels, has been criticized by educators holding JDs as an effort by PhDs to push them out of the profession. The President of the Academy of Criminal Justice Sciences responds to specific concerns of JDs and then discusses the general impacts of the ACJS certification standards on criminal justice education.  相似文献   

Complaint in Sheff v. O'Neill     

Robert H. Beach  Ronald A. Lindahl 《Equity & Excellence in Education》2013,46(2):5-12

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A DEAN'S AND DEPARTMENT CHAIR'S GUIDE TO DOCUMENTING COMPETENCY‐BASED PROGRAM ANALYSIS AND DESIGN IN THE 2‐YEAR COLLEGE     

Ronald P. Kern 《Community College Journal of Research & Practice》2013,37(4):345-350

Changes in the new Carl D. Perkins Vocational and Applied Technology Education Act of 1990 have added to existing state and regional accrediting agency pressures for competency‐based instruction. Because of these increasing pressures, deans, department chairs, and administrators of federal vocational funds administered under the act are, and will continue to be, required to provide evidence that their programs are competency based. A three‐step model to competency‐based programs as well as administrator guidelines for needed documentation are presented.  相似文献   

EVOLUTION OF SECONDARY AND TWO‐YEAR COLLEGE TECH PREP PROGRAMS FROM THE ARTICULATION MOVEMENT     

Stephanie P. Kern  Ronald P. Kern 《Community College Journal of Research & Practice》2013,37(6):533-542

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RESULTS OF THE VOCATIONAL EDUCATION DATA SYSTEM EMPLOYER FOLLOW‐UP SURVEY FOR MASSACHUSETTS COMMUNITY COLLEGES     

James Carifio  Ronald Biron  Allen Shwedel 《Community College Journal of Research & Practice》2013,37(3):293-303

This article presents the results of the Vocational Education Data System employer follow‐up (EFU) survey for graduates of 15 public community colleges who were employed full time between 1 and 2 years after graduation (N = 588). In general, these community college graduates were rated between good and very good on the quality of work and preparation EFU items. No correlations were found between EFU ratings and average hourly wage, even within program areas, indicating that the average hourly wage of community college graduates is a flawed index of program or graduate quality. No significant differences were found between female and male EFU ratings, but large significant differences in average hourly wage were found, even within program areas. This particular and direct finding tends to support current contentions that women are not receiving equal pay for equal quality or work in the marketplace.  相似文献   

WOMEN FULL-TIME FACULTY OF COLOR IN 2-YEAR COLLEGES: A TREND AND PREDICTIVE ANALYSIS     

Ronald D. Opp  Penny Poplin Gosetti 《Community College Journal of Research & Practice》2013,37(7-8):609-627

This study involved trend and predictive analyses to examine changes in the proportional representation of women full-time faculty by race/ethnicity from 1991 to 1997 in a sample of 1,024 matched two-year colleges. Large, Hispanic-serving, Historically Black, and California two-year colleges, along with the percentage of women administrators of color entered as significant positive predictors of change in the proportional representation of women full-time faculty of color. These findings open the door, not only to new ways of informing policy development and practice, but also to future research that can uncover new understandings of gender and race-equitable practices in two-year colleges.  相似文献