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   

MULTICULTURALISM AND CBTE: A HISTORIAN'S REFLECTION     

Ronald K. Goodenow 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):44-51

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Culture and Pedagogy in Teacher Education     

Ronald Soetaert  Andre Mottart  Ive Verdoodt 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):155-174

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The Importance of Demographic,Social, and Political Context for Estimating Policy Impacts: Comment on “Implementing New York's Universal Pre-Kindergarten Program”     

W. Steven Barnett 《Early education and development》2013,24(4):609-616

Morrissey, Leikes, and Cochran (this issue) raise concerns about potential negative effects of state pre-kindergarten (pre-K) on the early care and education system. To put their study in context, I reviewed national demographic and enrollment trends. I found little evidence of negative effects from state pre-K policy. One reason may be that population growth and child care policies mitigated potential negative impacts of pre-K expansion. However, national averages could conceal important local variations or even nationwide variations when there are offsetting gains and losses. Children under age 5, their families, and their teachers all likely gained from increases in public pre-K. Infant/toddler care in private programs expanded as quickly as public pre-K. Morrissey and colleagues' small data set from New York has serious limitations, but some of the most salient findings are consistent with the national picture. The study offers lessons and suggests topics for future research on the influence of pre-K policy on the early care and education system.  相似文献   

Mediation of Consultee's Conceptual Development in New Teacher Groups: Using Questions to Improve Coherency     

Linda Webster  Steven E. Knotek  Leslie M. Babinski  Dwight L. Rogers  Mary M. Barnett 《Journal of educational and psychological consultation》2013,23(3-4):281-301

This qualitative study applied methods used in discourse analysis to investigate how a consultant's questioning supported the goal of group consultation to empower beginning teachers to become effective problem solvers in their work environment. The focus of the study was on the process of questioning and communicative coherency as the group evolved over the course of the school year. The participants in this study were 7 White elementary school teachers in their first year of teaching. There were 12 sessions held over an 8-month period. The investigators found evidence of a parallel process between the coordinate consultation process and coherency in consultative discourse, such that as the coordinate process developed and improved, so did the coherency of group discourse. Implications for practice, training, and future research are discussed.  相似文献   

The pricing of soft and hard information: economic lessons from screenplay sales     

William N. Goetzmann  S. Abraham Ravid  Ronald Sverdlove 《Journal of Cultural Economics》2013,37(2):271-307

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Social media and students’ behavioral intentions to enroll in postgraduate studies in Kenya: a moderated mediation model of brand personality and attitude     

Gabriel Simiyu  Ronald Bonuke  Joyce Komen 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):66-86

ABSTRACT

Using cross-sectional data from 504 students from four Kenyan universities, this study evaluates the indirect effect of brand personality on the relationship between social media and students’ behavioral intentions to enroll in postgraduate studies. Additionally, the study examines the moderating effect of attitude on the relationship between social media and brand personality, social media and students’ behavioral intentions, brand personality and students’ behavioral intentions. Finally, it investigates the moderating effect of attitude on the indirect process of brand personality on the relationship between social media and students’ behavioral intentions. The study is guided by the Theory of Planned Behavior, Technology Acceptance Model and Self Congruity Theory. Process Macro is used to analyze data. Results indicate that social media significantly predicts students’ behavioral intentions and this relationship is partially mediated by brand personality. Besides, attitude moderates the relationship between social media and students’ behavioral intentions and also the relationship between brand personality and students’ behavioral intentions. Finally, attitude has a conditional effect on the indirect relationship between social media and student’s behavioral intentions via brand personality and this effect is much stronger with a higher level of attitude. These findings contribute new knowledge to literature and theory.  相似文献   

The power law model and total career h-index sequences     

Fred Y. Ye  Ronald Rousseau   《Journal of Informetrics》2008,2(4):288-297

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A comparison of European American and Puerto Rican parents’ goals and expectations about the socialization and education of pre‐school children     

Beena Achhpal  Jane A. Goldman  Ronald P. Rohner 《International Journal of Early Years Education》2007,15(1):1-13

This article identifies similarities and differences between Head Start parents of European American and Puerto Rican backgrounds regarding their socialization goals and expectations concerning the early educational experiences of their pre‐school children. Semi‐structured interviews were conducted with 60 parents (30 European American and 30 Puerto Rican) in their homes. The results show that both groups of parents valued pro‐social skills, school readiness skills, and skills related to good behaviour. Both sets of parents considered creative and physical skills to be least important. However, differences between groups were found regarding the relative importance of skills in the different developmental domains. The findings suggest that to maximize the effects of early childhood programmes and interventions it is important that educators and policy makers recognize and respond to differences in parents’ goals and expectations.  相似文献