Community colleges maintain modest response rates to prospective student inquiry     

David Shadinger  Kristin M. Sherry  Hollie L. Smith  Emilie C. Clark 《Community College Journal of Research & Practice》2016,40(5):385-393

None of the community colleges in this study responded with a text message, as requested in the prospective student’s inquiry. Only 1.38% (n = 3) of the institutions responded to the inquiry with a telephone call. This research realized a slightly higher rate of e-mail response within five working days; 54.98% (n = 116) as opposed to the 2009 results of 50.5% (n = 110) in Shadinger’s (2014) study. More community colleges (n = 12, 5.5%) also had e-mail addresses or information request forms (n = 182, 83.5%) than in the original study (n = 170, 78.0%). Nearly 100% of community college websites had social media links, even when an e-mail address or information request form was not available. In an expansion of previous statements about communication, Noel-Levitz (2014a) reported prospective students were “more likely to consider schools that use e-mail, text messages or social media to communicate” (p. 4). Concurrently, the underutilization of e-mail, social media, and cell phones will simply exacerbate communication and recruiting issues for community colleges.  相似文献   

CILT2000: Synergy,Technology, and Teacher Professional Development     

Baumgartner  Eric  Hsi  Sherry 《Journal of Science Education and Technology》2002,11(3):311-315

Journal of Science Education and Technology - How can effective research conducted in a specific context contribute to more effective teaching and learning in a different context? This paper...  相似文献   

Communication in Online Learning – How Important is It?     

Sherry Janine Ashe  Robert Molina Lopez 《Clearing house (Menasha, Wis.)》2021,94(1):15-30

Abstract

The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants’ experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues.  相似文献   

‘The Little Red Hen,’ Soap Sculpture,and Analyzing Magazines: Character Education in the 1920s and '30s     

Sherry L. Field  Pat Nickell 《The Educational forum》2013,77(1):73-79

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Up Against the Wall: Violence in the Making and Unmaking of the Black Panther Party by Curtis J. Austin     

Douglas Sherry 《Journal of American culture (Malden, Mass. : 2003)》2008,31(3):344-345

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A National Survey of Middle and High School Science Teachers’ Responses to Standardized Testing: Is Science Being Devalued in Schools?     

Mehmet Aydeniz  Sherry A. Southerland 《Journal of Science Teacher Education》2012,23(3):233-257

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Children's Activity Levels and Lesson Context during Third-Grade Physical Education     

Thomas L. McKenzie PhD  Henry Feldman  Sherry E. Woods  Kelly A. Romero  Virginia Dahlstrom  Elaine J. Stone 《Research quarterly for exercise and sport》2013,84(3):184-193

Abstract

Little is known about children's activity levels during physical education classes and how they relate to the national health objectives for the year 2000 (U.S. Public Health Service, 1991). We systematically observed students' physical activity and associated variables in 293 third-grade physical education lessons in 95 schools in 4 Child and Adolescent Trial for Cardio-vascular Health (CATCH) centers in California, Louisiana, Minnesota, and Texas. The influence of independent variables was assessed simultaneously by analysis of variance. Significant differences among study centers were evidenced for both physical activity and lesson context variables. Additionally, there were differences among variables for lesson location and teacher specialty, but not for teacher gender. Boys were more active than girls, but only during free play opportunities. The findings have widespread implications for educators responsible for developing and implementing health-related physical education programs, as well as for designing and conducting staff development.  相似文献   

Peer Argumentation in the School Science Laboratory—Exploring effects of task features     

Patrick J. Enderle  Mike U. Smith  Sherry Southerland 《International Journal of Science Education》2013,35(18):2527-2532

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International students: a vulnerable student population     

Mark Sherry  Peter Thomas  Wing Hong Chui 《Higher Education》2010,60(1):33-46

This study examines the experiences of international students at The University of Toledo, where international students comprise approximately 10% of the student population. It highlights problems international students experience such as adapting to a new culture, English language problems, financial problems and lack of understanding from the broader University community. Recommendations for improvement include initiatives to raise the profile of international students, improved financial assistance and scholarships, and creating opportunities for international students to improve their spoken English skills.  相似文献   

Savouring Rajasthan's Shiksha Karmi in a remote village: the prospect of dismantling the student-teacher divide     

Brij Kothari  P. G. Vijaya  Sherry Chand  Rajeev Sharma  Amar H. Kalro  Parvinder Gupta 《International Journal of Lifelong Education》2013,32(5):407-417

The Shiksha Karmi Project in Rajasthan, one of the most educationally challenged states, is at the frontiers of alternative models of primary education in India. The key ideas underlying this model are: (i) the taking over of ‘sick’ schools in remote regions of the state and turning them around, (ii) creating new schools driven by demand from the ground, (iii) human resource investments to train local village teachers, (iv) strong linkages between the school and the community built upon a spirit of voluntarism, (v) an explicit movement toward gender equity and (vi) a bold attempt at the universalization of primary education through a combination of formal and non-formal institutions. This article provides a grounded feel for the Shiksha Karmi Project in a stellar school, Meena Dant Ka Pura. While the case highlights the shortage of locally based female teachers in the entire Shiksha Karmi Project, it also suggests the very real possibility of employing Shiksha Karmi Project alumni and higher grade students in teaching roles. Overall, primary education in India has much to learn from the Shiksha Karmi Project experience.  相似文献