JEWISH EDUCATORS VS. MIXED MARRIAGES     

Allen S. Maller 《Journal of Jewish Education》2013,79(2-4):77-79

Mixed marriages are a hemorrhage in the body of American Jewry. In the average Hebrew school classroom 20–25 percent of the students will someday marry out. Even in day schools 5–10 percent will marry out, although most of them will influence their spouses to convert. (Jewish children who do not receive a Jewish education will marry out in even higher percentages, and rarely influence their partners to become Jewish.) This exogamy (outmarriage) results in a doubling of the divorce rate. In addition, the majority of the children of exogamous manages do not identify themselves as Jews. Can Jewish educators influence some of these children to consciously seek Jewish mates? only if they try.  相似文献   

Introduction: the changing roles of academics and administrators in times of uncertainty     

Ka Ho Mok  Adam R. Nelson 《Asia Pacific Education Review》2013,14(1):1-9

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Bridge over troubled waters? Connecting research and pedagogy in composition and business/technical communication     

Jo Allen 《Technical Communication Quarterly》2013,22(4):5-26

Although different writing courses exist because of the different forms and purposes of writing they teach, some continuity between composition and business/technical communication would allow students to move more readily from one course to the next, while clarifying for them that writing is primarily a system of options based on analyses of situations, readers, obstacles, and goals. In this article, I call for that kind of continuity not only in pedagogy but also in research. Explaining the value of connections in pedagogy and research between composition and professional communication studies, I conclude with various questions and avenues for further research.  相似文献   

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve     

Ryan S. Baker  Arnon Hershkovitz  Lisa M. Rossi  Adam B. Goldstein  Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.  相似文献   

Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification     

Douglas A. Golick  Tiffany M. Heng-Moss  Allen L. Steckelberg  David. W. Brooks  Leon G. Higley  David Fowler 《Journal of Science Education and Technology》2013,22(4):509-521

The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.  相似文献   

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   

A Profile of Giving Patterns and Donor Behavior at a Suburban Community College     

John Gyllin  Adam A. Morris  Kenda S. Grover 《Community College Journal of Research & Practice》2013,37(12):1089-1098

Community colleges have become increasingly reliant on diversifying their revenue sources, and turning to private fund raising has become a common strategy for many of them. Although fund raising has been a common practice in higher education since its inception, it has only emerged in the two-year college sector in the past several decades. The current study sought to identify donors at a case study, suburban community college, specifically exploring giving patterns over time and testing the conceptual framework of a pyramid of giving that overlays institutional involvement and commitment with giving levels. Major infrastructure inconsistencies prevented much of the framework testing, but data were capable of creating an initial donor and giving profile for a typical community college. This profile demonstrated that board members and employees were the most loyal and consistent in making contributions, but that these gifts often were stable over time and did not increase to become major gifts. Also, private business and industry gifts were often given at the same level as individual gifts, perhaps illustrating the responsiveness and cooperation between community colleges and the local workforce.  相似文献   

Team-based Course Design: Increasing Resource Utilization and Collaboration Across Campus     

Mia Ocean  Robbie Allen  Carrie Thompson  Keston S. Lyman 《Community College Journal of Research & Practice》2013,37(12):897-900

ABSTRACT

Community colleges continue to face accountability pressures without an increase in funding, requiring creativity to meet their goals. Collaborating across departments can maximize communication and minimize waste. Team-based course design is one way to encourage interdepartmental work. Within this article, a diverse team—composed of individuals representing not only faculty, but also staff and administrators from the library, student tutoring services, and distance education departments— explains best practices based on their experience with team-based course design.  相似文献   

Book Reviews     

Marcy Guddemi  K. Eileen Allen  Audrey Skrupskelis 《Journal of Early Childhood Teacher Education》2013,34(2):23-24

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'I Caught the Sudden Look of Some Dead Master': Eliot's Tradition and Modern Materialism     

Adam C. Woodruff 《Culture, Theory & Critique》2013,54(2):85-100

This essay explores the relations between T. S. Eliot's concept of tradition and the ‘modern materialism’ of Walter Benjamin, Jacques Lacan and Louis Althusser, and considers the implications of this resonance for both Eliot's critical legacy and the Marxist tradition. Initially surveying the critical controversy surrounding the canonical figure of Eliot and recent attempts to reconcile his avant-garde poetics with his reactionary social thought, the essay traces the roots of Eliot's tradition in a Nietzschean critique of historicism and its development into a theory of culture. Eliot's persistent drive towards impersonality echoes (and problematises) the efforts of Benjamin, Lacan and Althusser to construct a model of the social process that incorporates the unconscious. Rather than ultimately determining a set of political positions, the ‘missed encounter’ between Eliot's tradition and ‘modern materialism’ draws to light the Hegelian historicisms that haunt materialist theories of culture.  相似文献