Accessing ICLAS Network Log Data to Study Student Computer Usage,Course Performance,and Attitude Change     

James A. White  Andria P. Troutman  M. R. Chancey 《Technology, Pedagogy and Education》2013,22(1):79-89

ABSTRACT

This study demonstrated how network usage logs such as those generated by the IBM Classroom Local Area Network Administration System (ICLAS) can be used to study student use of software available on a local area network. Software instrumentation was developed to convert ICLAS log files to a format (?.DIF) usable by spreadsheet and statistics software. Data on 163 students enrolled in an ‘Introduction to Computers in Education’ course during the Summer, 1992 session at the University of South Florida were compiled for exploratory analysis. Correlations of lab use time to course grade, change in knowledge, and change in attitude were performed. It was found that amount of lab use correlated significantly to general attitude toward computers, but that it did not correlate significantly to change in attitude toward school uses of computers or to change in knowledge of course topics.  相似文献   

MEMBERS OF THE NATIONAL COUNCIL FOR JEWISH EDUCATION     

Walter I. Ackerman  Samuel M. Blumenfield  Abraham P. Gannes  Alexander Schindler  Isaac Toubin  Charles Zibbell 《Journal of Jewish Education》2013,79(3):176-177

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Lombroso's Legacy: The Miseducation of Criminologists     

John P. Wright  Kevin M. Beaver  Matt DeLisi  Michael G. Vaughn  Danielle Boisvert  Jamie Vaske 《Journal of Criminal Justice Education》2013,24(3):325-338

This study examines the extent to which criminal justice and criminology Ph.D. students are exposed to contemporary biological and genetic findings associated with aggression and violence. Drawing on multiple sources of information, we find little evidence showing that Ph.D. students are exposed to any biological research on crime and offending. We examine the consequences for this “trained incompetence” and offer suggestions for remedying this deficiency.

If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind. (John Stuart Mill)  相似文献   

How Will They Understand if We Don’t Teach Them? The Status of Criminal Justice Education on Gay and Lesbian Issues     

Kevin D. Cannon  P. Ann Dirks‐Linhorst 《Journal of Criminal Justice Education》2013,24(2):262-278

Inclusion of race and gender in criminal justice education has, to some degree, been prompted as a result of perceived bias by criminal justice system professionals. Utilizing the race and gender experience as a template, interactions between the gay, lesbian, bisexual and transgendered (GLBT) community and the criminal justice system are explored. This study surveyed criminal justice undergraduate degree programs to ascertain course content on gay and lesbian issues. Results indicate that an extremely small number of programs have such a course or alternatively incorporate GLBT issues within existing race and gender courses. Implications for criminal justice education are discussed.  相似文献   

Educational Applications of a Networked Communal Database     

M. Scardamalia  C. Bereiter  C. Brett  P.J. Burtis  C. Calhoun  N. Smith Lea 《Interactive Learning Environments》2013,21(1):45-71

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Enriching Student Understanding of Trial Courts through Service Learning     

Diane M. Hartmus  James N. G. Cauthen  James P. Levine 《Journal of Criminal Justice Education》2013,24(1):23-43

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Journal publications of Ph.D. graduates from American criminology and criminal justice programs     

Ellen G. Cohn  David P. Farrington  Jonathan R. Sorensen 《Journal of Criminal Justice Education》2013,24(1):35-49

This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications.  相似文献   

Identifying Potential Test Item Misalignment Using Student Verbal Reports     

Jacqueline P. Leighton Ph.D.  R. Psych  Rebecca J. Gokiert 《Educational Assessment》2013,18(4):215-242

The purpose of the present investigation was to identify the relationship among different indicators of uncertainty that lead to potential item misalignment. The item-based indicators included ratings of ambiguity and cognitive complexity. The student-based indicators included (a) frequency of cognitive monitoring per item, (b) levels of misinterpretation per item, and (c) levels of lack of confidence per item. Results indicate that item cognitive complexity was related to all student-based indicators even after controlling for students' performance on the item. Moreover, item ambiguity was related to levels of item misinterpretation but not to frequency of student cognitive monitoring or lack of confidence. The implications of these conclusions for identifying item misalignment are discussed in light of construct-relevant and construct-irrelevant sources of ambiguity.  相似文献   

“I'm not really that bad”: Alternative School Students,Stigma, and Identity Politics     

Carol P. McNulty  Donyell L. Roseboro 《Equity & Excellence in Education》2013,46(4):412-427

Public schools in the United States are predicated upon some common, albeit contested, understanding of a “normal” child. Such an identity comes with corresponding rules of behavior. In this study, we use identity politics as the primary lens through which to interpret the experiences of students at an alternative middle and high school. Through ethnographic field observational data and student interviews over a four-month period, we examine student narratives to inform the theoretical framework of this research. We conclude that the alternative school in this case study is a stigmatized space for students with spoiled identities (Goffman, 1963 Goffman, E. 1963. Stigma: Notes on the management of spoiled identity, Englewood Cliffs, NJ: Prentice-Hall.  [Google Scholar]). We offer implications for alternative schools in general and suggest that their design, by definition, can reinforce the stigmatized identity and its corresponding “deviant” behavior.  相似文献   

English Language Proficiency and Bilingual Verbal Ability Among Chinese,Dominican, and Haitian Immigrant Students     

Mariela M. Páez 《Equity & Excellence in Education》2013,46(3):311-324

This article describes English language proficiency and bilingual verbal ability for a sample of 209 students aged 10 to 16 from three immigrant groups—Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students' English language proficiency was far below their age and grade level with significant differences among the groups. Estimates of students' language ability improved once their skills in their first language were considered as demonstrated by the bilingual verbal ability scores. Results from this study demonstrate the need to consider both English and first language skills in assessing the language abilities of these students and in promoting educational access and equity for recent immigrants.  相似文献