Agricultural extension in South-Eastern Europe: Issues of transition and sustainability     

Lefter Daku  George W. Norton  Daniel B. Taylor  Eivis Qenani-Petrela 《The Journal of Agricultural Education and Extension》2013,19(1-4):49-61

Following the economic reforms in the early 90's, most of the south-eastern European countries (SEE) made efforts to establish agricultural extension services. However, a number of factors including tight governmental budgets, lack of experience, and the existence of vested interests have constrained the development of extension services. This paper examines the rationale for public funding of extension programs and evaluates the incentive structure for private and public provision of agricultural extension service in the SEE countries. It suggests a medium and long-term approach with a primary focus on institutional design. Two groups of factors that affect the private sector supply of extension are analyzed: (i) demand and supply-side factors that affect the profitability of the service and (ii) factors arising from the public-good nature of extension output, externalities, and moral hazards that affect the appropriation of returns of the service. The main conclusion is that the SEE countries should try to achieve a public-private extension balance by following a gradual approach toward privatization of the agricultural extension service. However, the paper advocates a continued important role for the public sector to correct for potential undesirable effects of private advisory services.  相似文献   

Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate     

Sondra Cuban  Jeffrey B. Anderson 《Equity & Excellence in Education》2013,46(2):144-155

We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience.  相似文献   

COMPARISON OF THE BECK DEPRESSION INVENTORY-II AND THE INVENTORY TO DIAGNOSE DEPRESSION: IMPLICATIONS FOR COMMUNITY COLLEGE COUNSELORS     

Stephen E. Craig  E. Douglas Norton 《Community College Journal of Research & Practice》2013,37(6):495-504

Community college counselors need to assess depressive symptoms in students and to differentiate depressive symptoms from anxiety symptoms to help them implement crisis intervention strategies. Two instruments available to the community college counselor are the Beck Depression Inventory-II (BDI-II) and the Inventory to Diagnose Depression (IDD). This article, which is based on the published literature, reports on and discusses the construct and discriminant validities of the BDI-II and IDD so that community college counselors may use them with knowledge of the strengths and weaknesses of each instrument. Although results should be interpreted with caution, both instruments are useful in measuring the presence or absence of depressive symptoms.  相似文献   

A Longitudinal View of the Liberal Arts Curriculum a Decade After Merger: A Multiple Case Study of Community Colleges in Connecticut,Kentucky, and Louisiana     

Ann Norton  Kristin Wilson 《Community College Journal of Research & Practice》2013,37(7):591-602

This study is an examination of the state of the liberal arts curriculum in community colleges in three geographic regions of the United States. From a constructivist paradigm and using globalization theory as a theoretical framework, this multiple case study examined faculty work life and administrative processes related to curriculum change in merged community and technical colleges. Through an examination of research on globalization, mergers, and trends in the general education and liberal arts curriculum, a gap in the literature emerged in the studies of community college curriculums after merger. This study considers whether the focus on workforce development and decrease in the transfer mission has diminished the liberal arts courses in the college curriculum. Research on liberal arts courses identified them as courses that emphasize higher order thinking and the development of intellectual skills needed to engage in a democratic society. If students are not exposed to these skills, it may have a detrimental effect on a democratic society. Study findings suggested that the English and communication curriculums are narrowing and the mission is more toward workforce skill preparation. Also, the changing demographics of today[#x02019]s community college students, as well as the ongoing budget constraints, create challenges and frustrations for faculty members.  相似文献   

Happily Ever After? A Content Analysis of Romantic Ideals in Disney Princess Films     

Veronica Hefner  Rachel-Jean Firchau  Katie Norton  Gabriella Shevel 《Communication Studies》2017,68(5):511-532

This study presents a quantitative content analysis of the romantic expressions portrayed in the 12 Disney princess movies. The films were analyzed for presence of romantic expressions (ideals and challenges) and the character reactions to those expressions. Results indicated that romantic expressions are prevalent in these films, with idealization of other as the most common ideal expressed. The transitional era of films (i.e., princess movies released between 1989 and 1998) contained roughly the same number of ideals as the other eras of classic (i.e., movies released before 1989) and modern (i.e., movies released after 1998) combined. Further, ideals were three times more common than challenges in classic films, whereas ideals and challenges were expressed equally in transitional and modern films. In general, across all three eras, challenges were most commonly met with punishing and negative reactions, whereas ideals were most often rewarded. Finally, there were no sex differences in terms of ideal expressions, but male characters were the dominant pursuers in 9 of the 11 films that featured a romantic relationship.  相似文献   

What factors contribute to good examination marks?     

Linda S. Norton  James Hartley 《Higher Education》1986,15(3-4):355-371

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Problem Solving in a Middle School Robotics Design Classroom     

Stephen J. Norton  Campbell J. McRobbie  Ian S. Ginns 《Research in Science Education》2007,37(3):261-277

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to form distinct communities of learning and influenced the development of different problem solving strategies. The use of the planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools. The findings have implications for teaching in design dominated learning environments.  相似文献   

Talking Spirituality with Family Members: Black and Latina/o Children Co-researcher Methodologies     

Nadjwa E. L. Norton 《The Urban Review》2006,38(4):313-334

Children in public schools challenge people’s conceptions of them by talking about their spiritualities and spiritual practices. Based on a one-year multicultural feminist critical narrative inquiry, this article examines how Black and Latina/o first grade children co-researchers interview family members to think about their beliefs, encourage others, and to acquire more spiritual knowledge. I provide three counterstories in which children choose a mother, an older sister, and a younger brother to interview. These counterstories demonstrate children’s diverse literacies and spiritual practices, and families’ involvement in children’s lives. I discuss implications for educational practices in support of Black and Latina/o children and their families. I highlight ways pedagogical practices can be critiqued and transformed in order to better support children.Dr. Nadjwa E. L. Norton is an Assistant Professor in the Literacy Department at City College, CUNY. Her scholarship focuses on multiple literacies practices, spirituality, teacher education, equity-oriented multicultural education, and collaborative qualitative research designs. Address correspondence to Dr. Nadjwa E. L. Norton, Department of Literacy NAC 6/207, The City College of New York, 138th Street & Convent Avenue, New York, NY 10031, USA; e-mail: nnorton@ccny.cuny.edu.  相似文献   

Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?     

Charlotte S. Lang  Gwetheldene Holzmann  Hallett Hullinger  Mary Lou Miller  Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

Self-assessment in coursework essays     

Nigel Longhurst  Lin S. Norton 《Studies in Educational Evaluation》1997,23(4):319-330

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