The Magellan project: Developing global citizens through independent study abroad     

Tori Haring‐Smith 《About Campus》2011,16(5):9-12

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.  相似文献   

Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences     

Rachel E. Crook‐Lyon  Jennifer Presnell  Lynda Silva  Mich Suyama  Janine Stickney 《Journal of College Counseling》2011,14(1):34-49

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.  相似文献   

Examining the effect of positive behaviour support on academic achievement of students with disabilities     

Morgan Chitiyo  Plaxedes Makweche‐Chitiyo  Meungguk Park  Lawrence K Ametepee  Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177

Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw .  相似文献   

The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals     

James W. Westerman  Luis A. Perez‐Batres  Betty S. Coffey  Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67

We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.  相似文献   

关于高等职业教育教材建设的几点思考     

叶波 《辽宁高职学报》2011,13(9):60-61,65

优质教材的建设和应用,是高等职业教育内涵建设的关键一环,对于深化高职教育教学改革、提高人才培养质量发挥着不可替代的重要作用。高等职业教育教材建设要大力开发职业素养类培养培训教材,面向新型教学模式开发适用教材,依托信息技术建设数字化教学资源。  相似文献   

IPTV测试仪媒体流传送指标（MDI）监测子系统的FPGA实现     

任波  雒江涛  滕欢 《内江师范学院学报》2011,26(2):73-77

媒体流传送指标（MDI）反映了IP承载网络的传输损伤对IPTV媒体质量的影响．通过研究RFC4445所述的MDI指标测试方法,创新性的提出了在MDI／DF测试中采用微分法即将测试间隔细分为若干微间隔的方法,并在实现的角度对原算法加以改进．在此基础上给出了基于FPGA的MDI指标测试实现方案及仿真结果．该方法不仅减少了计算因子,而且降低了硬件实现复杂度．该方案已应用于lPTV测试仪中,实际测试效果良好．  相似文献   

“供给侧改革”视域下高校育人工作的实效性研究——以“三严三实”教育为例的样本思考     

余波 《十堰职业技术学院学报》2016,(4):1-3

"供给侧改革"理论中有关有效供给和结构性改革的整体思路可以为我们高校的育人工作提供有益的帮助。"三严三实"教育这样的高校主题育人活动也借鉴和遵循这一思路更能真正意义上取得成效。  相似文献   

论高校档案信息资源的开发与利用     

杨波 《湖南广播电视大学学报》2005,(4):84-86

在信息化社会，信息竞争已成为市场竞争的一个重要内容。随着我国社会主义市场经济体制的不断完善和高等教育管理体制改革的不断深入，高校的改革和发展面临着极大的竞争和挑战。高校档案工作如何为高校的改革和发展提供强有力的信息支持，是高校档案工作面临的新课题。我们要充分认识档案信息开发利用的重要作用，明确高校档案信息开发利用工作的地位；增强档案信息资源开发利用的意识和能力；积极构建学校档案信息平台；建立健全档案信息利用制度；多层次多渠道开发档案信息：才能更好地为高校改革和发展服务。  相似文献   

加入GDDS与我国统计工作的改革     

洪波  王晓梅 《滁州学院学报》2002,4(1):23-26

加入WTO,意味着我国进一步融入世界大家庭之中,统计工作面临着和世界接轨的问题。本文从分析加入GDDS的意义的出发,介绍了GDDS的产生背景及总体框架,提出了一些我国统计基础工作改革的思路。  相似文献   

Excellence of analysis to diversity of advocacy: The multiple roles of the Leverhulme study into the future of higher education     

Björn Wittrock 《Higher Education》1984,13(2):121-138

The Leverhulme programme of study into the future of higher education is an impressive analytical effort carried through with expediency and allowing for wide participation. However, the programme is not only an ambitious exercise in policy analysis and unorthodox planning. It also involves processes of bargaining and policy advocacy. But the demands of these different roles have not been openly examined. Thus the programme has unnecessarily rendered itself open to criticism. In particular, many of the recommendations echo a consistent plea for new institutional arrangements for central co-ordination and top-down management and control. These recommendations, however, have received little or no underpinning and are actually at odds with some of the most qualified studies of the Leverhulme programme itself. Furthermore, the programme has tended to neglect two of the most urgent tasks of policy analysis, namely to outline a range of available options - rather than to produce a broad consensus view - and to clearly spell out major value tradeoffs involved - rather than to assure that there are no significant drawbacks attached to the options being advocated.Prepared when the author was a Visiting Scholar of the Comparative Higher Education Research Group, University of California, Los Angeles. The author is indebted to the Director of the Group, Professor Burton Clark, for incisive comments on some of the issues raised by the Leverhulme Programme and to Dr. Gary Rhoades of the same Group for helpful comments on a previous draft of the article.  相似文献