Creating a model for technology integration through a “technology intensive” course designation     

Catherine P. Fulford Ph. D.  Curtis P. Ho Ph. D. 《TechTrends》2002,46(4):11-17

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Who Publishes More Books in U.S. English Departments,Men or Women?     

Nicole Benevento  Albert N. Greco  Toniann Pasqueralle  Clara Rodriguez  Francesca Russo  Alana M. Spendley  Kelly Sullivan  Yiming Sun  Robert M. Wharton 《Publishing Research Quarterly》2017,33(4):357-372

The “gender gap” in the U.S. publication of English language and literature scholarly books has not been fully investigated. In order to investigate gender disparity, we collected, aggregated, and analyzed data on 1633 faculty members who authored or edited 4835 scholarly books at the top 50 U.S. English Ph.D. departments. Despite the fact that more women than men have received Ph.D.s in English since 1987, the top 50 departments are predominantly male, and male faculty members publish more books on a per capita basis. However, who publishes more books in these departments varies: (1) with the department that the faculty member is in (with grater parity in the middle 30 departments); and (2) when the faculty member published their first book, with female faculty who published their first book after 1998 publishing as many books on a per person basis as male faculty. This paper also offers recommendations on how marketing strategies can be used to ameliorate the “gender gap” in this academic field.  相似文献   

The Necessity of Studio Art as a Site and Source for Dissertation Research     

Kristin Baxter  Hugo Ortega López  Dan Serig  Graeme Sullivan 《The International Journal of Art & Design Education》2008,27(1):4-18

The issue raised by the authors in this article question why studio art continues to be ignored as a site and source for research in art education. The necessity of the field to be able to participate within the research community in addressing cultural, social, educational and political concerns is acknowledged. It is argued, however, that the exclusive use of methods of inquiry that align with the conventions of social science research has been done at the expense of fully appreciating the capacity of artistic research undertaken in studio contexts. This tendency is especially prevalent in doctoral research in higher education. Three accounts of dissertation research are given that incorporate studio activity as a central agency of inquiry in conceptualising and theorising issues. Each highlights the capacity of art practice to reveal insights that are a consequence of what the researcher did in the studio setting as issues, ideas and interpretive stances emerged, and problems were re‐conceptualised. What is different in these accounts from more mainstream approaches to research is the readiness to accept that constructing new knowledge is a creative and critical process.  相似文献   

George Washington Carver,A Modern Pioneer     

A. W. Curtis Jr. 《The Educational forum》2013,77(4):315-319

One of the most difficult problems that educators face today is dealing with bullying. This pervasive issue occurs in classrooms, lunch rooms, unsupervised areas, on playgrounds, and through electronic media. Based on the principles of protecting the child and establishing a safe environment for all students, this paper investigates the causes and consequences of bullying, and provides information on essentials needed by schools and teachers for effectively dealing with bullying in schools.  相似文献   

Trade Union Education in Canada     

T. Sullivan 《International Journal of Lifelong Education》2013,32(3):203-221

Encouraging adults to undertake critical reflection is one of the most frequently espoused aims of graduate programmes of adult education. A considerable body of adult educational literature has been produced in this area, most of it focusing on conceptual analysis or on debate reflecting the strains between progressive, humanistic and liberal interpretations of these processes and radical, critical, socialist interpretations. Missing from the debate surrounding critical reflection as an adult capacity has been attention to the way adults feel their way through critically reflective episodes ‐ to understanding the visceral, emotive dimensions of this process. This paper uses Marton's concept of phenomenography ‐ the exploration and portrayal of how learners experience and interpret learning ‐ to outline a phenomenography of critical reflection as it pertains to one group of adults who happen to be adult educators. Five themes emerge from journals, conversations and autobiographies: impostorship (the sense that participating in critical thought is an act of bad faith), cultural suicide (the recognition that challenging conventional assumptions risks cutting people off from the cultures that have defined and sustained them up to that point in their lives), lost innocence (the move from dualistic certainty toward dialectical and multiplistic modes of reasoning), roadrunning (the incrementally fluctuating flirtation with new modes of thought and being) and community (the importance of a sustaining support group to those in critical process). The paper elaborates these themes and describes how developmental activities for adult educators in critical process can be grounded in participation in critical conversations within learning communities.  相似文献   

Dropouts and Training     

Terry Sullivan 《International Journal of Lifelong Education》2013,32(3):163-191

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An account of an extraordinary adhesion of the safety valve of the boiler on board the steam boat legislator,on the Hudson     

John L. Sullivan 《Journal of The Franklin Institute》1830,9(5):355-356

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Getting Schooled: What One Dean Learned from One Student with ASD          下载免费PDF全文

Eileen G. Sullivan 《About Campus》2016,21(1):13-20

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A Review of: “Seeing Beyond Blindness Shelley Kinash”     

Curtis D. Edmonds 《The American journal of distance education》2013,27(1):51-53

This project addresses the challenge of preparing educational leaders for future roles in administration in K–12 schools. Through a project-based learning scenario set in a 3-D virtual world, graduate students in school administration and instructional technology worked together in simulated school teams to develop proposals for integrating technology into a fictitious school. The scenario provided parameters within which each team developed a proposal to a superintendent for the use of iPads, which included developing plans for professional development, collaboration among faculty and staff, infrastructure to support the technology, alignment with curriculum, and budgets. Teams worked independently of classes to develop proposals that were then posted in the virtual world for review by instructors and other students. The simulation offered opportunities to develop shared leadership and skills in collaboration outside the usual comfort zone of graduate school classes. Student perception of the value of participation provided insight into the design of the project, which will inform future such collaborative efforts among faculty. Results of student surveys and written reflections are shared as examples of the types of data collected for this project.  相似文献   

A Sunday‐School Playground     

Henry S. Curtis Ph. D. 《Religious education (Chicago, Ill.)》2013,108(3)

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