Assessment matters—The best of both worlds: Coupling research and assessment     

Kimberly M. Yousey 《About Campus》2006,11(4):23-25

Practical inquiry combines the formal research techniques of formulating questions and conducting literature reviews with site‐based data collection and use of findings to improve practice. Rochester Institute of Technology has used this approach to improve support for their residential students.  相似文献   

Information, Not Technology, Is Essential to Accountability: Electronic Records and Public-Sector Financial Management     

Kimberly Barata  Piers Cain 《The Information Society》2001,17(4):247-258

Information technology is often seen by decision makers as a progressive measure for promoting public-sector financial accountability. One of the key assumptions is that electronic access to information increases transparency and thus, automatically, accountability. This linkage is overly simplified. There is potential conflict between the objectives of providing efficient access on the one hand and supporting accountability on the other.In Sub-Saharan Africa, financial functions were among the first to be automated. More recently, information technology is being used to control and decentralize financial systems. The improvement in financial accountability has yet to materialize. Evidence of this includes instances where corruption and thefts of state assets have gone unchecked. Many efforts to strengthen financial controls fail because the fundamental structures needed to underpin them are often overlooked; this includes record keeping.  相似文献   

Moving theory into practice: a reflection on teaching a large, introductory biology course for majors     

Tanner KD 《CBE life sciences education》2011,10(2):113-122

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“It Belongs in a Museum”: The Image of Museums in American Film, 1985–1995     

Kimberly Louagie 《Journal of American culture (Malden, Mass. : 2003)》1996,19(4):41-50

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Evaluating reactions and transfer of skills from Blackboard training     

Florence Martin  Robin Freeman Brooks  Matthew C. Gayford  Herman A. Hall  Kimberly Y. Whitfield 《Performance Improvement》2011,50(1):26-33

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Neighborhood matters: racial socialization of African American children     

Caughy MO  Nettles SM  O'Campo PJ  Lohrfink KF 《Child development》2006,77(5):1220-1236

Differences in racial socialization practices and their effects were examined in a sample of 241 African American 1st graders (average age 6.59 years) living in an urban area. Child outcomes included cognitive development, receptive language skills, and child problem behavior. The cultural environment of the home was associated with higher cognitive scores for boys living in high negative social climate and low social capital neighborhoods and for girls living in high social capital neighborhoods. The positive association of promotion of mistrust and child behavior problems was magnified in neighborhoods that had low levels of social capital. A high negative social climate in the neighborhood attenuated the positive association between preparation for bias/promotion of mistrust and externalizing problems.  相似文献   

Editor’s overview: mentoring educators in the university setting     

Beverly J. Irby  Jennifer Boswell  Kimberly Kapler Hewitt  Shinhee Jeong  Elisabeth Pugliese 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):365-369

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Drunk and Alone in a K‐Mart Parking Lot: The Pedagogy of Simulations and Contemporary Attitudes Toward Drinking and Driving     

Matthew S. Crow  Richard M. Hough  Sr Jason Mosley  John Ortiz Smykla  Kimberly M. Tatum 《Journal of Criminal Justice Education》2013,24(3):417-431

This article introduces readers to the philosophy and design of team-based learning (TBL), a method developed by Dr. Larry Michaelsen that was influenced by literature in organizational psychology and pedagogy documenting what actually motivates adults to learn and how they master higher order learning skills. We describe how TBL was implemented in several criminal justice courses and illustrate how this method has drastically reduced student apathy, increased attendance, improved performance, and eliminated frustration for both instructors and students. Additionally, we reflect on how this method has reshaped our roles as educators.  相似文献   

Mean Lives,Mean Laws: Oklahoma’s Women Prisoners     

Kimberly R. Kras 《Journal of Criminal Justice Education》2013,24(4):623-625

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MEASUREMENT OF CHANGE IN THE MEANING OF WRITING IN FRESHMAN ENGLISH     

Kimberly Hoagwood 《Community College Journal of Research & Practice》2013,37(1-4):215-223

This study had a two‐fold purpose: first, to determine whether a measurable change in the meaning of the word writing could occur during a writing course; and second, to measure meaning rather than merely student attitudes toward writing. To satisfy these purposes, a semantic differential was administered to students in both regular and developmental classes in a two‐year campus at the beginning and the end of the 10‐week term. The scale measured the meaning of the term writing according to three dimensions: evaluation, activity, and potency. Scores were compared for each student and for each class of students. A significant increase occurred in the activity dimension for students in the regular classes by the end of the term; however, their evaluative rating decreased. Developmental students showed no change. Correlations with other measures of student performance were performed: final grades in the writing course, high school G.P.A., and verbal SAT scores. Regular students’ final grades correlated positively with the evaluation dimension of writing, and their verbal SAT scores correlated positively with the activity and potency dimensions. An inverse correlation was obtained between the developmental students’ verbal SAT scores and their evaluative rating. All correlations were stronger by the end of the term. Implications for writing teachers are discussed. Use of this instrument for measuring change in students’ perceptions of writing is recommended.  相似文献