PEER AND STUDENT-FACULTY RELATIONS IN COMMUNITY COLLEGES     

Linda Serra Hagedorn  William Maxwell  Philip Rodriguez  Dennis Hocevar  James Fillpot 《Community College Journal of Research & Practice》2013,37(7):587-598

This study investigated differences in peer and student?faculty relationships of male and female community college students. Men reported more frequent participation in college activities, whereas women reported more frequent involvement in less formal activities such as studying with other students. Women had less difficulty than men meeting and making friends. For both men and women, little student?faculty interaction outside the classroom was reported.  相似文献   

Academic and Student Affairs Issues Post Hurricane Katrina     

Camille Jarrell  Raymonda Dennis  Marian Jackson  Cynthia A. Kenney 《Community College Journal of Research & Practice》2013,37(3):235-250

This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans.  相似文献   

Gender and Ethnicity Among Community College Students: The Relationship Between Adlerian Themes     

Jeanmarie Keim  Mark von Destinon  Daniel Stroud  Dennis Roberts 《Community College Journal of Research & Practice》2013,37(12):957-965

This study explored the relationship between Adlerian themes, gender, and ethnicity. Results indicate significant differences between Hispanic and Caucasian (non-Hispanic) community college students in Belonging and Social Interest as measured by the BASIS-A. Differences between males and females in Going Along and Wanting Recognition are also explored. The findings are discussed in relation to college students, teaching, and classroom climates.  相似文献   

COMMUNITY SERVICES: COMMUNITY COLLEGE FACULTY PERCEPTIONS AND PARTICIPATION     

Dennis F. Michaels  David L. Boggs 《Community College Journal of Research & Practice》2013,37(2):137-149

This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.  相似文献   

UNIVERSITY OF WISCONSIN CENTERS' FOLLOW‐UP STUDY OF ADULT AND YOUNGER STUDENTS     

Dennis Fredrick 《Community College Journal of Research & Practice》2013,37(3):243-256

  相似文献   

Higher Education's “Guiding Destiny”     

Dennis Dailey Murphy 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):315-319

  相似文献   

Making Plans for Michael: providing for a student with moderate learning difficulties in a secondary academy     

Dennis Mays 《Support for Learning》2020,35(1):83-100

The profile of a student with learning difficulties is described and also the learning context in 2017. Previous models of provision are then described in terms of their aetiology with discussion of strengths and shortcomings. Some influential features of curriculum planning and delivery are identified. A model of provision involving specific literacy teaching and differentiation is advocated.  相似文献   

VizBib     

Dennis Dunleavy 《Visual Communication Quarterly》2014,21(3)

A scan of recent popular, professional, and research publications, films, and other media of interest to visual communicators, artists, and scholars.  相似文献   

在线反思性交互的评估   总被引：1，自引：0，他引：1  

MarkHawkes  TerryDennis  熊秋娥  项国雄 《开放教育研究》2004,(5):23-25

交互是在线学习的关键要素，同(异)步交互工具可拓展教学交互的深度与广度，而科学、有效的评估能促进交互。本在比较多种异步交互评估方法后，以建构主义学习理论为基础，引用Simmons的反思性思维评价量规，详尽地描述了反思性交互的激励式评估在案例中的实施过程。  相似文献   

Sequences of reward magnitude and runway performance     

Edward L. Wike  Dennis D. King 《Learning & behavior》1973,1(3):175-178

Three groups of rats underwent 24 days of training and 12 days of extinction (three trials per day) in a runway under conditions of increasing (I), decreasing (D), and random (R) sequences of reward magnitudes (0, 45, and 500 mg). The I Ss ran faster over the daily trials, the D Ss slowed down, and the R Ss ran at approximately equal speeds on each trial. The patterned running observed in training persisted in extinction, with the R Ss running fastest and the I Ss next. The results were discussed in terms of Capaldi’s sequential theory and Amsel’s frustration theory.  相似文献