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The 1992—93 National Survey of Postsecondary Faculty (NSOPF) provides a unique opportunity to examine class size and the institutional and academic factors associated with class size differences. The institutional characteristics examined in this paper include public or private control, Carnegie classification, and institutional size. The course academic characteristics considered include academic discipline as described by Biglan (1973a), student level, and principal method of instruction. The results support the formation of comparative distributions for class size comparison and better understanding of institutional and course characteristics associated with class size differences. 相似文献
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Steven P. Chatman 《Research in higher education》1986,25(1):68-81
The difference between accepted and enrolling students was modeled over a 30-week period using total number of students accepted, mean composite SAT scores, and mean high school quarter rank. Time until the application deadline was regressed onto the difference function to produce week-by-week forecasts. The enrollment yield and academic ability difference functions were collectively modeled for the university and separately modeled for each academic college. The 33 regressions were applied to cumulative values for the subsequent year, and the forecasts proved to be reasonably accurate. These short-term forecasts can be used to assess the likelihood of reaching both freshman enrollment count objectives and objectives concerning the academic ability of entering students. Using this method, undesirable trends can be identified well before application deadlines which allows recruitment efforts to be directly aimed at appropriate populations. 相似文献
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Diane Schwartz Elfreda V. Blue Mary E. McDonald Darra Pace 《美中教育评论》2010,7(8):108-114,120
From the Salamanca Statement in 1994 to the Dakar Framework in 2000, UNESCO （United Nations Educational, Scientific and Cultural Organization） has spearheaded an international movement for acceptance, equity and access in the education of students with disabilities. Inclusion, mandated in Salamanca, is considered the first step. Today, the focus is upon the identification and implementation of educational models that ensure access. This article discusses paradigm shifts taking place in special education in schools of the United States that respond to the ideals set forth in these statements： cultural competency, universal design for learning and collaborative models of assessment and instruction. Practices discussed here can provide guidance for educators worldwide as they strive toward the goals of Salamanca and Dakar. 相似文献
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Twenty-first century technology has changed the way tools are used to support and enhance learning and instruction. Cloud
computing and interactive white boards, make it possible for learners to interact, simulate, collaborate, and document learning
experiences and real world problem-solving. This article discusses how various technologies (blogs, wikis, GoogleDocs, and
interactive white boards) have been used at one private university in teacher preparation courses. Authors discuss the benefits
and drawbacks of each tool for students and faculty and how technologies are made user-friendly for learners of different
technology ability. Authors highlight tool usage and issues encountered by students and faculty and how the use of these tools
can be useful for the students in their careers. 相似文献
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The higher education popular press has published several forecasts of faculty shortages due to the mass retirement of expansion era faculty and the forecasted low numbers of doctoral graduates. These forecasts of national shortages encouraged a local study of faculty attrition in a four-campus university system. The local study considered two factors not accounted for in national studies but important locally: whether disciplinary field of study or campus location (urban or rural) has been associated with faculty attrition in the recent past and should therefore be considered when modeling demand for new faculty. Discipline and institution location were found to have no significant effect on the likelihood of faculty to continue employment from year to year when faculty age was controlled. Although retirement rate was expected to increase, no evidence of mass retirements producing an increased demand for new faculty was found. The lack of forecasted increases in demand for faculty locally led to reconsideration of national forecast studies, especially when it was determined that the age distribution of faculty across system campuses was similar to faculty nationwide. This paper questions whether there is sufficient evidence, as presented in the popular press, to support special action to increase the supply of faculty.Presented at the Thirty-first Annual Forum of the Association for Institutional Research, San Francisco, May 26–29, 1991. 相似文献
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Everyday life information-seeking (ELIS) studies have previously addressed nonwork or citizens' information needs and seeking. This article contributes to the theoretical growth of the field by applying Chatman's small-world theory—a conception of ELIS—and social network theory to explain organizational behavior. The applicability of these two theories to analyze human information behavior in strategic value creation is discussed and shown through the results of an earlier pilot study in higher education. The concepts of social types, described as insiders and outsiders, worldview, social norms, information behavior, and trust are invoked. Combined with the concepts of homogeneity, density, and content from social network theory, Chatman's small-world theory yields a promising social dimension for a new theory of strategic information management. However, the conceptual base of the proposed new theory requires validation by testing in strategic partnerships. 相似文献
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