首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Tech Prep is a federal education initiative funded by the Carl D. Perkins Vocational and Technical Education Act initially authorized in 1990 then reauthorized in 1998. Texas HB 2401 subsequently established the parameters for the operation of Tech Prep in Texas. Texas has 26 regional consortia that coordinate the delivery of services between secondary school districts and two-year colleges under the leadership of consortium directors. The research reported in this paper examined the effectiveness of these consortia based upon an opinion survey administered to Texas Tech Prep consortia directors, community college technical administrators, and secondary technical program directors.  相似文献   

2.
The fundamental purpose of the Tech Prep Education Act is to prepare students for rapid technological advances and the America's participation in a global economy. Technical preparation (Tech Prep) addresses this goal through a curriculum comprising mathematics, science, communications, and various related occupational cluster areas to bridge secondary with postsecondary education. Across the nation, approximately 800 local consortia formed during the 1992 fiscal year to receive federal funding to plan and implement these new educational programs. The present study was conducted to document the planning and implementation processes used in 17 Tech Prep consortia in a Midwest state. The three research objectives were to document (a) how planning and implementation processes occurred, (b) the roles of local Tech Prep project leaders who assumed responsibility for guiding these processes, and (c) the leaders’ perceptions of how various planning and implementation processes contributed to the development of effective Tech Prep programs. The findings from this research can assist local consortia in conducting planning and implementation processes for new Tech Prep programs.  相似文献   

3.
The staff development goals and activities of United States community colleges were studied. A total of 1,315 questionnaires were mailed to community college academic deans in the spring of 1979. Of the 687 colleges responding, 413 indicated that their college had an organized staff development program or set of activities, and another 241 colleges indicated no such program at this time.

The results showed that the most frequently mentioned staff development goals of the 31 goals studied related to the improvement of the full‐time teaching faculty as opposed to part‐time faculty and other academic and non‐academic support personnel. Second, the most highly rated and used practices were travel and grants programs for faculty. Some of the least effective of 48 practices investigated were programs for the “faculty evaluation of college administrators” and “lighter than normal teaching loads for first‐year faculty.”

It is recommended that colleges offer a variety of staff development programs for each of their staff development groups and that research be conducted to determine participant perceptions of the usefulness of various staff development practices.  相似文献   

4.
In 2009, the North Carolina Community College System (NCCCS) began the process of redesigning developmental mathematics (DMA) courses. The first classes were offered in 2012 with final state implementation in fall 2013. The purpose of this study was to examine the subsequent gateway course success rates achieved by former DMA students in relation to the delivery method (i.e., teacher-centered, student-centered, and computer-centered) used in the redesigned North Carolina DMA courses. Students included in this study took a gateway math course and a developmental math course during the same or previous academic year. Students who participated in student-centered and computer-centered instruction in their DMA course had a statistically significant pass rate in subsequent gateway courses compared with students receiving teacher-centered instruction. Along with the findings, this paper discusses considerations for redesign, including the choice of delivery methods and instructional techniques, and recommendations for further research.  相似文献   

5.
高职院校“双师型”教师认证标准体系研究   总被引：6，自引：0，他引：6  
我国高职教育“双师型”教师评价标准缺失,认证体系不健全,导致高职院校师资队伍建设和管理方向不明。本文阐述了构建我国高职教育“双师型”教师认证体系的必要性,并从“双师型”教师的内涵出发,提出了构建“双师型”教师认证标准体系的思路和范式。  相似文献   

6.
Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership.  相似文献   

7.

More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions.

Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty.

Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed.  相似文献   

8.
高职院校“教工之家”和“教工小家”建设,要党政工群齐抓共建,要围绕中心服务大局,要完善制度科学维权,要顺应形势创新思路,要深入基层排忧解难,要提升素质追求品位.  相似文献   

9.
This study aimed to better understand college students’ decisions to participate in short-term study abroad programs and to identify influential factors. Our constructive interview data with traditional and nontraditional students from three mid-Atlantic community colleges identified (a) the interplay between individual, social, and institutional factors, and (b) distinctive decision factors related to students attending community colleges. Notable factors included opportunity of a lifetime, academic transfer prospects, personal timing, cost affordability, faculty encouragement, family support, honors program, and group affinity. Moreover, students in this study shared how they were able to navigate and overcome their familial and vocational challenges (e.g., funding and concerns about academics–life balance) to engage in a study abroad program. Finally, we discuss the results with continuing applicability to educational practice at community colleges as well as policy implications for community college students.  相似文献   

10.
The purpose of this study was to compare the opinions of students, teachers, and administrators relative to student evaluation of instruction in selected community colleges. While important educational decisions in community colleges are made on the basis of students’ evaluations (as in retention, promotion, tenure, and pay), little has been accomplished in testing the assumptions behind student evaluation of instruction. The student evaluation process assumes that students are honest, serious, and evaluate instruction, not some incidental activity.

A 25‐item Student Evaluation Process Scale was completed by 607 students, 130 faculty, and 45 administrators in five Illinois community colleges. Findings revealed little significant differences in the opinions of students regarding evaluation of instruction based on variables of sex, age, school location, student type (transfer or occupational), and class standing. There were little significant differences in faculty opinion and within the administrative groups based on selected variables. There were significant differences when the opinions of students, faculty, and administrators were compared. Students and faculty tended to agree with those items that questioned the objectivity of student evaluation of instruction. Administrators and students tended to agree with items reflecting the seriousness with which students evaluate instruction. Faculty and administrators indicated that student evaluation of instruction impacted faculty members’ instructional performances. Neither students, faculty, nor administrators supported the concept of merit pay tied to student evaluation of instruction.

The role of student evaluation of instruction in a faculty evaluation system must be investigated. A variety of groups should participate in this investigation.  相似文献   

11.
美国社区学院的师资队伍建设研究   总被引：23，自引：0，他引：23  
社区学院是美国高等职业技术教育的最主要实施机构，师资队伍建设是社区学院办学质量的重要保证。本文从社区学院的师资状况、师资管理及培养两大方面进行介绍和分析，师资队伍状况方面主要涉及师资构成、任务及收入等，师资管理及培养方面涉及资格要求、评聘、职前培养和在职进修等。这对于我国高职院校进一步加强师资队伍建设有一定的借鉴意义。  相似文献   

12.
台湾龙华科技大学的师资队伍建设具有对聘任新教师实行三级审查,实行科学合理、全方位的考核制度,鼓励教师积极投入科研、产学合作与国际竞赛,合理安排教学任务,注重企业兼职教师引进与管理,以人为本进行师资培养,鼓励教师兼任行政工作等特点。龙华科技大学在师资管理与培养方面的经验和做法值得大陆高职院校学习与借鉴。  相似文献   

13.
Tech Prep Consortium at Bristol Community College is at the forefront of collaborative education initiatives with its development and implementation of a Women In Technology (WIT) Project-Based Learning Program in High Tech Manufacturing. A Special Populations Grant in 1996 encouraged interested educational institutions to develop a program that would address the need to get high school students involved in careers in which one gender was underrepresented. Bristol Community College's Tech Prep Program responded and was awarded the funding necessary to implement a series of activities to address the need for young women to get involved in the various fields of engineering and technology. Crucial to the WIT Program's success was the establishment of strong partnerships with industry, government, and education. The Bristol Tech Prep Consortium, with the support of educators from area high schools and the leadership and resources of local businesses, recruited female high school students to participate in project-based learning at local plants. In 1997, the Bristol Community College Tech Prep Program implemented its first Women In Technology Project-Based Experience at Texas Instruments Incorporated (TI) in Attleboro, Massachusetts for 12 students. At TI students have acted as junior engineers as they developed designs and devices that addressed realworld engineering problems. Every year since, the program has grown significantly and has had a positive effect on the lives of over 200 students. In 2000, Leach & Garner Company in North Attleboro, Massachusetts joined the WIT Program. Additional partnerships have included students, businesses and educators from Swansea, South Carolina and Skaget-Island Prep Works Consortium in Washington State. As many as 110 students have participated in this Women in Technology initiative per year. The results have been impressive. One study noted that 65% of the graduates from the 1997-98 WIT Program had gone to college to pursue an engineering or computer technology major. Also noteworthy are the devices and designs completed by the students on each site. Many of these have been adopted and showcased both locally and nationally. Businesses too have benefited from this partnership because they are the direct recipients of student projects that reduce time, labor, and related costs to industry. As a result of the WIT Program success, the College received an $848,000 National Science Foundation Grant to develop a Computer Integrated Manufacturing Program for women and nontraditional students in Southeastern Massachusetts. The Bristol Tech Prep Consortium's Women In Technology Program was also the recipient of the first place Bellwether Award in the category of workforce development. The WIT Program clearly demonstrates that integration of academic disciplines within a combined content and contextual framework can foster widespread success for students, schools, industry, and communities.  相似文献   

14.
教师队伍是高职院校创新创业活动中最为活跃、最为积极的因素。在“大众创业、万众创新”背景下,阐述了高职院校师资队伍建设面临的新任务,讨论了高职院校创新创业教育师资队伍建设情况,分析了高职院校创新创业教育师资队伍建设存在的问题和成因,提出了高职院校创新创业教育师资队伍建设的实施策略。  相似文献   

15.
ABSTRACT

In the spring of 2002 we conducted a structure-focused case study at 4 North Carolina community colleges to understand how selected senior campus leaders assessed a new legislatively-mandated institutional-accountability program. Using confidential interviews and document analysis we collected, analyzed, and interpreted data that revealed clear differences in how leaders regarded the accountability program. These distinct, campus-specific perspectives are characterized as “bureaucratic meddling,” “benign intrusion,” “an opportunity to demonstrate accountability,” and “the divided leaders.” Despite these distinct perspectives, however, we also found 2 overarching themes that illuminated common reactions to the accountability program. First, leaders at 3 of the 4 institutions reported that performance ratings under the accountability program were instrumental in prompting changes in instructional programs or staffing. Second, faculty leaders at 3 institutions exhibited an apathy or unawareness of state indicators, even though some state funding was linked to measures regarding student performance.  相似文献   

16.
Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.  相似文献   

17.
产业升级转型背景下的高职教育改革研究   总被引：1，自引：0，他引：1  
面对产业升级转型的背景,高职教育要转变观念,主动适应经济发展,高职院校要在专业及课程、校企合作、师资队伍、国际合作及校园文化等方面积极探索,促使高职院校持续良性发展,为经济社会培养合格人才。  相似文献   

18.
The objective of this study is to empirically explore the extent to which public two-year colleges in this country are characterized by open admissions policies and by comprehensive curricula, as well as the extent and nature of programs for the disadvantaged within these institutions. Utilizing a stratified sampling design developed by the research staff of the American Council on Education, a precoded original questionnaire was mailed in the spring of 1971 to the chief administrative officer for each institution in the sample. It was found that only a little over half of the colleges have the curricula offerings and admissions policies of exemplary community colleges, but that all reported special courses, programs, or services for the academically disadvantaged minority group. However, only 40% of our sample indicated that they have developed special programs (as opposed to courses or services). Too, community colleges with programs require (1) more resources in preparing faculty for dealing effectively with the disadvantaged, (2) additional emphasis on recruitment of the disadvantaged, and (3) more attention to developing courses in ethnic studies.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, New Orleans, February 1973. Partial support for the project from which this paper was developed was provided by the U.S. Office of Education (Contract #OEC-0-70-4283 (399) to the Pennsylvania State Department of Education). The author also wishes to acknowledge the contribution of Reynolds Ferrante, graduate student, Pennsylvania State University, who assisted in the literature review and questionnaire development of the project.  相似文献   

19.
Due to changing environmental conditions arising in the past ten to fifteen years, many community colleges for the first time in their relatively short history have experienced enrollment decline. The purposes of this study were to determine how community colleges coped with and responded to enrollment decline, and to determine the effectiveness of these actions in reducing, halting, or turning around the decline. The survey revealed that the majority of the respondents coped with enrollment declines by reducing the number of staff/ administrators, and support personnel, reducing the number of part‐time faculty members, and by redesigning the curriculum. Actions taken by administrators included: an increased emphasis on recruiting and retaining students, offering courses at times more convenient to students, and up‐dating equipment needs of vocational‐technical programs. A number of the actions taken by college administrators helped the institutions to cope with and respond to the decline, while others exacerbated the problem leading to further decline.  相似文献   

20.
高职院校目前正在积极推行大学生创业教育,但其创业教育师资建设还很薄弱。实证调查结果显示,高职院校的教师和学生均认为创业教育对学生的创业十分必要,创业指导在成功创业中具有重要作用,但有效性不高。其主要原因即师资队伍存在以下问题:专职队伍规模不足,创业指导与教师专业发展存在矛盾,创业教育师资结构松散,缺乏团队的力量,创业指导能力欠缺。应建立一支专兼职结构合理的创业指导教师队伍,明确其职责,同时制定相应的激励政策,以促进创业教育的健康发展。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号