Book reviews     

David Stoker  Richard W. Clement  Pamela K. Gilbert  Charles Johanningsmeier  Janet L. Flowers  Joan Mulholland  Richard C. Rowson  David Kaser  Thomas L. Bonn  Carl B. Holmberg  Chris R. Vanden Bossche  Beth Luey  Rebecca Moore Howard 《Publishing Research Quarterly》1995,11(1):78-101

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Advice to authors: Plus ça change …     

Beth Luey 《Publishing Research Quarterly》1988,4(2):47-57

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Preventive teaching programs in the classroom: A general education responsibility     

Beth H. Slingerland 《Annals of dyslexia》1972,22(1):156-163

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From organelle to protein gel: a 6-wk laboratory project on flagellar proteins   总被引：1，自引：1，他引：0  

Mitchell BF  Graziano MR 《CBE life sciences education》2006,5(3):239-246

Research suggests that undergraduate students learn more from lab experiences that involve longer-term projects. We have developed a one-semester laboratory sequence aimed at sophomore-level undergraduates. In designing this curriculum, we focused on several educational objectives: 1) giving students a feel for the scientific research process, 2) introducing them to commonly used lab techniques, and 3) building skills in both data analysis and scientific writing. Over the course of the semester, students carry out two project-based lab experiences and write two substantial lab reports modeled on primary literature. Student assessment data indicate that this lab curriculum achieved these objectives. This article describes the first of these projects, which uses the biflagellate alga Chlamydomonas reinhardtii to introduce students to the study of flagellar motility, protein synthesis, microtubule polymerization, organelle assembly, and protein isolation and characterization.  相似文献   

Solomon Islands school leaders readiness for inclusive education     

Beth A. Ferri 《International Journal of Inclusive Education》2013,17(8):863-880

In this paper, I critically examine the discourse surrounding response to intervention (RTI), a US-based education reform that has garnered a considerable amount of attention (as well as controversy) in a very short amount of time. A multi-pronged reform effort, RTI is a tiered approach to delivering instructional intervention to students at risk, an on-going and systematic model of monitoring student performance, as well as an alternative to the ability/achievement discrepancy model for identifying learning disabilities. In this paper, I argue, however, that RTI is not so much a reform but a tactic, aimed at returning to the status quo of segregated special education and reinvigorating many of the foundational assumptions of traditional special education practice.  相似文献   

Identifying Factors that Influence the Successful Transition of Criminal Justice Transfer Students     

Jennifer L. Hartman  Beth Bjerregaard  Vivian B. Lord 《Journal of Criminal Justice Education》2013,24(2):173-193

Higher educational institutions place a priority on the retention and timely graduation of students. Previous literature has identified transfer students to have unique concerns and that these concerns vary by major. While previous retention research has reported factors that influence students’ decision to remain in college, many of these studies treated transfer status as a homogenous group. The university in this study enrolls a high percentage of transfer students, and a large percentage of these transfers students enroll in Criminal Justice classes and become Criminal Justice majors. To determine if there are unique risk factors among Criminal Justice transfer students, this study uses multiple measures of transfer status to identify factors that might impact a students’ (1) university involvement, (2) GPA, (3) satisfaction with and sense of belonging to their university and (4) thereby influence their decision to remain in school. The proposition that transfer students as compared to native (nontransfer) students differ on how they face university challenges was also examined. While several variables were found to be important to students’ adjustment to the University, transfer status does not appear to be significant risk factor. Implications of the results are discussed.  相似文献   

Profiles in Change: An Alternative Look at the Marshall Hypotheses∗     

John K. Cochran  Beth Sanders  Mitchell B. Chamlin 《Journal of Criminal Justice Education》2013,24(2):205-226

U.S. Supreme Court Justice Thurgood Marshall once argued that informed opinion would oppose the death penalty for all but those who support it for retributive reasons. We examine the validity of these claims with data from a series of one‐group pre‐test–post‐test designs which stem from a formalized learning outcomes assessment for several courses on the death penalty. Results show solid, but imperfect, support for these claims. The analysis then proceeds by profiling those who changed their opinions consistent with these claims, those who did not change their opinions, and those whose opinions changed in a manner opposite to these claims.  相似文献   

Evaluating the Graduation Gap: Interventions Designed to Enhance Upper-level Student Success and Commitment     

Vivian B. Lord  Beth Bjerregaard  Jennifer L. Hartman 《Journal of Criminal Justice Education》2013,24(2):153-174

Over the past several decades, there has been a wealth of research identifying factors and conditions of persistence toward graduation for first-year students and more recently transfer students. While previous research recognizes these critical periods, some recent literature suggests that students may face a similar transitional period later in their academic careers as they advance into their major areas of study. To date, there has been a dearth of information exploring upper-level students' success and commitment to graduation. Exploring this later transition might provide a critical link to understanding the graduation gap between those students who persist to graduation and those who drop out. The purpose of this research was to review the intervention programs proscribed by the literature, design an intervention program, and examine the impact of the program on criminal justice students during this advanced transitional phase of their college careers. It examined the direct and indirect effects of the intervention program on both retention and the antecedents of successful retention while controlling for other relevant influences identified in the literature. The results indicated that the intervention had small, but significant positive direct and indirect effects on academic integration, commitment to the university, and graduating in a timely fashion. Policy implications are discussed.  相似文献   

“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning     

Ann S. Rosebery  Mark Ogonowski  Mary DiSchino  Beth Warren 《学习科学杂志》2013,22(3):322-357

This article explores heterogeneity as fundamental to learning. Inspired by Bakhtin's notion of heteroglossia, a design team consisting of an experienced classroom teacher and 2 researchers investigated how a class of 3rd and 4th graders came to understand disciplinary points of view on heat, heat transfer, and the particulate nature of matter. Through a series of planned and unplanned encounters, official versions of the Second Law of Thermodynamics and the particulate view of matter were juxtaposed with varied domains of experience of heat transfer and phase change in water. We analyze the children's discourse to examine how they populated these phenomena with meaning and what they learned in the process. We conclude by describing key principles and a conundrum that emerged from this research.  相似文献   

A Social-Justice-Based Resident Assistant (RA) Training Program on a Midsized Rural Community College Campus     

Alissa R. King 《Community College Journal of Research & Practice》2013,37(12):982-993

Social justice education within the community college setting has not been an academic focus to date; yet, community colleges remain an environment for a diverse student population due to their low cost, open access, and variety of course delivery methods. Rural community colleges, however, may pose an interesting challenge to those wishing to implement social justice initiatives within coursework and existing programs. This article provides an example of a social justice training program that was developed for resident assistants on a midsized, rural community college in the Midwest, with a booming residential student population, and the challenges encountered during the phases of the project. Results of pre- and postassessments with the participants of the training suggest that a quality training program can equip students with the tools needed to feel more confident in their abilities to perform their job well.  相似文献