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One important dimension of the quality of a graduate program is the quality of its faculty. Previous assessments of the publication productivity of criminology and criminal justice (CCJ) faculties have been needlessly incomplete and narrow, reflecting publications only in a small number of CCJ journals. Assessments covering only CCJ journals fail to reflect the multi-disciplinary nature of CCJ and bias results against programs whose most productive scholars publish in non-CCJ journals. The present research covers the full array of major journals in which CCJ-related research appears, by searching for articles using the Web of Science and ProQuest databases. This article is an update of two previous evaluations, covering 2000–2004 and 2005–2009. Based on article counts, the most productive faculties are those of Sam Houston State University, Florida State University and the University of Cincinnati. The article also summarizes changes in rankings of CCJ programs from 2000 through 2014. 相似文献
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Real‐world phenomena simulation models, which can be used to engage middle‐school students with probability, are described. Links to R instructional material and easy‐to‐use code are provided to facilitate implementation in the classroom. 相似文献
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Bethany Koestner Costello 《Journal of Business & Finance Librarianship》2013,18(4):319-332
A sample of 325 students, faculty, and staff at a graduate business school completed an online survey designed to assess their knowledge and utilization of the library's e-book collection as well as their desired method of accessing various types of books. Participants were asked about their format preference for reading four different types of books: course textbooks, computer software guides, career development books, and popular business titles. The final section of the survey gave respondents an opportunity to provide free form comments and thoughts about e-books. The implications of this research for collection development are discussed. 相似文献
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Bryan R. Warnick Heather S. Dawson D. Spencer Smith Bethany Vosburg-Bluem 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):168-191
Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are shaped as they are. This article attempts to refine this theoretical approach by focusing on the paradox of individualism, which suggests that individualism must always be dependent on community. We examine 5 films (Rushmore 1988, The Breakfast Club 1985, Mona Lisa Smile 2003, School of Rock 2003, and Stand and Deliver 1988) and argue that, although the values of individualism are certainly celebrated, these films also show, perhaps unwittingly, that the achievements of individualism require robust student communities. We describe how student communities function in these films, what achievements they make possible, and what obstacles they face. 相似文献
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Rose E. Huff Beth M. Houskamp Alice V. Watkins Mark Stanton Bethany Tavegia 《Roeper Review》2013,35(4):215-221
This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided. 相似文献
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How Middle Schoolers Draw Engineers and Scientists 总被引：2，自引：1，他引：1
Bethany Fralick Jennifer Kearn Stephen Thompson Jed Lyons 《Journal of Science Education and Technology》2009,18(1):60-73
The perceptions young students have of engineers and scientists are often populated with misconceptions and stereotypes. Although the perceptions that young people have of engineers and of scientists have been investigated separately, they have not been systematically compared. The research reported in this paper explores the question “How are student perceptions of engineers and scientists similar and how are they different?” Approximately 1,600 middle school students from urban and suburban schools in the southeastern United States were asked to draw either an engineer or a scientist at work. Drawings included space for the students to explain what their person was doing in the picture. A checklist to code the drawings was developed and used by two raters. This paper discusses similarities and differences in middle school perceptions of scientists and engineers. Results reveal that the students involved in this study frequently perceive scientists as working indoors conducting experiments. A large fraction of the students have no perception of engineering. Others frequently perceive engineers as working outdoors in manual labor. The findings have implications for the development and implementation of engineering outreach efforts. 相似文献
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What do Doctoral Students Value in their Ideal Mentor? 总被引：1，自引：0，他引：1
The purpose of this study was to contribute to the construct validity of the scores from Rose’s (2003) 34-item Ideal Mentor Scale (IMS) and to examine whether male and female doctoral students value different attributes in their ideal mentor. Two hundred and
twenty-four doctoral students from colleges (Education, Public Health, Nursing, Arts and Sciences, Engineering, and Business)
throughout a large state research university participated in the study. Confirmatory factor analysis of the IMS revealed that the fit of the three-factor model (Integrity, Guidance, and Relationship) was not satisfactory. A major source
of misfit involved covariances between errors of similarly worded items. Gender comparisons of the three subscales and individual
items on the IMS indicated that male and female doctoral students were more alike than different regarding qualities they desire in their
ideal mentor. The largest difference was observed on the item Believe in me (Integrity subscale) with female doctoral students rating this as more important than male students. The potential of the
Ideal Mentor Scale for stimulating conversations about mentoring and clarifying expectations of students and faculty is discussed.
相似文献
| Robert F. DedrickEmail: |
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M. Gail Jones James Minogue Tom Oppewal Michelle P. Cook Bethany Broadwell 《Journal of Science Education and Technology》2006,15(5-6):345-351
Science instruction is typically highly dependent on visual representations of scientific concepts that are communicated through textbooks, teacher presentations, and computer-based multimedia materials. Little is known about how students with visual impairments access and interpret these types of visually-dependent instructional materials. This study explored the efficacy of new haptic (simulated tactile feedback and kinesthetics) instructional technology for teaching cell morphology and function to middle and high school students with visual impairments. The study examined students’ prior experiences learning about the cell and cell functions in classroom instruction, as well as how haptic feedback technology impacted students’ awareness of the 3-D nature of an animal cell, the morphology and function of cell organelles, and students’ interest in the haptic technology as an instructional tool. Twenty-one students with visual impairment participated in the study. Students explored a tactile model of the cell with a haptic point probe that allowed them to feel the cell and its organelles. Results showed that students made significant gains in their ability to identify cell organelles and found the technology to be highly interesting as an instructional tool. The need for additional adaptive technology for students with visual impairments is discussed.This material is based upon work supported by the National Science Foundation under Grant Numbers 0354578 and 0411656 相似文献
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