Race of Subject and Race of Examiner     

John F. Jacobs  Carl A. De Graaf 《Equity & Excellence in Education》2013,46(4-5):68-71

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Housing     

Mark W.F. Condon  Jean Anne Clyde 《Equity & Excellence in Education》2013,46(3):73-110

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Adolescent Perceptions of Three Important Aspects of School     

Anne F. Geisser  W.C. Wolf Jr. 《Equity & Excellence in Education》2013,46(1-6):215-218

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Measuring Equity in Education     

Leslie F. Hergert  Raymond Rose 《Equity & Excellence in Education》2013,46(4-6):58-63

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Discrepant SAT Critical Reading and Writing Scores: Implications for College Performance     

Emily J. Shaw  Krista D. Mattern  Brian F. Patterson 《Educational Assessment》2013,18(3):145-163

Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading–writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s).  相似文献   

TRENDS RESHAPING COLLEGES     

Dale F. Campbell  Roger C. Peek 《Community College Journal of Research & Practice》2013,37(9):695-700

The annual Community College Futures Assembly is usually a trend-setting experience and this year was no exception. This special issue highlights lessons learned from the institutions who competitively presented and broke new ground at the 2002 Assembly. The theme, Trends in the New Economy , was evident in each presentation and the vehicle of web-casting demonstrated how the community college could be reshaped by technology. Attendees were introduced to the ideas reshaping the new economy by the keynote speaker Britt Beemer and the Bellwether Finalists presented viable examples of college adaptation to these reshaping trends. Important pre-assembly workshops introduced innovative concepts relating to the future of community colleges, including access to baccalaureate degrees. The stimulating presentations, enthusiastic camaraderie, and great meals set the stage for all attendees to take home trend-setting information to their institutions and communities. This introduction focuses on the experience of attending the 2002 Community College Futures Assembly. Approximately 200 community college trustees, presidents, vice-presidents, deans, faculty members, and other decision makers representing 25 states attended the Assembly which was held in Orlando, Florida. The Assembly is sponsored annually by the Institute of Higher Education (IHE), University of Florida (UF) and cosponsored this year by Dell Computers, Saville & Holdsworth, and the numerous organizations identified in this introduction. The assembly has provided quality learning experiences since 1995 and is proud to be an independent national policy forum recognized by the Association of Community College Trustees for its Trustee Education Recognition Program.  相似文献   

2008 Community College Futures Assembly Focus: Change Or Die—Keys to Enacting Change in the Community College     

Phillip A. Morris  Dale F. Campbell 《Community College Journal of Research & Practice》2013,37(11):839-842

The Community College Futures Assembly has served as a national, independent policy thinktank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize innovative programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are vetted. The focus for the 2008 Community College Futures Assembly was change, a theme taken from the book, Change or Die. This special focus issue of the Community College Journal of Research and Practice highlights the best practices of 30 Bellwether trend-setting institutions.  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   

CORRECTIONAL POST‐SECONDARY EDUCATION: THE EXPANDING ROLE OF COMMUNITY COLLEGES     

Bruce I. Wolford  John F. Littlefield 《Community College Journal of Research & Practice》2013,37(3):257-272

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   

Critical Issues Facing America's Community Colleges: A Summary of the Community College Futures Assembly 2008     

Matthew J. Basham  Dale F. Campbell  Pilar Mendoza 《Community College Journal of Research & Practice》2013,37(11):857-870

Three focus groups consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and workforce development. Thereafter, the delegation of more than 200 voted on various aspects of the most critical issue divulged in the 2008 Community College Futures Assembly: general education assessment is coming. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed, mostly in the context of workforce development opportunities.  相似文献