Introduction To The Futures Focus Issue: The New Rules Of Business     

Dale F. Campbell  Tina M. O'Daniels 《Community College Journal of Research & Practice》2013,37(6):437-440

The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting 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 challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.”

This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category.  相似文献   

Review section     

Dale N. Glaser 《Structural equation modeling》2013,20(2):205-209

LISREL Issues, Debates, and Strategies. Leslie A. Hayduk. Baltimore, MD: The Johns Hopkins University Press, 1996, 256 pages (cloth), $39.95.  相似文献   

A First Course in Structural Equation Modeling (2nd ed.). Tenko Raykov and George A. Marcoulides. Mahwah,NJ: Lawrence Erlbaum Associates,Inc., 2006, 238 pages, $34.50 (paper)     

Dale N. Glaser 《Structural equation modeling》2013,20(1):174-181

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Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students     

Dale Lynn Cusumano  Kathleen Armstrong  Rachel Cohen  Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377

Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added.  相似文献   

First-Grade Teacher Behaviors and Children's Prosocial Actions in Classrooms     

Asha L. Spivak  Dale C. Farran 《Early education and development》2013,24(5):623-639

Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others.  相似文献   

The CoVis Project: Building a Large-Scale Science Education Testbed*     

Louis M. Gomez  J. Barry Fishman  D. Roy Pea 《Interactive Learning Environments》2013,21(1-2):59-92

This paper describes the construction and research program of the Learning Through Collaborative Visualization (CoVis) Project, a testbed for exploring science education reform with telecommunications technology. The CoVis testbed is contrasted with other forms of educational research in an “ecology of paradigms,” which argues that testbeds are in fact a new setting for research with different requirements and challenges for the researcher. Two extended examples of telecommunications research are provided as examples of the kind of research that testbeds are well suited to explore. The first example is the evolution of videoconferencing in the CoVis testbed. The second example is the design and development of a networked groupware application called the Collaboratory Notebook.  相似文献   

Challenges and transformations: Counselling in a multicultural context     

Roy Moodley 《International journal for the advancement of counseling》1999,21(2):139-152

During the last two decades counselling in a multicultural context has been on the increase with more and more training programmes now including issues of race, culture and ethnicity. This has led to numerous approaches, for example transcultural, inter-cultural, cross-cultural, multicultural, Afro-centric, anti-racist and black feminist, which define counselling with minority groups. Although many of these approaches have a sound theoretical base, they nevertheless remain marginal in terms of convincing the minority communities of their value and effectiveness. This is clearly seen in the pre-mature termination and lack of participation by minorities in counselling and therapy. The chief criticism against counselling throughout this period is that, it has remained essentially, Eurocentric, ethnocentric and individualistic. Culture-sensitive counsellors and counselling within a "culture fit" model have been suggested as a way of making the process more appropriate to a diversity of cultures. Furthermore, this has led to some practitioners strongly advocating the inclusion of socio-economic and political constructs as part of a broader definition of multicultural counselling. For example, the issues of power and influence, cultural hegemony, racism and masculinities are becoming key schemas in cross cultural counselling practices. The challenge for multicultural counselling, in the next decade, would be to include traditional healing practices as part of its discourse, if it is to encourage the active participation of ethnicminorities. This paper is an attempt to explore some of these challenges and highlight some of the transformations that are taking place within multicultural counselling. Finally, through a discussion of a case vignette, the paper illustrates the need to accommodate traditional healing methods in counselling the culturally diverse client.  相似文献   

Internationalizing Reference Education     

Loriene Roy  Michelle Keba 《The Reference Librarian》2017,58(3):206-213

Reference instruction should also involve preparing library and information science students for working with international students. There are numerous options for embedding such content into courses. In addition, professional organizations offers students with many opportunities to launch their international experiences.  相似文献   

Connecting Students with RUSA in a Basic Reference Class     

Loriene Roy 《The Reference Librarian》2017,58(2):152-158

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Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations   总被引：1，自引：1，他引：0  

Dale H. Schunk 《Educational Psychology Review》2008,20(4):463-467

Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.  相似文献