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991.
Ellen G. Cohn David P. Farrington Jonathan R. Sorensen 《Journal of Criminal Justice Education》2013,24(1):35-49
This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications. 相似文献
992.
John W. Young Jonathan Steinberg Fred Cline Elizabeth Stone Maria Martiniello Guangming Ling 《Educational Assessment》2013,18(2):87-106
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers. 相似文献
993.
Frankie Santos Laanan Jonathan I. Compton Janice Nahra Friedel 《Community College Journal of Research & Practice》2013,37(4):293-310
ABSTRACT This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowa's community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further changes in CTE programs. The distinctive characteristics of CTE in Iowa community colleges, the impact of community college CTE programs on the state's economy, the role of accountability, and the future implications for CTE in the state are discussed. Recommendations based on the results of the study include improving articulation agreements, increasing retention among at-risk students, and increasing collaboration among Iowa's 15 community colleges. 相似文献
994.
Jonathan Nakamoto Kim A. Lindsey Franklin R. Manis 《Scientific Studies of Reading》2013,17(4):351-371
This study investigated the associations of oral language and reading skills with a sample of 282 Spanish-speaking English language learners across 3 years of elementary school. In the 3rd grade, the English and Spanish decoding measures formed two distinct but highly related factors, and the English and Spanish oral language measures formed two factors that showed a small positive correlation between them. The decoding and oral language factors were used to predict the sample's English and Spanish reading comprehension in the 6th grade. The decoding and oral language factors were both significant predictors of reading comprehension in both languages. The within-language effects were larger than the cross-language effects and the cross-language effects were not significant after accounting for the within-language effects. 相似文献
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Anthony Esolen 《Academic Questions》2018,31(3):274-280
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ABSTRACTWe introduce what user analytics can do in the first half of the paper and then illustrate how to do user analytics in the second half. In the current context, user analytics refers to a set of diverse communication research methods on uses and effects of social media. User analytics has evolved from TV ratings research to online user research. The history illustrates what data sources, measures, and analyses can be used for what types of research questions under user analytics. We discuss the similarities of and differences between user analytics and other methods of computational communication research (e.g. content mining and online experiments), and compare the strengths and weaknesses of user analytics with traditional quantitative methods (e.g. survey). Finally, we present an application study of Chinese bloggers to demonstrate how to employ user analytics methods to study the production, consumption, and effects of user-generated content. 相似文献
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