Attitudes about Group Work among Criminal Justice Students: The Influence of Participation in Group Projects     

Brian K. Payne  Wendy P. Guastaferro  Sadie Mummert 《Journal of Criminal Justice Education》2013,24(4):546-561

Past research has considered factors that contribute to students’ attitudes about group projects. Much of this research has focused on the influence of demographic characteristics such as gender, race, and age. This study extends that past research and considers whether participating in group projects potentially changes students’ attitudes about group projects. Surveys were conducted with 85 students, 48 of whom had just completed a group project. Results showed that students who just completed a group project had slightly different attitudes about group projects than those who did not. Attention was also given to the total number of group projects to which students were exposed. Analyses showed that those who were exposed to more group projects held different attitudes about group projects than those who had fewer group projects. Implications are provided.  相似文献   

Collaborating with undergraduates: Obstacles and tips     

Brian K. Payne  Elizabeth Monk‐Turner 《Journal of Criminal Justice Education》2013,24(2):292-299

An increasing number of educators have called for active learning strategies to educate college students. At the same time, college instructors are being called upon to publish at increased rates while maintaining high teaching loads. One way to merge the ideals of active learning with publishing is to engage students, particularly undergraduate students, in collaborative projects. Writing, re‐searching, and publishing with undergraduate students is not an easy task, however. In this paper, we address obstacles that likely keep faculty from working with undergraduate students in this manner. We conclude by suggesting strategies to facilitate student/faculty projects.  相似文献   

Adjunct Faculty Characteristics That May Predict Intention to Integrate Technology Into Instruction     

Jonathan Paver  Wei-Chen Hung 《Community College Journal of Research & Practice》2013,37(10):859-872

This study examined the demographic factors that predict intention to integrate technology into instruction by community college adjunct faculty. Regression model findings indicated that the demographic characteristics of years of teaching experience, teaching discipline, hours of preparation time, and years of experience using computers were predictors of intention to integrate technology. Other literature-based characteristics such as age, gender, and participation in professional development activities, although not noted predictors in the current study, still warrant further examination to provide additional insight into their potential ability to predict technology use by community college adjunct faculty.  相似文献   

Cope,Conform, or Resist? Functions of a Black American Identity at a Predominantly White University     

Yasser Arafat Payne  Carl Suddler 《Equity & Excellence in Education》2013,46(3):385-403

This study organized five black American undergraduate students into a participatory action research (PAR) team to examine Cross and Strauss’ (1998) and Cross, Smith, and Payne's (2002) functions of blackness theory (i.e., bonding, code switching, and individualism) within a sample of black American students, frontline staff (i.e., janitors), and faculty at a predominantly white institution (PWI) or university. The racial-ethnic lived experiences of black Americans at a PWI can reveal outcomes in terms of employee performance and student academic and social experience. Data were collected from four student focus groups (i.e., general student body, students in Greek organizations, student athletes, and student leaders), one frontline staff focus group, five individual faculty interviews, and one individual interview with a female student athlete. Each participant completed a demographic survey. Also, extensive field observations were taken of participants at this particular PWI. Findings revealed how black Americans use bonding, code switching and individualism as functions of a racial identity when navigating a PWI as a mainstream environment. Data suggest very little bonding took place across the three subsamples (i.e., students, frontline staff, and faculty) and bonding practiced by black Americans at this PWI was found to exist most often within subpopulations, specifically within students and frontline staff. Participants, overall, were comfortable with code switching between a professional identity and a more racial, black American and/or social identity. Also, a number of participants understood their individuality to be more salient than a racial or black American identity. Implications for PAR projects with black American college students are also discussed within this article.  相似文献   

Bootstrapping and the identification of exogenous latent variables within structural equation models     

Gregory R. Hancock  Jonathan Nevitt 《Structural equation modeling》2013,20(4):394-399

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Networked professional development: Issues and strategies in current practice     

Nicholas Bowskill  Jonathan Foster  Vic Lally  David McConnell 《International Journal for Academic Development》2013,18(2):93-106

The Computer Based Collaborative Group Work (CBCGW) Project is an institutional Teaching and Learning Technology Programme (TLTP) Project based in the Department of Educational Studies. The Project aims to support those within and beyond institutional boundaries in the exploration and uptake of collaborative work in a networked environment. This paper reviews examples of current practices in online professional development from around the world and considers some of the issues for providers of academic support. This will in turn be used to contextualize the response to these needs being developed by the Project.  相似文献   

Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings     

Becky W. Packard  Vincenza N. Marciano  Jessica M. Payne  Leszek A. Bledzki  Craig T. Woodard 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):433-445

Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with an emphasis on the faculty mentoring relationship. Despite the common practice of having multi-tiered lab teams composed of newer undergraduates and more seasoned undergraduates serving as peer mentors, less is understood about the experience of peer mentors. Using the framework of legitimate peripheral participation, this study examined how peer mentors negotiated their roles in the lab. Nested case studies based on interviews with peer mentors, faculty members, and newer students illustrated how peer mentors establish credibility through prior lab experience and faculty-framed authority. Delegating supervision was an important component that helped newer students to accept the authority of the peer mentor. Implications for program development and future research involving peer mentoring are discussed.  相似文献   

Making Learning Happen: a guide for post-compulsory education     

Jonathan Wright 《Educational Research and Evaluation》2013,19(4):396-397

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“New Jews” in an Old‐New Land: Images in American Jewish Textbooks Prior to 1948     

Jonathan Krasner 《Journal of Jewish Education》2013,79(2):7-22

During 1982 and 1983 a spate of studies and commissioned reports about education in America were published, examined and critiqued by both public and non-public sectors of the educational community in an effort to determine their potential impact on educational reform in the United States.  相似文献   

Jewish Education and American Jewish Education,Part I     

Jonathan Krasner 《Journal of Jewish Education》2013,79(2):121-177

This series of articles explores the history of Jewish Education magazine, later known as the Journal of Jewish Education, with a particular emphasis on its intersection with the history of American Jewish education and, more generally, American Jewish life. Major themes and issues that preoccupied the magazine's editors and writers are isolated and analyzed as to how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. Particular attention is paid to how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was, at best, only partially realized.  相似文献