Student Decisions to Attend Public Two-Year Community Colleges     

Erika L. Hunt 《Community College Journal of Research & Practice》2013,37(11):863-881

While the strategy of funding both systems provides an incentive for both school districts and community colleges to participate with dual enrollment, the current fiscal environment has drawn attention to the inefficient use of the dual funding structure. This article highlights the results of a case study on Florida's dual enrollment program documenting how over a 20-year period policymakers offered different financial incentives as an inducement to greater participation among districts and community colleges. The article documents how the current state fiscal condition has altered lawmaker's motivations for supporting dual enrollment. It concludes by describing the implications of this on community college participation with dual enrollment.  相似文献   

On Going (Way) Beyond One’s Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals     

Daniel H. Robinson  Joel R. Levin  Gregory Schraw  Erika A. Patall  Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302

To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles.  相似文献   

Climbing Out of the Void: Moving from chaos to concepts in the presentation of a thesis     

Cheryl Hunt 《Teaching in Higher Education》2013,18(3):351-367

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The Secret Room     

Roderick Hunt 《英语大王(小学)》2013,(7)

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By the Stream     

Roderick Hunt  Alex Brychta 《英语大王(小学)》2013,(5):36-38

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How not to read a children's book     

Peter Hunt 《Children‘s Literature in Education》1995,26(4):231-240

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Students with Disabilities: Practical Information for School Counselors in Turkey     

Elif Cimsir  Brandon Hunt 《International journal for the advancement of counseling》2018,40(2):122-132

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Statistics for the Terrified Version 3.0     

Neville Hunt 《Teaching Statistics》1997,19(3):78-79

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Retention of conditioned autonomic and behavioral responses in preweanling rats: Forgetting and reinstatement     

Pamela S. Hunt 《Learning & behavior》1997,25(3):301-311

Preweanling rats, 16 days of age, responded to an olfactory conditioned stimulus (CS) paired with a shock unconditioned stimulus (US) with increases in heart rate and behavioral activation. In two experiments this finding was replicated and, in addition, it was found that the form of these conditioned responses (CRs) changed after a retention interval. When tested 24 h after CS-US pairings, the subjects displayed a decrease in heart rate accompanied by CS-elicited freezing. Giving two unsignaled shocks prior to the delayed test effectively reinstated the tachycardia and behavioral arousal CRs. The results are discussed in terms of contextual influences on the form of the CR and how changes in the magnitude of context fear may alter responding to an olfactory CS.  相似文献   

A conceptual level matching model for coordinating learner characteristics with educational approaches     

David E. Hunt 《Interchange》1970,1(3):68-82

The theoretical background and construct validity of Conceptual Level (CL) are summarized in order to provide the basis for deriving the CL matching model. The rationale for the CL matching model, which coordinates learner CL and degree of structure of educational approach, is described, and empirical support reviewed. A possible extension of the matching model based on coordinating learner “accessibility channels” with the form of presentation is summarized. Finally, a few problems in implementing matching models are noted.  相似文献