Performance of aphasic children on the ITPA   总被引：1，自引：0，他引：1  

J Stark 《Exceptional children》1966,33(3):153-158

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Curriculum Leadership Roles of Chairpersons in Continuously Planning Departments     

Stark  Joan S.  Briggs  Charlotte L.  Rowland-Poplawski  Jean 《Research in higher education》2002,43(3):329-356

Forty-four chairpersons of departments judged by academic vice presidents at randomly selected institutions to be engaged in especially effective curriculum planning were interviewed about their roles. The interviews suggest 7 leadership roles used in the curriculum development process. The roles varied by institutional type, department size, and personal choice. This article reviews the conceptual framework that guided the study, describes the interview population and sample, illustrates the leadership roles with quotations, relates the roles to curriculum planning and organizational contexts, and develops implications for researchers.  相似文献   

Emergence of choice strategies in the rat: Shift-stay differentiation precedes win-lose differentiation     

Alan G. Gittis  Holly Stark  Cheryl Arnold  Beth Geter  Darrell Frazier  David S. Olton 《Learning & behavior》1988,16(1):15-18

The choice strategies of rat pups between 12 and 21 days of age were studied in a two-choice discrimination procedure that used access to a nonlactating anesthetized dam as a reward. After receiving a reward (win) or not receiving a reward (lose), a pup repeated a previous choice (stay) or made an alternative response (shift). At 12 and 15 days of age, pups demonstrated neither a stay nor a shift response strategy; at 18 and 21 days of age, pups had a robust tendency to shift. Winning or losing did not alter behavior until 21 days of age, at which point winning produced a greater tendency to return to the initially visited location for rats in the stay condition.  相似文献   

Letters beautiful and harmful: print,education, and the issue of script in colonial North India     

Ulrike Stark 《Paedagogica Historica: International Journal of the History of Education》2019,55(6):829-853

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Comparing introductory course planning among full-time and part-time faculty   总被引：1，自引：0，他引：1  

Dr. Malcolm A. Lowther  Joan S. Stark  Michele L. Genthon  Richard J. Bentley 《Research in higher education》1990,31(6):495-517

Using data from a nationally representative survey of faculty teaching introductory college courses, this exploratory study compares course planning procedures of full-time and part-time faculty teaching courses in eight academic fields. The choice of variables examined was guided by a general model of course design developed from earlier studies of course planning. To control for discipline-related differences in faculty planning assumptions, separate analyses were conducted for the eight fields. No key differences were found between full-time and part-time faculty on the primary factors under investigation: substantive content-related influences on courses, strength of influence within the instructional environment, and planning steps and content arrangements faculty preferred.  相似文献   

Toward a more comprehensive approach to evaluating teaching effectiveness: supplementing student evaluations of teaching with pre–post learning measures     

Kimberly Stark‐Wroblewski  Robert F. Ahlering  Flannery M. Brill 《Assessment & Evaluation in Higher Education》2007,32(4):403-415

The use of student evaluations of teaching (SETs) to assess teaching effectiveness remains controversial. Without clear guidelines regarding how to best document effective teaching, faculty members may wonder how to convincingly demonstrate teaching effectiveness in preparation for promotion and tenure review. Based on a study that examined the relations among student grades, learning, and SETs, we identify a relatively unencumbered approach to documenting teaching effectiveness more comprehensively than through the use of SETs alone. Students enrolled in eight sections of general psychology (N = 165) completed pre‐ and post‐ measures of learning, SETs, and a brief demographic questionnaire. Results of a regression analysis provided partial support for the notion that SETs and learning measures assess distinct aspects of teaching effectiveness. In preparing documentation for promotion and tenure review, faculty members should consider including measures of student learning along with SETs in order to document teaching effectiveness more convincingly and comprehensively.  相似文献   

Factors related to breastfeeding discontinuation between hospital discharge and 2 weeks postpartum     

Brand E  Kothari C  Stark MA 《The Journal of perinatal education》2011,20(1):36-44

Although breastfeeding is known to be beneficial to both mother and infant, many women encounter barriers to breastfeeding, even after successful breastfeeding initiation, which may put them at greater risk for early cessation of breastfeeding. The objectives of this study were to conduct a secondary analysis of data from a longitudinal study of postpartum depression to (a) examine factors related to very early discontinuation of breastfeeding (at 2 weeks postpartum) following hospital discharge and (b) identify women's reasons for very early cessation of breastfeeding. The results of this study support findings from previous research. Having a perceived support system, whether it is personal or professional, may have an effect on both the initiation and duration of breastfeeding. Educating expectant and new mothers, especially women who encounter multiple barriers and are at risk for very early cessation of breastfeeding, of the benefits of breastfeeding and supporting them in developing efficient techniques and problem-solving skills can help increase the duration of breastfeeding.  相似文献   

The relation of disparity in student and faculty educational attitudes to early student transfer from college     

Joan S. Stark 《Research in higher education》1975,3(4):329-344

Educational attitudes of entering students (N=236) and full-time faculty (N = 48) at a liberal-arts college for women were measured by the Student Orientations Survey (SOS) and the Faculty Orientations Survey (FOS). Attitudes of students who transferred from the college prior to the sophomore year were similar to those who remained on dimensions of educational purpose, peer relationships, and public position. Attitudes of transfers differed significantly from those of remaining students on dimensions concerned with the process of education and faculty-student power relationships. The absolute disparity between faculty and student attitudes on these same dimensions of process and power was greater for students who transferred than for students who remained. Implications for adapting the curricular-instructional process to reduce attrition and for utilizing such an assessment of student and faculty educational orientations in academic counseling are discussed. Suggestions are made for extending the study to identify possible relationships between disparity in faculty-student educational attitudes and attrition at other institutions.  相似文献   

Faculty and administrator views of influences on professional programs     

Joan S. Stark  Malcolm A. Lowther  Bonnie M. K. Hagerty 《Research in higher education》1987,27(1):63-83

Administrators in professional programs perceive influences on the program from within the university as stronger than do faculty but the two groups do not perceive the strength of societal influences, professional community influences, or internal levels of curriculum debate differently. After controlling for program and institutional sizes and institutional types, these differences between faculty and administrator views regarding relationships between the program and the university appear characteristic of certain professional fields. The analysis was based on subsamples drawn from a data base of survey responses from 873 administrators and 849 faculty members in ten professional fields representing 732 programs in 346 colleges and universities.  相似文献   

Child protection assessment in humanitarian emergencies: case studies from Georgia, Gaza, Haiti and Yemen     

Ager A  Blake C  Stark L  Daniel T 《Child abuse & neglect》2011,35(12):1045-1052

Objectives

The paper reviews the experiences of conducting child protection assessments across four humanitarian emergencies where violence and insecurity, directly or indirectly, posed a major threat to children. We seek to identify common themes emerging from these experiences and propose ways to guide the planning and implementation of assessments that effectively identify, and suggest means of response to, threats to children's rights and well-being in emergency settings.

Methods

In the context of a field evaluation of an inter-agency resource kit, crisis settings where an inter-agency assessment of child protection had been considered in the period August 2008 to July 2010 were identified. Email correspondence, telephone-based structured interviews and documentary review collated information from child protection coordinating agencies from a total of twenty sites, the minority of which had proceeded to complete an assessment. This paper presents case studies of the experience in Georgia (following the conflict between Russian and Georgian forces in August 2008), Gaza (following the Israeli military incursion beginning in December 2008), Haiti (following the earthquake of January 2010), and Yemen (following the ceasefire agreement between the government and rebel forces in early 2010).

Case study findings

In each setting the context of the humanitarian emergency is outlined. The processes of the planning (and, where appropriate, implementation) of the child protection assessment is described. Where available, the findings of the child protection assessment and their use in shaping interventions are summarized.

Practice implications

Case studies document experience across humanitarian settings widely divergent in terms of the nature of the emergency, social–political context, and institutional capacity. Despite such differences, analysis suggests securing inter-agency coordination, preparation and capacity building, and means of ensuring timeliness of findings to be recurrent themes in the effective mobilization of an effective assessment able to inform programming.  相似文献