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81.
John K. Cochran Beth Sanders Mitchell B. Chamlin 《Journal of Criminal Justice Education》2013,24(2):205-226
U.S. Supreme Court Justice Thurgood Marshall once argued that informed opinion would oppose the death penalty for all but those who support it for retributive reasons. We examine the validity of these claims with data from a series of one‐group pre‐test–post‐test designs which stem from a formalized learning outcomes assessment for several courses on the death penalty. Results show solid, but imperfect, support for these claims. The analysis then proceeds by profiling those who changed their opinions consistent with these claims, those who did not change their opinions, and those whose opinions changed in a manner opposite to these claims. 相似文献
82.
Margaret Farnworth Dennis R. Longmire Vincent M. West 《Journal of Criminal Justice Education》2013,24(1):39-57
We surveyed 683 college students to examine their attitudes toward the death penalty, other criminal sanctions, and the war on drugs. College seniors were consistently less likely than freshmen to hold punitive views; this suggests a “liberalizing” effect of the college experience. This liberalizing college effect on attitudes toward criminal justice was not apparent for criminal justice majors, however, particularly when criminal justice seniors' attitudes toward the death penalty were compared with those of freshmen in criminal justice. The views of criminal justice majors overall did not differ appreciably from other students' views. We found no support for the expectation that criminal justice majors with experience in criminal justice would express more conservative, more punitive views than would criminal justice majors in general. 相似文献
83.
Milan S. Hayward Mitchell R. Williams 《Community College Journal of Research & Practice》2013,37(1):44-54
The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community college graduation rates among adult learners by prior learning assessment status and method. Therefore, the purpose of the current study was to examine adult learner graduation rates by PLA status and method at four U.S. community colleges. Results from this foundational study confirmed a remarkable difference in graduation rates between adult PLA learners and adult non-PLA learners, uncovered striking differences in the graduation rates of adult PLA learners by PLA method, and identified a relationship between PLA method and graduation. Findings provide community college stakeholders with new insight into adult PLA learners in the community college and a basis for future research leading to higher graduation rates among adult learners. 相似文献
84.
Christina M. Mitchell 《Community College Journal of Research & Practice》2013,37(1-4):141-153
Community college field placements often reflect a “vocational education” approach to outside‐the‐classroom learning, attempting to train students in specific skills and prerequisites for predetermined job slots. In the human services area, however, this may not be the most advantageous approach to producing innovative workers who will generate creative solutions to persistent and serious social problems. This study examined the impact of utilizing one popular university approach to field learning‐experiential learning coupled with social change agentry—with community college students. A criterion‐group field experiment was conducted, looking at paper‐and‐pencil measures, interviews, and archival data. It was found that the community college students were as willing to participate, were equally satisfied with the experience, and were as effective with their assigned cases as were the university students in this rigorous and demanding field placement. Community college administrators who are seeking to broaden their human service field settings should also consider successful university models of experiential learning as alternatives. 相似文献
85.
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87.
Kerry Vincent 《Support for Learning》2020,35(1):68-82
Schools in England are expected to ‘close the gap’ for a range of vulnerable pupils who are achieving below the levels seen amongst their same-aged peers. They are also highly accountable for additional funding that is provided to support this goal. The project reported here involved collating and analysing a range of data in order to evaluate the impact of a widely used computer-assisted-reading-intervention (CARI). Sixteen primary school pupils, all of whom were identified by their school as underachieving in literacy, used the CARI daily over a five-week period. The post-intervention data showed some clear gains in reading and spelling skills for all bar one of the children. The findings are discussed in relation to the wider literatures on CARIs. The research concludes that the CARI under investigation offers a useful and cost-effective adjunct to whole-class and group reading instruction and may be particularly beneficial for supporting the learning of pupils who are struggling to consolidate the knowledge and skills covered in their regular classroom reading instruction. 相似文献
88.
Jason Vincent A. Cabañes 《Popular Communication》2019,17(2):109-124
ABSTRACTThis article explores popular media as resources for judgment in how settled migrants in Europe imagine solidarities toward newer arrivals seeking entry into the region. It discusses the news and entertainment consumption of Filipino nurses in London and how this figures in their imaginary of social and political bonds with refugees. Drawing on ethnographic interviews, I argue that these Filipino migrants can only articulate a compromised solidarity: one fractured between empathy with refugees and concern about what these newer arrivals might mean for settled migrants in the city. I then explain how the media contribute to this fracturing. One way is that the xenophobia in popular media content on social media leads the Filipinos to assert their difference with other migrants, including refugees. A second is that the Filipinos deploy popular media content, especially on British television, to assert that they belong to UK society more than other migrants, again including refugees. 相似文献
89.
This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice. 相似文献
90.
For many young people in England, the move into continuing education involves a transfer from the school where they were educated to a further education college. For those with high‐functioning autism or Asperger's syndrome, this can be a challenging process. Past research has demonstrated some of the problems that these young people can encounter. This article by Wendy Mitchell and Bryony Beresford, both based in the Social Policy Research Unit at the University of York, adds to the evidence base by describing how best to support these young people, focusing specifically on ‘young person endorsed’ practice. Data are gleaned from qualitative interviews with 18 young people with high‐functioning autism/Asperger's syndrome. Findings reveal that young people welcomed the involvement of practitioners; however, specific forms of help and knowledge were particularly valued. In addition, it was parents, as opposed to professionals, who typically emerged as the most significant and valued source of support. Implications for practice are discussed, including the support needs of parents. 相似文献