RACE AND SCHOOLS AND RELATED TOPICS: BIBLIOGRAPHY     

John H. Pratt 《Equity & Excellence in Education》2013,46(3):67-82

  相似文献   

Multicultural Education: What's It All About?     

Bob H. Suzuki 《Equity & Excellence in Education》2013,46(1-2):43-50

  相似文献   

Complaint in Sheff v. O'Neill     

Robert H. Beach  Ronald A. Lindahl 《Equity & Excellence in Education》2013,46(2):5-12

  相似文献   

An Overview of Community College Programs for Elderly Texans     

George H. Rappole 《Community College Journal of Research & Practice》2013,37(4):363-387

Abstract

This report presents a summary of the program presented by 16 Texas community and junior colleges for people over age 60 during the academic year 1974–1975. This program, funded by the Governor's Committee on Aging and administered by the Coordinating Board, Texas College and University System, supported demonstration projects to improve the quality of life of elderly Texans through innovative educational activities. The development of these programs and the kind of activities made available are described. The majority of these colleges have subsequently continued programs with local funds, based on their demonstration experiences. This pilot project has helped a number of colleges in Texas enter the field of late-life education and, in turn, is helping the older residents in these communities to have an educational program of their own.  相似文献   

THE COLLABORATIVE COURSE: INNOVATIVE TEACHING AND LEARNING     

Susan H. Anthes  Lawson Crowe 《Community College Journal of Research & Practice》2013,37(4):369-379

Advances in information technology provide an opportunity for academic librarians and professors to offer innovative collaborative courses. The purpose of collaboration between a faculty member and a professional librarian is to integrate instruction in the course subject matter with bibliographic instruction. This integration promotes learning information acquisition skills and critical thinking, as well as the use of library resources. Research skills that students need in order to use contemporary information technology are included. The integration of those skills with the subject material of the course is described.

Two applications of freshman/sophomore level courses are discussed in the paper. Course rationale, topics, and course assignments are illustrated. It is argued that students must learn modern methods of acquiring information in order to make informed independent judgments and in order to achieve understanding in any particular discipline. Providing students with the skills required to achieve access to the ever‐widening body of available information is an essential requirement of contemporary liberal education. These skills are transferable to subsequent course work and will provide the basis for life‐long learning habits. The paper presents the argument that students' achievement of “library literacy” can be promoted by effective course collaboration between faculty members and professional librarians. Benefits and problems of such collaborative courses are also discussed.  相似文献   

Comparison of a behavioral model of physicians' drug product choice decision with pharmacists' product choice recommendations: A study of the choice for the treatment of panic disorder     

Sheryl L. Szeinbach  James H. Barnes  Kent H. Summers 《Structural equation modeling》2013,20(3):232-245

The purpose of this study was to examine and compare the decision process for physicians and pharmacists when considering medications to treat patients with panic disorder. A second‐order confirmatory factor analysis modeling physicians' prescribing influences revealed high factor loadings for efficacy considerations and side effects in conjunction with patient characteristics. A multisample analysis using the physician model revealed that pharmacists also consider the same factors important. Both health care professionals were concerned about the patient's quality of care, recovery, and medication efficacy.  相似文献   

A Review of: “Student Success in College: Creating Conditions that Matter”     

Reviewed by Trudy H. Bers 《Community College Journal of Research & Practice》2013,37(7):579-582

Scholarship matters. It allows faculty to fulfill the responsibilities of their three academic citizenships--in their institutions, in their disciplines, and in higher education in general. Current standards for community college faculty scholarship, however, have excluded faculty from exercising academic citizenship outside of their institutions. The sector claim to a unique teaching mission has been used to exempt or exclude community college faculty from the scholarly obligations and responsibilities understood elsewhere in higher education. The absence of generally accepted norms for scholarly production and validation at most community colleges continues to set them apart from other institutions, including those also serving non-traditional open admissions students. By discouraging externally validated scholarship, community colleges deny their faculty an appropriate voice in higher education and deny the rest of higher education the important voice of community college faculty. By encouraging scholarship that meets the tests of external scrutiny, community colleges can provide their faculty with legitimate higher education citizenship beyond the institution.  相似文献   

THE IMPACT OF COLLECTIVE BARGAINING ON FACULTY COMPENSATION IN COMMUNITY COLLEGES     

H. Kent Baker 《Community College Journal of Research & Practice》2013,37(1-4):193-204

This study examines the impact of collective bargaining on faculty compensation at two‐year colleges over the period 1970‐81. The results show that faculty at unionized community colleges have not experienced significantly greater increases in compensation than their nonunionized brethren. In fact, the nonunion institutions actually experienced higher relative gains in compensation for the first three years after the unionized colleges first engaged in collective bargaining.  相似文献   

A High Impact Practice that Works: Connecting Mentors From the Professional Community to Teacher Education Students     

Judy Brown-DuPaul  Joseph H. Davis  Melanie Wursta 《Community College Journal of Research & Practice》2013,37(11):807-815

A high impact mentoring program at a community college connected professionals from the special education and early intervention fields with small groups of teacher education students. Two federal grants from U.S. Department of Education funded tuition scholarships and mentoring for 76 Special Education students and 78 Early Childhood Education/Early Intervention students in associate degree programs. The mentor programs consisted of individual monitoring by project staff, consistent contact with a mentor from the professional community and with other students in mentor groups, and structured monthly dinner meetings. Students who participated in the mentoring programs showed increased persistence and higher grade point average when compared with the general population of similar majors. Within each grant-funded population, students who showed low participation in the mentor programming presented lower retention rates and lower GPA than grant-funded students who took full advantage of the mentoring program.  相似文献   

THE BEST LAID PLANS     

Richard H. P. Kraft 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):443-447

  相似文献