Role of Schemas in One-Step Word Problems     

Constantinos Christou  George Philippou 《Educational Research and Evaluation》2013,19(3):269-289

This study focuses on the structures and relationships involved in one-step additive and multiplicative problems. Thirty-three problems were given to 450 students in grades 2, 3 and 4. The analysis of results showed that the facility ratio of the problems differs by structure, by situation and by the sequence of the data within the same situation. It was also verified that students’ ability to solve one-step problems increases with age, but the relative difficulty of the problems is grade independent. Four cognitive developmental levels were indicated. It is envisaged that teachers may facilitate students to develop efficient problem solving schema networks, by hierarchically sequencing activities related to one-step problems.  相似文献   

Agricultural extension in South-Eastern Europe: Issues of transition and sustainability     

Lefter Daku  George W. Norton  Daniel B. Taylor  Eivis Qenani-Petrela 《The Journal of Agricultural Education and Extension》2013,19(1-4):49-61

Following the economic reforms in the early 90's, most of the south-eastern European countries (SEE) made efforts to establish agricultural extension services. However, a number of factors including tight governmental budgets, lack of experience, and the existence of vested interests have constrained the development of extension services. This paper examines the rationale for public funding of extension programs and evaluates the incentive structure for private and public provision of agricultural extension service in the SEE countries. It suggests a medium and long-term approach with a primary focus on institutional design. Two groups of factors that affect the private sector supply of extension are analyzed: (i) demand and supply-side factors that affect the profitability of the service and (ii) factors arising from the public-good nature of extension output, externalities, and moral hazards that affect the appropriation of returns of the service. The main conclusion is that the SEE countries should try to achieve a public-private extension balance by following a gradual approach toward privatization of the agricultural extension service. However, the paper advocates a continued important role for the public sector to correct for potential undesirable effects of private advisory services.  相似文献   

Press Rankings in Criminology/Criminal Justice: A Preliminary Assessment of Book Publisher Quality     

Shaun L. Gabbidon  George Higgins  Favian Martin 《Journal of Criminal Justice Education》2013,24(3):229-244

This research examined press rankings in criminology and criminal justice (C/CJ). Based on a large sample of respondents (N = 812) from the American Society of Criminology and the American Academy of Criminal Justice Sciences, the authors solicited quality and familiarity rankings on 81 presses that publish in the area of C/CJ. The research revealed that university presses such as Oxford, Cambridge, University of Chicago, and Harvard University dominated the quality rankings. On the other hand, commercial academic presses such as McGraw‐Hill, Sage, and Prentice‐Hall dominated the familiarity rankings. Commercial academic presses including Prentice‐Hall and Sage were the presses most desired by scholars for future book publishing plans. The authors also discuss the significance of the findings for faculty in C/CJ.  相似文献   

Teaching Statistics Visually: A Quasi‐Experimental Evaluation of Teaching Chi‐Square through Computer Tutorials 1     

George W. Burruss  Michelle Hecht Furlow 《Journal of Criminal Justice Education》2013,24(2):209-230

This paper examines the effectiveness of computer graphic tutorials in explaining statistical concepts to undergraduates enrolled in two sections of criminal justice research methods. We demonstrated key concepts to a treatment group through a Microsoft Excel spreadsheet and Macromedia Flash movies. The students’ statistical skills were measured through a test on mathematical calculation and multiple‐choice questions about chi‐square concepts. Both sections scored similarly on the skills test; however, the treatment group performed better on the conceptual questions. We discuss the implications for teaching methods and statistics and offer several resources that instructors can use in their courses.  相似文献   

The application of cognitive learning theory to criminal justice education     

Dawn B. Young  George M. McCormick II 《Journal of Criminal Justice Education》2013,24(1):5-14

Most criminal justice programs began as extensions of vocational technical training courses, but within the last decade they have begun to parallel the liberal arts programs originally proposed. As a result of this reorientation, criminal justice instructors lack many of the instructional methods used by colleagues in other fields. In addition, the dual nature of criminal justice instruction, requiring both experience and theory, places demands on criminal justice instructors that their colleagues may not experience. The field needs an instructional approach that blends the best of the vocational aspects and the theoretical underpinnings. This paper reviews cognitive learning theory, specifically Kolb's experiential learning model. Recommendations are offered for the application of this model to instruction in criminal justice courses.  相似文献   

Oppressors or Emancipators: Critical Dispositions for Preparing Inclusive School Leaders     

George Theoharis  Julie N. Causton-Theoharis 《Equity & Excellence in Education》2013,46(2):230-246

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Defining Equity and Excellence in Higher Education     

George R. McDowell  David C. Wilcock 《Equity & Excellence in Education》2013,46(4-6):52-57

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THE NEGRO IN AMERICAN HISTORY TEXTBOOKS     

Kenneth M. Stampp  Winthrop D. Jordan  Lawrence W. Levine  Robert L. Middlekauff  Charles G. Sellers  George W. Stocking Jr. 《Equity & Excellence in Education》2013,46(5):9-26

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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   

Integrating Language,Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges     

George C. Bunch  Amanda K. Kibler 《Community College Journal of Research & Practice》2013,37(1):20-33

This article argues for the importance of integrating a focus on language, literacy, and academic development for United States-educated language minority (US-LM) students, sometimes called Generation 1.5. It describes four initiatives at community colleges in California that aim to do so. US-LM students have completed some K–12 schooling in the United States, but their English is considered by community college faculty, staff, or assessment measures to be inadequate for college-level instruction. Although enacting effective language and literacy support for Generation 1.5 has centered on debates about whether these students belong in English as a Second Language (ESL) or remedial English courses, how they can best be identified and tested, or whether they should be taught in separate classes, we argue that more fundamental shifts are needed. Instead of conceiving of students’ language and literacy development solely in terms of progress through ESL or remedial English sequences, educators designing support for US-LM students must also consider larger contexts of students’ academic progress, promoting students’ development of language and literacy for success in academic and professional settings as well as progress toward completing credits required for associate degrees, certificates, and transfer to four-year institutions.  相似文献