Why we Need Certification Standards in Criminal Justice Education and what the Impacts will be: a Response to the Concerns of JDs     

Ronald D. Hunter 《Journal of Criminal Justice Education》2013,24(2):193-204

In 2005 the Academy of Criminal Justice Sciences approved ACJS Certification Standards for Academic Programs. This was the culmination of two decades of efforts on the part of criminal justice educators to establish minimum standards for the discipline. These standards were developed to improve the quality of criminal justice education at the associate’s, bachelor’s and master’s degree levels. Section C, which establishes faculty qualifications for teaching at the various program levels, has been criticized by educators holding JDs as an effort by PhDs to push them out of the profession. The President of the Academy of Criminal Justice Sciences responds to specific concerns of JDs and then discusses the general impacts of the ACJS certification standards on criminal justice education.  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

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A DEAN'S AND DEPARTMENT CHAIR'S GUIDE TO DOCUMENTING COMPETENCY‐BASED PROGRAM ANALYSIS AND DESIGN IN THE 2‐YEAR COLLEGE     

Ronald P. Kern 《Community College Journal of Research & Practice》2013,37(4):345-350

Changes in the new Carl D. Perkins Vocational and Applied Technology Education Act of 1990 have added to existing state and regional accrediting agency pressures for competency‐based instruction. Because of these increasing pressures, deans, department chairs, and administrators of federal vocational funds administered under the act are, and will continue to be, required to provide evidence that their programs are competency based. A three‐step model to competency‐based programs as well as administrator guidelines for needed documentation are presented.  相似文献   

EVOLUTION OF SECONDARY AND TWO‐YEAR COLLEGE TECH PREP PROGRAMS FROM THE ARTICULATION MOVEMENT     

Stephanie P. Kern  Ronald P. Kern 《Community College Journal of Research & Practice》2013,37(6):533-542

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RESULTS OF THE VOCATIONAL EDUCATION DATA SYSTEM EMPLOYER FOLLOW‐UP SURVEY FOR MASSACHUSETTS COMMUNITY COLLEGES     

James Carifio  Ronald Biron  Allen Shwedel 《Community College Journal of Research & Practice》2013,37(3):293-303

This article presents the results of the Vocational Education Data System employer follow‐up (EFU) survey for graduates of 15 public community colleges who were employed full time between 1 and 2 years after graduation (N = 588). In general, these community college graduates were rated between good and very good on the quality of work and preparation EFU items. No correlations were found between EFU ratings and average hourly wage, even within program areas, indicating that the average hourly wage of community college graduates is a flawed index of program or graduate quality. No significant differences were found between female and male EFU ratings, but large significant differences in average hourly wage were found, even within program areas. This particular and direct finding tends to support current contentions that women are not receiving equal pay for equal quality or work in the marketplace.  相似文献   

WOMEN FULL-TIME FACULTY OF COLOR IN 2-YEAR COLLEGES: A TREND AND PREDICTIVE ANALYSIS     

Ronald D. Opp  Penny Poplin Gosetti 《Community College Journal of Research & Practice》2013,37(7-8):609-627

This study involved trend and predictive analyses to examine changes in the proportional representation of women full-time faculty by race/ethnicity from 1991 to 1997 in a sample of 1,024 matched two-year colleges. Large, Hispanic-serving, Historically Black, and California two-year colleges, along with the percentage of women administrators of color entered as significant positive predictors of change in the proportional representation of women full-time faculty of color. These findings open the door, not only to new ways of informing policy development and practice, but also to future research that can uncover new understandings of gender and race-equitable practices in two-year colleges.  相似文献   

MULTICULTURALISM AND CBTE: A HISTORIAN'S REFLECTION     

Ronald K. Goodenow 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):44-51

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Culture and Pedagogy in Teacher Education     

Ronald Soetaert  Andre Mottart  Ive Verdoodt 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):155-174

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The pricing of soft and hard information: economic lessons from screenplay sales     

William N. Goetzmann  S. Abraham Ravid  Ronald Sverdlove 《Journal of Cultural Economics》2013,37(2):271-307

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Social media and students’ behavioral intentions to enroll in postgraduate studies in Kenya: a moderated mediation model of brand personality and attitude     

Gabriel Simiyu  Ronald Bonuke  Joyce Komen 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):66-86

ABSTRACT

Using cross-sectional data from 504 students from four Kenyan universities, this study evaluates the indirect effect of brand personality on the relationship between social media and students’ behavioral intentions to enroll in postgraduate studies. Additionally, the study examines the moderating effect of attitude on the relationship between social media and brand personality, social media and students’ behavioral intentions, brand personality and students’ behavioral intentions. Finally, it investigates the moderating effect of attitude on the indirect process of brand personality on the relationship between social media and students’ behavioral intentions. The study is guided by the Theory of Planned Behavior, Technology Acceptance Model and Self Congruity Theory. Process Macro is used to analyze data. Results indicate that social media significantly predicts students’ behavioral intentions and this relationship is partially mediated by brand personality. Besides, attitude moderates the relationship between social media and students’ behavioral intentions and also the relationship between brand personality and students’ behavioral intentions. Finally, attitude has a conditional effect on the indirect relationship between social media and student’s behavioral intentions via brand personality and this effect is much stronger with a higher level of attitude. These findings contribute new knowledge to literature and theory.  相似文献