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Recent demographic trends and growth in the public sector of higher education have created severe strains for many private liberal arts colleges. The population ecology model, which explains the survival or demise of organizations in terms of their ability to negotiate for resources in their environment, provides a framework for assessing predictors of continued success among colleges. A three-way discriminant analysis based on the population ecology framework and other empirical research led to the successful classification of almost 72% of a sample of colleges in terms of their experiences during the 1970s. Number of departments, median state income, library holdings per enrollee, sectarian affiliation, annual tuition, Roman Catholic affiliation, and SAT composite score were found to be major predictors. 相似文献
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M. Jules Bourson 《Journal of The Franklin Institute》1840,29(5):326-327
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The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the quality and relevance of their programmes to the needs of the labour market. The purpose of this multiple-case study is to describe the potential of teacher collaborative curriculum design (TCCD) in TVET colleges for improving the internal and external consistency of curricula. The study describes how four teams from different TVET college departments redesigned their programmes systematically and relationally to improve their internal and external consistency. The findings indicated that although the teams found the re-design task a challenge, they felt positive about the TCCD experience and its outcomes. The design teams also perceived the consistency of their programmes to have improved. The criticality of the support offered to the teams and the variety of the teams' design work were salient themes captured during the design process. It is concluded that supported TCCD teams, applying a systematic and relational approach, can be an efficient strategy for maintaining the consistency of the TVET curriculum. 相似文献
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Tavis D. Jules 《Globalisation, Societies & Education》2014,12(4):474-497
In this era of amplified regionalisation, the Economic Commission for Latin America and the Caribbean's (ECLAC) conceptualisation of ‘open regionalism’ is pertinent to examine the role of regional governance mechanisms in constructing what I call the Caribbean Educational Policy Space. With the aid of a latent content analysis of policy documents that focuses on the current wave of regionalism within the Caribbean Community (CARICOM) countries, I argue that open regionalism is the instrument that facilitates the expansion of education into a regional tradable commodity that is embedded and linked to the Caribbean Single Market and Economy (CSME). I suggest that open regionalism can be further finessed to consider the modalities that make the operationalising of the integrative project possible. In essence, open regionalism is used as a governance framework by CARICOM's states to enact national educational reform. I conclude by arguing that open regionalism is an approach that is driven by the knowledge-based economy, premised upon innovation and inventiveness, which facilitates regional entry into hemispheric relations, and focused on the deepening global relations. 相似文献
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Jules L. Ellis 《Educational and psychological measurement》2021,81(3):549
This study develops a theoretical model for the costs of an exam as a function of its duration. Two kind of costs are distinguished: (1) the costs of measurement errors and (2) the costs of the measurement. Both costs are expressed in time of the student. Based on a classical test theory model, enriched with assumptions on the context, the costs of the exam can be expressed as a function of various parameters, including the duration of the exam. It is shown that these costs can be minimized in time. Applied in a real example with reliability .80, the outcome is that the optimal exam time would be much shorter and would have reliability .675. The consequences of the model are investigated and discussed. One of the consequences is that optimal exam duration depends on the study load of the course, all other things being equal. It is argued that it is worthwhile to investigate empirically how much time students spend on preparing for resits. Six variants of the model are distinguished, which differ in their weights of the errors and in the way grades affect how much time students study for the resit. 相似文献
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Joan Lieber Paula J. Beckman Marci J. Hanson Susan Janko Jules M. Marquart Eva Horn Samuel L. Odom 《Early education and development》1997,8(1):67-82
As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs. 相似文献
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Royer James M. Abadzi Helen Kinda Jules 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
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