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2. Securing Growth and Jobs: Improving U.S. Prosperity in a Worldwide Economy. A White Paper from Business Roundtable
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Business Roundtable, Washington, DC.
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The Business Roundtable prepared this paper to: (1) help policymakers and the public better understand the facts about the United States' role in the worldwide economy; (2) offer context and perspective on employment trends; and (3) recommend a package of policies that will stimulate economic growth, foster innovation, create jobs and help workers develop skills for the jobs of today--and the jobs of tomorrow. Included among the Business Roundtable's recommendations for federal and state leaders are the following steps for improving education and training: (1) Identify how all of the public programs that now provide worker education, training and adjustment assistance can increase their flexibility, accessibility and effectiveness; (2) Modify existing trade adjustment assistance programs to include workers in services; (3) Launch a national initiative to design a new worker education, training and adjustment system for the 21st century; (4) Stay the course on implementation of the No Child Left Behind Act to improve reading and math achievement of the students who are tomorrow's workforce; (5) Move dedicated support for improving math and science education to the top of the list of federal education funding priorities; and (6) Design education and immigration policies to address the impact of demographic and higher education enrollment trends on the scientific and engineering workforce. (Contains 54 endnotes.)
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- 2004
3. Liberal Arts Colleges in American Higher Education: Challenges and Opportunities. ACLS Occasional Paper, No. 59
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American Council of Learned Societies
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This American Council of Learned Societies (ACLS) Occasional Paper presents the proceedings of a conference on "Liberal Arts Colleges in American Higher Education: Challenges and Opportunities" convened by ACLS in November 2003 in Williamstown, Massachusetts with the support of the Oakley Center for the Humanities and Social Sciences at Williams College and the collaboration of the Sterling and Francine Clark Art Institute. Eighteen speakers on five panels focused on historical perspectives, fiscal pressures, professional life, student achievement, and the future of liberal arts colleges. The frame of the Williamstown conference encompassed questions of faculty development and scholarly formation, but widened to include also the relationship between intellectual mission and economic constraints of the college-university, the history of these institutions, and their distinctive effectiveness in undergraduate education. The papers delivered were revised following discussion and an additional entry, Michael McPherson's, was solicited for this volume. Including Dr. McPherson, ten current or former college presidents participated in this discussion. The Introduction is presented by Pauline Yu while the Prologue, entitled "The Liberal Arts College: Identity, Variety, Destiny," is provided by Francis Oakley. The volume divides into three sections. Section I, "The Past: The Liberal Arts Mission in Historical Context," contains these papers: (1) Balancing Hopes and Limits in the Liberal Arts College (Helen Lefkowitz Horowitz); and (2) The Problem of Mission: A Brief Survey of the Changing Mission of the Liberal Arts (Christina Elliott Sorum). Section II, "The Present: Economic Pressures/Teaching, Research, and Professional Life/Educational Goals and Student Achievement," contains these papers: (3) The Economic Challenges of Liberal Arts Colleges (Lucie Lapovsky); (4) Discounts and Spending at the Leading Liberal Arts Colleges (Roger T. Kaufman); (5) Scholars and Teachers Revisited: In Continued Defense of College Faculty Who Publish (Robert A. McCaughey); (6) Beyond the Circle: Challenges and Opportunities for the Contemporary Liberal Arts Teacher-Scholar (Kimberly Benston); (7) Built To Engage: Liberal Arts Colleges and Effective Educational Practice (George D. Kuh); and (8) Selective and Non-Selective Alike: An Argument for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges (Richard Ekman). Section III, "The Future: Five Presidents on the Challenge Lying Ahead," contains these papers: (9) The Challenges Facing Public Liberal Arts Colleges (Mary K. Grant); (10) The Importance of Institutional Culture (Stephen R. Lewis); (11) The Future Ain't What It Used to Be (Michele Tolela Myers); (12) A Story Untold and Questions Unasked (David H. Porter); and (13) Liberal Arts Education at Large Research Universities and at Small Liberal Arts Colleges (Morton Owen Schapiro). Responses to articles in sections I and II are presented by Stephen Fix, Michael S. McPherson, Kenneth P. Ruscio, and Mitchell J. Chang. (Contains 23 figures, 3 tables, and 157 notes.)
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- 2005
4. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (27th, Chicago, Illinois, 2004). Volume 1
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
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For the twenty-seventh year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]
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- 2004
5. Teaching and Research Quality Indicators and the Shaping of Higher Education. AIR 1997 Annual Forum Paper.
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Stanley, Elizabeth C. and Patrick, William J.
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Two important sets of performance indicators for institutions of higher education have become established in the United Kingdom: research quality ratings and teaching quality ratings. The research quality ratings and, to a lesser extent, the teaching quality ratings influence the level of government funding provided to higher education institutions. This paper considers the correlations between the two ratings and the possible consequences of policies which reshape the higher education sector by concentrating research resources in a limited number of institutions. Comparisons are made between quality assurance/assessment approaches in the United Kingdom and the United States, finding that U.S. higher education is much larger, more heterogeneous and has less government control than U.K. higher education, While the U.S. system of colleges and universities is generally unranked (by those responsible for accreditation), the UK system includes rankings. Use of use various analytical approaches to compare teaching and research ratings for both systems concluded that it remains unclear whether the measurement standards will lead to improvements in teaching and research. (Contains 38 references.) (Author/DM)
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- 1997
6. University Examinations and Standardized Testing: Principles, Experience, and Policy Options. World Bank Technical Paper Number 78. Proceedings of a Seminar on the Uses of Standardized Tests and Selection Examinations (Beijing, China, April 1985).
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World Bank, Washington, DC., Heyneman, Stephen P., and Fagerlind, Ingemar
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In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese officials at a meeting held in April 1985. In addition to an introduction by S. P. Heyneman and I. Fagerlind, the following papers are provided: (1) "Admission to Higher Education in Japan" (T. Hidano); (2) "Examinations for University Selection in England" (J. L. Reddaway); (3) "Admission to Higher Education in the United States: The Role of the Educational Testing Service" (R. J. Solomon); (4) "Public Examinations in Australia" (J. P. Keeves); (5) "Education in Sweden: Assessment of Student Achievement and Selection for Higher Education" (S. Marklund); (6) "A Brief Introduction to the System of Higher School Enrollment Examinations in China" (L. Zhen); (7) "Designing the English Language Proficiency Test in China" (G. Shichun); (8) "Assessing the Quality of Education over Time: The Role of the National Assessment of Educational Progress (NAEP)" (A. E. LaPointe); (9) "Cross-National Comparisons in Educational Achievement: The Role of the International Association for the Evaluation of Educational Achievement (IEA)" (J. P. Keeves); (10) "Examinations as an Instrument To Improve Pedagogy" (A. Somerset); and (11) "Improving University Selection, Educational Research, and Educational Management in Developing Countries: The Role of Examinations and Standardized Testing" (S. P. Heyneman). Collectively, the papers contain 31 tables and 13 figures. (SLD)
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- 1988
7. The Relationship between Parents' Access to Social Capital and Children's Educational Outcomes in a Global Context
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Ding, Yafen
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This piece of research project has demonstrated that there is a gap in educational achievement between parents' access to social capital and children's educational outcomes in a global context by examining England, United States and China specifically. Through examining educational resources, from in-school factors, such as facilities, teacher quality and teacher to student ratio, to out-of-school factors, such as family structure, socioeconomic status, and community values. This research paper evaluates several theories of social capital in the hopes of providing an explanation for why this achievement gap exists.The literature review outlines an analogy between Diamond's (1999) geographic luck theory and the education system in a global context. The review of the literature also examines the relationship between parents' access to socioeconomic background and academic performance across diverse backgrounds. This paper shows the importance of all kinds of resources to academic achievement and how social capital plays a consequential role in the students' educational outcomes.
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- 2020
8. Driven by Data: Using Licensure Tests to Build a Strong, Diverse Teacher Workforce
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National Council on Teacher Quality, Putman, Hannah, and Walsh, Kate
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Building a strong, diverse teacher workforce in sufficient numbers requires understanding of the points along the pathway into the teaching profession where aspiring teachers are most likely lost. Currently, policymakers, state education agencies, and teacher prep programs have limited insight into the obstacles along this pathway, largely due to incomplete or inaccurate data. This makes it hard to identify when and why prospective teachers, particularly persons of color, elect not to consider teaching or, having started down the pathway, exit prematurely. In this study, National Council on Teacher Quality (NCTQ) focuses on a pivotal point for elementary teachers: when teacher candidates take their licensure tests on the content knowledge defined by states as necessary for the job of teaching. States generally expect elementary teachers to have foundational knowledge in English/language arts, mathematics, science, and social studies. Low rates of candidates passing licensure tests, especially for candidates of color, have become the subject of considerable debate in states across the country and have some states questioning their testing regimes. These low pass rates present a challenge for policymakers and educator preparation programs working to both diversify the profession and also ensure that every classroom is staffed with a well-prepared teacher. This paper provides the framework for the pass rate data available for each state. While the focus here is on elementary content licensure tests, the analysis can be applied to any assessment on any subject or grade span. [This report was funded by the Gates Family Foundation.]
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- 2021
9. The Use of Debates as an Approach to Deliver the Course Entitled 'The Impact of US Policy on Integration Processes in Europe in the Post-Bipolar Era'
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Korniienko, Alina Yu
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The purpose of this research was to identify how the use of a debate-based course delivery approach merged with a flipped classroom model influenced the students' academic outcomes and motivation in relation to their intelligence type and how the sampled students perceived the course delivery approach and certain debate-related activities. Sampled students' academic performance records, an evaluation survey to obtain students' feedback on both the course delivery approach and the effectiveness of the activities like 'Think-Pair-Share', 'Write-Pair-Share', 'Illogical story-telling', 'Treasure Hunt', case-study, 'One Minute Paper', 'Attitude/motivation test battery' as intelligence type-based diagnostics of learners' motivation, and a focus-group semi-structured interview were used as the instruments. SPSS 10.0.5 computer statistical package was used to process data. The use of debates to deliver the instructional content to the tertiary students can be considered a three-vector approach capable to bring a positive change to learning motivation, cognitive (intellectual) activity, self-esteem (self-efficacy) of a student and the overall quality of the vocational training system of the historians and lawyers-to-be. This study boosts the methodology of vocational training of the students majoring in humanities like History/Law in terms of fostering the 21st century-competencies and it adds a different perspective to the theory on relation between the type of intelligence and skills. This approach fosters learner autonomy and positive perception of challenging educational activities. It was found that it was prerequisite for the success of the above approach that there was a well-trained debate moderator, and debate-procedure-aware and trained students. The further research is needed in purposeful introduction of NLP training into the above model and examination its impacts.
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- 2020
10. Perspectives on Social and Emotional Learning in Tertiary Education. Policy Information Report and ETS Research Report Series No. RR-20-19
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Millett, Catherine M.
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In addition to literacy and numeracy skills, social and emotional skills are increasingly recognized as being essential for success in school and beyond. This commentary paper summarizes the discussions from a 2018 seminar on social and emotional learning (SEL) in tertiary education in Canada, Mexico, and the United States. The summary is framed through the lenses of competition, cooperation, and complementarity. While institutions of higher education compete for students, they cooperate by leveraging knowledge of how students succeed at a particular institution and they seek complementarity by recognizing that student/institutional fit may increase completion. Their shared goal is for students to succeed in getting to, through, and beyond tertiary education.
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- 2020
11. Education and New Developments 2017
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Carmo, Mafalda
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This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
- Published
- 2017
12. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
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Bayeck, Rebecca Yvonne
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This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
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- 2016
13. The Centrality of Engagement in Higher Education: Reflections and Future Directions
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Fitzgerald, Hiram E., Bruns, Karen, Sonka, Steven T., Furco, Andrew, and Swanson, Louis
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In this commentary, the authors reflect on their 2012 article, "The Centrality of Engagement in Higher Education" (EJ1001357) reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." In their original article, they argued that for higher education to contribute meaningfully to transformational change in society, it would have to act to make engagement scholarship a central aspect of its work, spanning the spectrum of its disciplinary units, centers, and institutes (Fitzgerald, Bruns, Sonka, Furco, & Swanson, 2012). Solving societal problems requires recognition that the problems are in society; as an embedded part of complex society systems, these societal problems affect universities and the students, alumni, faculty, and staff who are a part of both the university and community systems. Thus, they argued, efforts to solve problems-in-society require new approaches to knowledge generation, generally described within the context of partnerships, collaboration, exchange of knowledges, and cocreation of solutions. Herein, the authors suggest ways to engage community, and perhaps to generate intergenerational input such as making more effective use of social media to build networks and organizations that are inclusive of community partners. Additionally, they raise questions relating to data sources, or "big data," and how analytics may provide new dimensions for community engagement scholarship in experiential learning settings as well as student performance and success analytics, particularly in just-in-time feedback for instructors. The article concludes with a review of several seminal events, such as the emergence of the Academy of Community Engagement Scholarship (ACES) and the induction of its first two sets of members, that have occurred since publication of their original 2012 article. [For "The Centrality of Engagement in Higher Education" (2016), see EJ1097192.]
- Published
- 2016
14. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2016 International Pre-Conference (65th, Albuquerque, New Mexico, November 6-8, 2016)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Boucouvalas, Marcie, and Avoseh, Mejai
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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those we serve. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers were presented at the 65th conference: (1) Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia (Mousa S. Alfaifi); (2) Career Transitions and Professional Development of Bulgarian Immigrants in the United States (Iva Angelova); (3) Preserving the Social Cohesiveness and Lifelong Learning Mission of Scotland's Public Libraries: Evaluating the Scottish National Library Strategy through the Capabilities Approach (Kiran Badwal); (4) Factors Associated with International Graduate Students' Academic Performance: A Comparative Analysis between the First Semester and the Subsequent Semester in the U.S. (Muhittin Cavusoglu, Williemae White, Waynne B. James, and Cihan Cobanoglu); (5) A Framework for International Student Participation in Postsecondary U.S. English Language Programs (Valeriana Colón); (6) How a Visual Language of Abstract Shapes Facilitates Cultural and International Border Crossings (Arthur Thomas Conroy, III); (7) Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data (Phyllis A. Cummins and Suzanne R. Kunkel); (8) The Power of Relationship Building in International Short-Term Field Study Experiences at the Graduate Level (Brittany Davis and Joellen E. Coryell); (9) A History of Oral and Written Storytelling in Nigeria (Simeon Edosomwan and Claudette M. Peterson); (10) Reflections after Working at the Center for Refugees of Conetta, Italy: Practice and Competencies Needed (Mario Giampaolo and Antonella Pascali); (11) Sustainability Adult Education: Learning to Re-Create the World (Wendy Griswold); (12) New Perspectives from a Quasi-English Translation of Dusan Savicevic's 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy (John A. Henschke); (13) Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States (Yvonne Hunter-Johnson); (14) Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States (Yvonne Hunter-Johnson and Norissa Newton); (15) Designing Professional Learning Communities through Understanding the Beliefs of Learning (Jie Ke, Rui Kang, and Di Liu); (16) Olympic Sports Coaching Education: An International Coach's Perspective (Cameron Kiosoglous); (17) Global Leadership Competencies in Selected Adult Education Graduate Programs in the United States and Western Europe (Arthur Ray McCrory and Waynne B. James); (18) Adult Development: A Global Imperative (Linda E. Morris); (19) Henry Carmichael [1796 to 1862]: Australia's Pioneer Adult Educator (Roger K. Morris); (20) Do College Instructors Have Implicit Bias toward Latino-Accented English Speakers? (Eunkyung Na); (21) Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education (Annalisa L. Raymer); (22) The Key-Role of Teachers within the Italian School-Work Alternation Programs (Concetta Tino and Monica Fedeli); (23) An Analysis of Europe within Adult Education Literature (Susan M. Yelich Biniecki); and (24) Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana (Jill Zarestky and Leslie E. Ruyle). (Individual papers contain references.)
- Published
- 2016
15. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
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We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2016
16. Cross-Cultural Findings of Computer Literacy Among the Academic Olympians.
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Nokelainen, Petri, Tirri, Kirsi, and Campbell, James R.
- Abstract
This paper investigates computer literacy related cross-cultural factors that predict academic ability among mathematically gifted Olympians in Finland (N=72, 68 males and 4 females) and the United States (N=80, all males). The following research questions were formulated: (1) What is the nature of the connection between computer skills and development of the Olympians' mathematics skills (grade point average, or GPA)? (2) Does computer literacy contribute to the academic productivity? (3) What re the most culture-dependent components of computer literacy? The results for the first and second research questions indicate that computer literacy is more of a cross-culturally distinctive than a connective factor contributing to the development of the Olympians' mathematics skills and later academic productivity. In the Finnish data, the influence of computer literacy was positive for both GPA and productivity as opposed to the United States data where the influence was found to be negative. The third research question is investigated with dependence and classification modeling. The results indicate that the most culture-dependent variable measuring computer literacy is the use of the Internet. The components that predict the best culture-dependent computer literacy are programming skills, basic computing skills, and self evaluating computing skills. (Contains 24 references.) (Author/AEF)
- Published
- 2002
17. Academic Performance of Immigrants of African Heritage in STEM: A Look at Two World Continents
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Pinder, Patrice Juliet
- Abstract
Ogbu and Simon's (1998) and Ogbu's (2003) cultural-ecological theoretical framework postulates that voluntary immigrants, those who chose to migrate to a new land, would perform well academically because of their perceived beliefs that they could get a good education and could succeed more in their "new" land of opportunity than in their "native" country. However, does the aforementioned notion hold true for both African and Afro-Caribbean immigrants to North America (USA & Canada) and Europe (U.K.)? The present study addresses a gap identified by Pinder (2010); in which, she called for more studies to explore and document differences in African heritage students' performances in North America and Europe. Thus, this study examines and compares the academic performance of African and Afro-Caribbean immigrant students in STEM in North America and Europe. Findings do suggest that African students consistently do well academically in North American countries and in the U.K. (Europe), and these findings align with Ogbu's cultural-ecological assumptions about voluntary immigrants' performance in a "new" land of opportunity. On the other hand, although data findings suggest Afro-Caribbean students are performing well academically in North American countries, data findings also suggest that they are underperforming in comparison to their peers in the U.K., this finding conflicts with Ogbu and Simon's cultural-ecological assumption.
- Published
- 2014
18. Intercollegiate Athletics in Canada and the United States: Differences in Access, Quality, and Funding
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Geiger, Natalie M.
- Abstract
Despite the fact that both the Canadian and American intercollegiate athletic leagues are highly competitive, there are significant differences between the two intercollegiate athletic systems, which may produce different experiences for student-athletes enrolled in each system. The differences between the two systems are related to the fundamental triad of issues which affect postsecondary education as a whole: access, quality, and funding. In the context of intercollegiate athletics and for the purposes of this paper, the author refers to access as the admission of student-athletes to institutions, quality as measures and outcomes related to student-athletes' athletic and academic performance, as well as their personal development within intercollegiate athletics programming, and funding as the methods and resources institutions use to finance their athletic programs. This paper discusses these differences in access, quality, and funding between the intercollegiate athletics system governed by the largest organization of American intercollegiate athletics, the National Collegiate Athletic Association (NCAA), and the intercollegiate athletics system governed by the Canadian organization called Canadian Interuniversity Sport (CIS).
- Published
- 2013
19. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
- Author
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International Association for Development of the Information Society (IADIS)
- Abstract
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.
- Published
- 2012
20. How We Justify and Perpetuate the Wealthy, White, Male Academic Status Quo through the Use of Biased Admissions Requirements
- Author
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Micceri, Theodore
- Abstract
Prompted by some disturbing trends of reducing enrollment among females and minorities in an earlier study (Borman, Workman, Miller & Micceri, 2006), this study, using data from over 600,000 Florida State University System (SUS) applicants, demonstrates empirically how a trend that began during World War II helps ensure that males and society's upper class of wealth and power (usually whites) gain unjustified advantages when it comes to enrolling in prestigious public universities as a result of standardized admissions tests. Higher education has historically been, at least until the proletariat revolutions of the 20th Century, almost the exclusive territory of the aristocracy's young males. This was a place they could send their young and avoid the danger of interacting with city workers. For example, between 1890 and 1900, fewer than 5% of Americans aged 18 to 21 years attended higher education institutions (Goldin & Katz, 1999, p. 41). By 1970, this percentage had risen to 70%, meaning that large numbers of "commoners" were rubbing elbows with the elite, partly because the 1965 Higher Education Act stated that colleges couldn't turn away applicants because their families were poor. Such interaction with society's riffraff had traditionally been avoided by the aristocracy through the use of exclusive (expensive) private colleges. Theoretically, public universities, which are paid for by the taxes of all, should offer those of the lower classes equal opportunity for higher education. However, in the latter part of the 20th Century and the early years of the 21st Century, as the United States experiences increasing wealth disparity (Sahadi, 2006; Witte & Henderson, 2004), we see a disturbing tendency to exclude "commoners." Haycock & Gerald (2006, p. 3) state, regarding public flagship institutions: "Even as the number of low-income and minority high school graduates in their states grows, often by leaps and bounds, these institutions are becoming disproportionately whiter and richer." Numerous others echo such statements (Heller & Marin, 2002; Astin & Oseguera, 2004; Sacks, 2007). Probably the most important tool used by higher education to discriminate against riffraff is a selection bias inherent in "stringent admissions requirements," or perhaps better stated: higher test score requirements (Astin & Oseguera, 2004). In the Florida State University System (SUS) the "more stringent requirements" apparently resulted from a 70% increase in First Time in College (FTIC) matriculations during a time when constant dollar funding only increased by 11% (1996 to 2003 using HEPI). Although standardized tests were initially pushed to the fore as an admissions requirement in an attempt to reduce class bias, in reality, they increase the class bias effect. Stimulated by earlier research conducted in an attempt to understand the recent movement of underrepresented minorities from direct entry into the SUS to transfer from community colleges, in addition to Gibson's (2001, p 1.) claim that: "...The SAT measures, above all else, class, sex, and race..." This study addresses the research question: Do consistent score differences occur on standardized tests between different sexes or race/ethnicities (an affluence proxy) for students exhibiting the same historic academic performance levels as measured by High School Grade Point Average (GPA)? (Contains 4 footnotes, 1 table, and 2 figures.)
- Published
- 2009
21. Hitting Home: Quality, Cost, and Access Challenges Confronting Higher Education Today
- Author
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Lumina Foundation for Education, Indianapolis, IN. and Reindl, Travis
- Abstract
A recent study by the Bureau of Labor Statistics indicates that high-skill jobs that require advanced learning will make up almost half of all job growth in the United States by 2014. Present trends indicate that there will be a dearth of adequately educated workers to fill these new jobs: as a result of changing demographics, rising costs and prices, the erosion of quality, and structural forces preventing work on these problems, ground is being lost in helping to ensure that all Americans can attend college at a cost the nation and its families can afford. Ground is also being lost to other countries in the area of degree production, largely because of relatively low completion rates. A new report, "The Degree Gap," estimates that the United States will need to produce 15.6 million more Bachelor's and Associate's degrees beyond currently expected levels if the nation is to keep up with its best-performing peers. After describing these issues, the author discusses the need to establish goals and metrics to support strategic plans and public agendas for increased degree production, and presents several possible strategies for meeting these goals. (Contains 5 figures.) [This report was produced by Jobs for the Future on behalf of Making Opportunity Affordable, an initiative of the Lumina Foundation for Education.]
- Published
- 2007
22. Motivational and Learning Strategies of Community College Students
- Author
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Harris, Sandra M., Edmundson, Larry B., and Jacobson, Rebecca
- Abstract
This study investigated the construct validity of an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) for use with community college students. The MSLQ which is an 81-item, self-report inventory which consists of 2 sections and 15 scales that assesses college students' motivational orientations and learning strategies. The sample consisted of 158 participants from four community colleges located in the Western United States. A reliability analysis produced coefficient alphas which ranged from .49 to .93 for the scale scores. When compared to data from the normative sample, there was consistency in the coefficient alphas for 6 of the 15 scales. Of the areas of inconsistencies, the differences in values for coefficient alpha ranged from .05 to .20. Results indicate that while the MSLQ may be valid for assessing motivational and learning strategies, users must take caution when interpreting scores obtained from different cultures. Suggestions for further research discussed. (Contains 2 tables.)
- Published
- 2006
23. Is Accreditation Accountable? The Continuing Conversation between Accreditation and the Federal Government. CHEA Monograph Series 2003, Number 1
- Author
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Council for Higher Education Accreditation, Washington, DC. and Eaton, Judith S.
- Abstract
This monograph addresses key issues in the current discussion between accreditation and the federal government relative to accountability and higher education. The reauthorization of the Higher Education Act (HEA) now being discussed in Congress is driving this issue to the top of the academic agenda. The paper describes some of the accountability expectations of those in government in relation to accreditation, especially accountability and evidence of institution and program performance and student learning outcomes. It contrasts these government expectations with the accountability expectations of some in higher education and accrediting organizations themselves. The paper then examines four options that are being discussed in relation to these government calls for accountability in the context of the current reauthorization. One option offered by some in higher education is to do nothing on the assumption that, in relation to the current call for accountability, "this, too, shall pass." A second option is to affirm the value and effectiveness of current accreditation practice as adequate evidence of accountability. A third option has been offered by a member of Congress and would separate accreditation from the HEA on the grounds that the differences between what accreditation does and what government wants cannot be reconciled. A fourth option offered here seeks to bridge the divide that appears to exist between what government wants and what accreditation does by urging accrediting organizations and higher education to take steps to address the current accountability expectations in this reauthorization, but only in the context of the federal government acknowledging that these organizations and institutions (not government) have primary responsibility for judgments about academic quality, including institution and program performance and student learning outcomes. Appendix A presents the United States Department of Education Recognition Standards. Appendix B presents The Effectiveness and Value of Accreditation. (Lists 6 sources.) [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance.]
- Published
- 2003
24. The U.S. and Japanese Education: Should They Be Compared?
- Author
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Fereshteh, M. Hussein
- Abstract
When Japanese education is considered from a Western perspective, the stereotypical image seems to be that of a rigid, achievement-oriented, and traditional system, producing technologically-focused human beings. This presentation focuses on the human and cultural dimensions of Japanese society and on how Japanese children are motivated to achieve and surpass their American counterparts. A framework is provided for examining: (1) the complex cultural collaborations or interrelationships that exist in Japan among parents, schools, and society; (2) the society's cultural and philosophical bases, specifically, that human beings are a single, harmonious physical and mental unit defined by relationships with others (in contrast to the private, objective, individualistic values of the West); (3) the strong Japanese national identity which is reinforced by fundamental philosophic and moral principles and ethics; (4) the traditional role of the mother and her responsibilities as the main source of influence in the family; (5) the relationship between education and occupation; (6) the course of study in elementary schools; (7) the highly competitive entrance examinations required for a student to enter a high school or university; and (8) the nature of reform efforts in Japanese schools. (LL)
- Published
- 1992
25. 'Juku' and the Performance of Japanese Students: An American Perspective.
- Author
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Dolly, John P.
- Abstract
This report outlines the role of after school programs (Juku) in preparing Japanese students for high school and university entrance examinations and presents some growing concerns about the movement. Juku plays a major role in insuring the success of Japanese students on tests administered within the country and on international comparisons made on the basis of achievement test scores. After 12 years of schooling, based on the American model, Japanese children have averaged 4 years more schooling than their counterparts in the United States, accounting in part for differences in test scores noted between U.S. and Japanese students. However, the growing pressure to succeed on examinations is taking a toll, and educators are questioning its impact on students' mental health; tests are beginning to determine curriculum, particularly in private schools; and a disparity is growing between educational opportunities for wealthy and poor students, based on parents' ability to pay. Despite these concerns, there is still widespread support among the population for Juku programs. Parents resist the notion of reducing the school week from 6 to 5 days and seem committed to spending the money and time necessary to have their children enroll in extra classes to secure a competitive advantage on the tests that determine which high schools, colleges, and/or universities the students may attend. (Contains 19 references.) (LL)
- Published
- 1992
26. Semantic Differential Comparisons of Attributions and Dimensions between U.S. and Israel.
- Author
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Chandler, Theodore A. and Spies, Carl J.
- Abstract
Beliefs about the causes of success and failure in academic achievement were compared for students in the United States and Israel. The following 11 attributions were placed randomly in a questionnaire format: (1) mood; (2) skill; (3) knowledge; (4) chance; (5) effort; (6) competence; (7) help; (8) ability; (9) task; (10) bias; and (11) luck. Each was followed by a random ordering of five 7-point scales on the following dimensions: external-internal; global-specific (to a particular situation); uncontrollable-controllable; stable-unstable; and predictable-unpredictable. Subjects were asked to rate the attributions. The United States sample included 50 undergraduate education students, 50 graduate education students, 50 undergraduates from an introductory psychology course, and 50 adults who had never attended a college or university. The Israeli sample included 53 undergraduate education students, 80 graduate education students, 56 undergraduate psychology students, and 50 adults without a college background. Three-way factor analyses of variance were used for group, sex, and attributions. Israelis were more internal than were subjects from the United States for task difficulty and luck, and were less predictable on task difficulty, less controllable for competence, but more controllable for luck. In all four groups, attributions of skill, knowledge, and luck revealed the largest differences between the two groups. Results are discussed in terms of the cultural views and experiences of the two populations. The rating scale used is included. (SLD)
- Published
- 1991
27. Comparing Teacher Dispositions in China and the USA
- Author
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Shao, Kun and Tamashiro, Roy
- Abstract
In studies conducted in the USA, teacher dispositional factors such as enthusiasm, professional esteem and learning motivation often emerge as the most significant variables affecting student learning and achievement from the primary grades through higher education. Do these factors play as significant a role in student learning and achievement in China as they do in the USA? This conceptual paper aims to compare the patterns of teacher dispositions in China with those patterns in the USA. Fourteen experienced teachers and instructors at schools and universities in China and the USA provided oral and written narratives in which they reflected on how teacher attitudes and dispositions affected student learning and achievement.
- Published
- 2013
28. eFACT: Formative Assessment of Classroom Teaching for Online Classes
- Author
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Berridge, Gina G., Penney, Samantha, and Wells, Judith A.
- Abstract
As online degrees and programs increase in number and popularity so does the need for excellence and quality in the programs and courses offered. Becoming more scholarly in online course delivery, especially in the evaluation or assessment of those classes is essential for teaching and learning. This paper explores the pilot of an evaluation of student learning through anonymous feedback at mid-semester in seven online courses. Electronic Formative Assessment of Classroom Teaching (eFACT) is a process of gathering anonymous student feedback through a faculty consultant using e-mail. This process gives the online instructor the opportunity to make changes to the delivery of the course while the class is in session. Instructors felt they gained useful and meaningful information and were able to make changes in their delivery format midway through the semester. Student learning was helped through the use of online features that made the class more social and interactive. Perceived or real communication issues with the instructor and classmates hindered student learning. Although often citing the "nature" of online learning, the social aspect of learning seemed to be missing for many students. Assessments measures like eFACT can elicit detailed perceptions of student learning while the class is in session. It can affect the quality of the delivery method of the course by giving instructors immediate feedback as students reflect on their learning midway through the course.
- Published
- 2012
29. Investing in Education Powers U.S. Competitiveness: Education Funding Must Be Preserved
- Author
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Center for American Progress and Epstein, Diana
- Abstract
Education is the key to American competitiveness and a strong economy, and continued federal investment in education is needed in order to support improvements in student achievement and put American economy on the path to sustained growth. The United States must continue to invest in education in order to create a system that is more equitable and that produces American students who are more competitive in the global marketplace for talent. Investment in education makes intuitive sense to the American people, but in this tough budgetary climate, it seems that every public investment is on the table to be cut. This paper discusses six reasons why continued federal investment in education should be a no-brainer as the congressional super committee negotiates this fall: (1) Global competitiveness; (2) Ensuring all students reach high standards of achievement; (3) Economic returns; (4) Jobs; (5) Savings elsewhere; and (6) Path to the middle class. Of course, investing in education isn't going to increase student achievement by itself. It matters how that money is spent, and now more than ever it is important to ensure money is spent fairly, efficiently, and effectively. Here are a couple of key principles to follow: (1) Spend scarce federal money where it is most needed; and (2) Education funding should be efficient and effective, emphasizing returns on investment. The author concludes that investment in education is a social and economic imperative, and efficient and effective federal education spending must be protected in this fall's super committee negotiations. (Contains 35 endnotes.)
- Published
- 2012
30. U.S. Department of Education FY 2010 Summary of Performance and Financial Information
- Author
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Department of Education (ED)
- Abstract
This paper presents the U.S. Department of Education's Fiscal Year (FY) "2010 Summary of Performance and Financial Information." FY 2010 was a transition year for the Department as it moves to a new strategic plan. The Department is still firmly committed to its mission of promoting achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. In FY 2010, the Department achieved major milestones in promoting its education goals. The Department focused its efforts on the President's goal of the United States once again having the highest proportion of college graduates in the world--a goal that drives accountability for improvement from cradle to career. It continues to work on the reauthorization of the "Elementary and Secondary Education Act of 1965." To help students struggling financially to enter college, the Department provides low-interest loans to students through the William D. Ford Federal Direct Loan Program, and continues to provide Pell Grants, to make college more affordable and accessible. Over the last two years, the Department has been able to support education jobs through stimulus funding provided by the "American Recovery and Reinvestment Act of 2009." (Contains 1 footnote.)
- Published
- 2011
31. Are College Rankings an Indicator of Quality Education?
- Author
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Schmidt, William, Burroughs, Nathan, Cogan, Lee, and Houang, Richard
- Abstract
Educators need a way of determining how much additional knowledge has been gained by students in a given educational program in comparison with other programs. From the U.S. Teacher Education Study in Mathematics (TEDS), they now have such information. The TEDS yields empirical data on the educational experiences and content knowledge gains of a nationally representative sample of future teachers prepared at a wide variety of institutions. By combining data from the TEDS study with college selectivity measures--specifically the respected Barron's college rankings--it is now possible to estimate the degree to which selective schools provide a superior education, at least in one academic discipline. Other studies, such as that of Arum, Roksa, and Choe (2011), examined learning gains across disciplines using generic measures of cognitive ability such as critical thinking that may or may not be appropriate to specific majors. The virtue of the TEDS study is that it focuses on only one--those preparing to become teachers of primary and early secondary mathematics--which permits specific assessments of content acquisition. In this paper the authors focus on future lower secondary teachers. (Contains 3 tables, 5 figures, and 5 footnotes.)
- Published
- 2011
32. Implementing the Common Core State Standards: An Action Agenda for Higher Education
- Author
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State Higher Education Executive Officers and King, Jacqueline E.
- Abstract
Recent years have seen the pace of change in education accelerate at all levels as educators and policy makers instigate reforms aimed at raising academic achievement in the United States to a world-class level. Perhaps nowhere has the pace and scale of change been more dramatic than in the realm of K-12 academic standards. In 2009, 48 states, two territories, and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process--the Common Core State Standards Initiative--to produce a set of K-12 standards in the foundational subjects of English language arts and mathematics designed to prepare high school graduates to succeed in college and careers. On June 2, 2010, the Common Core State Standards (CCSS) were released. As of December 2010, 41 states and the District of Columbia have formally adopted the CCSS. Most states will begin implementing the standards in schools in 2011-2012. This issue brief describes key areas that will require active participation from higher education leaders and faculty from a broad array of disciplines, in the following areas: (1) Defining college readiness and aligning key policies for the school-to-college transition; (2) Developing K-12 assessments and aligning college placement policies with these assessments; (3) Aligning K-12 and higher education curricula; and (4) Teacher preparation and in-service professional development. The issue brief also suggests structures at the state and local levels that can help facilitate collaboration between K-12 and higher education. It concludes with links to detailed information about the standards and related assessments. [This paper was written with the assistance of Paul Lingenfelter, Sharmila Basu Conger, Charlie Lenth, Julie Carnahan, Margaret Horn, Sandy Boyd, Allison Jones, and Mikyung Ryu.]
- Published
- 2011
33. Is Iowa Educationally Competitive? Children and Iowa's Economic Future. Iowa Kids Count Special Report
- Author
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Child and Family Policy Center, Bruner, Charles, and Crawford, Michael
- Abstract
In 1991, the Child and Family Policy Center (CFPC) titled its first Iowa Kids Count Data Book "World-Class Futures." That year, Iowa ranked eighth among states in the national Kids Count Data Book, and the report warned against complacence. "World-Class Futures" drew comparisons between Iowa's child outcomes and those for some of America's major trading partners and competitors--Canada, Great Britain, France, and Japan--to show that Iowa should not rest on its laurels if it wanted to compete, and excel, in an increasingly international economy. "World-Class Futures" itself was a reference to a Gubernatorial report, "World Class Schools," that set out an agenda to make Iowa's school system a model for the nation. In his last term in office (1994-98), Governor Terry Branstad focused upon significant education reforms and investments designed to be part of his legacy. His successor, Governor Tom Vilsack, followed this up with additional education initiatives to make Iowa's educational system more competitive with other states, including additional funding for teacher salaries and establishing a goal that 90 percent of all high-school students pursue post-secondary education. In his first term in office, Governor Chet Culver has initiated additional actions to bring Iowa teacher salaries up to the national average and established Preschool for All, an early-childhood program designed to make voluntary preschool available to all Iowa four-year-olds. With such attention from Iowa's last three governors on education reform and excellence, one might assume that Iowa's education system would have moved forward over the last 20 years, both in its own right and in comparison with other states. Two 2006 Iowa Fiscal Partnership (IFP) reports, however, provided information that has challenged this assumption and pointed to the need for Iowa lawmakers to seriously reassess the status of Iowa's educational system. The 2007 and 2009 data analyzed in this update support ts and show that, despite recent investments, Iowa students are not keeping up with their counterparts in other parts of the world, or in other states. (Contains 7 tables.) [This paper updates two earlier CFPC reports prepared for the Iowa Fiscal Partnership--"No Longer a Leader" and "Securing Iowa's Economic Future."]
- Published
- 2010
34. A Tale of Two Adult Learners: From Adult Basic Education to Degree Completion
- Author
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Johnson, C., Duckworth, V., Apelbaum, C., and McNamara, M.
- Abstract
This action research study sought to understand what contributed to the success of two adult learners who had previously been left behind by the educational system. The findings revealed the importance of supportive educators, as well as a personal support system. In addition, their participation in this study was an empowering experience for the students. [This paper was published in "NADE Digest," v5 n1 2010.]
- Published
- 2010
35. Rethinking Human Capital in Education: Singapore as a Model for Teacher Development
- Author
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Aspen Institute and Sclafani, Susan
- Abstract
Thinking and acting strategically about human capital development and management is the lifeblood of most high-performing businesses and organizations. Public education in this nation should be no different. Principals' and teachers' performance has more effect on student achievement than any other factor and their effectiveness in increasing student performance varies widely. Given the stakes, it is imperative to act on that knowledge and strengthen the education workforce to better serve students. Yet, few urban school districts have acted on this knowledge to make strengthening human capital a centerpiece of their improvement strategies. To build knowledge and momentum for new approaches to strengthening human capital in education, the Aspen Institute Program on Education and Society has launched a multi-year effort to examine what a systematic human capital system in education might look like building on best practices in education and business both here and abroad. In fall 2006, the Aspen Program on Education convened a seminar of leading policymakers, researchers and practitioners from eight nations to bring international lessons to U.S. policy conversations. Surveying the international landscape, the participants were struck by Singapore--a city-state with both high student achievement and a coherent, performance-oriented, professionalized approach to teacher development. While culture and context matter and the Singaporean system could not be replicated in the U.S., this report on Singapore provides provocative ideas for how school districts and states might move toward a more systematic career and compensation structure. Appended are: (1) Singapore and Its Education System; and (2) Description of the Singapore Performance Management Process. [This paper was written with Edmund Lim. It was prepared for the Aspen Institute Education and Society Program.]
- Published
- 2008
36. Tough Choices or Tough Times: The Report of the 'New' Commission on the Skills of the American Workforce. Executive Summary
- Author
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National Center on Education and the Economy
- Abstract
A swiftly rising number of American workers at every skill level are in direct competition with workers in every corner of the globe. While the United States' relative position in the world's education league tables has continued its long slow decline, the structure of the global economy has continued to evolve. If the U.S. continue on its current course, and the number of nations outpacing it in the education race continues to grow at its current rate, the American standard of living will steadily fall relative to those nations, rich and poor, that are doing a better job. The core problem is that this nation's education and training systems were built for another era. The nation can get where it must go only by changing the system itself. This paper offers the following recommendations: (1) Assume that the nation will do the job right the first time; (2) Make much more efficient use of the available resources; (3) Recruit from the top third of the high school graduates going on to college for the next generation of school teachers; (4) Develop standards, assessments, and curriculum that reflect today's needs and tomorrow's requirements; (5) Create high performance schools and districts everywhere--how the system should be governed, financed, organized, and managed; (6) Provide high-quality, universal early childhood education; (7) Give strong support to the students who need it the most; (8) Enable every member of the adult workforce to get the new literacy skills; (9) Create personal competitiveness accounts--a GI Bill for the times; and (10) Create regional competitiveness authorities to make America competitive. [For related report, "Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce. Revised and Expanded Edition," see ED522110.]
- Published
- 2007
37. The Evaluation Model of American Universities Based on Education Performance
- Author
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Chen, Zhi-zhong
- Abstract
In recent years, there are more and more Chinese students going abroad for studying, and within them, the most students decided to study in the United States. But although in general the academic resource and quality of American universities is better than Chinese, the cost of studying abroad is much higher than studying in domestic colleges. Therefore, in order to get the best profit from studying abroad, students should better try to admit to the universities with higher academic evaluation. But until now, there's no official ranking system for universities. Although some organizations have done several different ranking lists, there is still no "best" ranking for students to select schools. And due to cultural differences, the ranking lists done by foreign organizations may not suit for Chinese students. This paper tries to use the regression model to evaluate the universities in the United States, and try to model the best universities list based on academic resources, quality of teaching and the average quality of students. Although it's just another "nonofficial" ranking, it should be useful for students to know more about American universities. (Contains 1 table.)
- Published
- 2006
38. Irish Educational Studies. Vol. 4 no. 1.
- Author
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Educational Studies Association of Ireland, Dublin. and McKernan, Jim
- Abstract
The following papers dealing with education in Ireland are presented: "The Fortunes of Education as a Subject of Study and of Research in Ireland" (John Coolahan); "The Irish Charter Schools: The Grand Design in Principle and Practice" (Kenneth Milne); "Quaker Education in 18th and 19th Century Ireland" (Cyril G. Brannigan); "Images of Women in Nineteenth Century Schoolbooks" (Lorcan Walsh); "An Assessment of Rev. Professor Timothy J. Corcoran's Major Works in the Field of Irish Educational Historiography" (James G. Deegan); "St. Dominic's--The Rise and Fall of a Training College 1907-1924" (Finbarr O'Driscoll); "One Approach to Moral Education for Secondary Schools in the United States" (Gerald M. Reagan); "Language Manipulation: Doublespeak in Education" (Richard Pratte); "Some Curricular Aspects of Social and Civic Education in Ireland, 1966-1984" (Mairtin Fahy); "What Use Is Day Release?" (J. R. McCarthy); "Compensation for Deficiencies in the Second-Level System" (Tom Baum and Linda McLoughlin); "Summer Recreation Provision in America and Northern Ireland - A Comparative Overview" (Paul G. J. Anthony); "Rethinking the Nature of Educational Studies" (Padraig Hogan); "The First Blast of the Trumpet against the Monstrous Regiment of the Disciplines (Theorising about Theory of Education)" (Michael McKeown); "Some Philosophical Issues Relating to the Identification of Education with the Development of Reason" (Peter J. Gargan); "Predicting Success in First University Examinations in Home Economics Colleges of Education" (Eamonn O'Baiollain); "Imagination: That One Talent That Lies Buried" (Seamus V. O'Suilleabhain); and "School Choice and School Catchment: Post-Primary Education in Galway City" (Seamus Grimes). (RM)
- Published
- 1984
39. Immobility in Mobility: Narratives of Social Class, Education, and Paralysis
- Author
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Nainby, Keith and Pea, John B.
- Abstract
Social mobility carries with it a sense of loss. To be socially mobile is to move from one place, economically, culturally, personally, to another. One consequence of that loss, sometimes, is immobility--a paralysis brought on by the violent, forceful, uncertain rush of social mobility itself. The immobility of fear, the feeling stuck, the not being sure what educational successes have been hard-won and what scholarly failures should have been easy to swallow: these have been an integral part of saying farewell to the economic, cultural, and personal homes that have, for better or worse, nurtured people. The purpose of this paper is to offer three sets of thematically linked, dialogic narrative accounts of the confusing and complex paths of social mobility and immobility that academic institutions in the United States have provided the authors: two straight-identified, white-appearing American men from working-class backgrounds who are now critical education scholars and professors of communication. The authors hope that their positions of relative privilege can become a meaningful vantage point for reflecting on the unique interrelationship of social class and higher education--specifically in their cases, of working-class histories and academic lives.
- Published
- 2003
40. Diversity and Excellence in Higher Education: Is There a Conflict?
- Author
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Ghosh, Ratna
- Abstract
In her teaching, research, and community activities in Canada, the author has repeatedly confronted questions regarding equality, diversity, and power. In this article, the author discusses diversity and equal opportunity to achieve excellence in education. Reflecting on these issues should help everyone to understand the complexities involved in the phenomena of globalization and the expanded diversity associated with the expansion in higher education around the world. She argues that diversity and excellence reinforce rather than contradict one another. In the first part of this presidential address, the author proposes a definition of the problem and suggests a framework for how one can think about the issues of diversity and excellence by briefly elucidating the concepts. How can contemporary multicultural democracies devise effective equitable policies to deal with difference and build just societies? She next discusses the context of higher education and issues of diversity and excellence in knowledge creation. In the second part, she focuses briefly on Canada, the United States, and India to discuss the impact of policies of affirmative action in university admissions as a means of inclusion. Her reason for comparing Canada, the United States, and India is that in all three a common instrumentality and practice can be found despite their very different contexts and histories. (Contains 15 footnotes.)
- Published
- 2012
- Full Text
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41. The Three-Year Degree: An Idea Whose Time Will Pass
- Author
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Marcy, Mary B.
- Abstract
As the leader of the nation's only campus dedicated exclusively to early college, the author heads an institution that ensures students graduate sooner than the national average. As an academic who pursued her graduate work at Oxford University--an institution that confers most of its undergraduate degrees in three years--the author has had direct observation of a successful model of a three-year degree program. Thus, she seems a likely candidate to embrace the recently touted argument for the three-year bachelor's degree. And yet she has grave doubts about establishing the three-year college degree as the new American standard. These doubts are based on three broad concerns: first, the argument for a three-year degree has, to date, been driven by financial but not by educational objectives; second, there is a very real danger that such proposals can undermine the already threatened core liberal arts; and third, such proposals circumscribe the breadth and depth of learning, as well as the intellectual and social development of students, that are central to a college education. The author argues that if one is to take three-year degree proposals at face value and consider this model as the new standard for obtaining bachelor's degrees in the United States, then one must answer questions besides those of efficiency and cost. One must act as academic leader and answer questions of educational merit. To date, the author contends that the three-year degree proposals have failed to address these questions--questions that are at the core of the academic mission of colleges and universities.
- Published
- 2010
42. The Politics of Grade Inflation: A Case Study
- Author
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Abbott, William M.
- Abstract
The author examines the reluctance of most American colleges and universities to address grade inflation. In addressing the problem of grade inflation, the author describes two proposals he made to his faculty's Educational Planning Committee. The first, presented in spring 2002, proposed that two new items be added to each course listed on students' transcripts: the number of students in the course section and the average grade awarded. At the end of the transcript, a cumulative average of all the grades in all of the course sections would be listed alongside the student's own cumulative average. Anyone examining the transcript could thus see how well the student had performed relative to the other students in his or her courses. The author counters the following three objections from faculty colleagues: (1) All students can excel; (2) Academic freedom extends to grading; and (3) We must not disadvantage our students. Following the Academic Council's rejection of the author's transcript-notation measure, he proposed that that the university registrar make available to all department chairs, at the end of every semester (1) the average grade given in each course taught in the department, and (2) the average grade awarded by each department in the school or college for that semester. This second proposal passed the Educational Planning Committee in 2004 but was voted down by the Academic Council. The primary objection was that this information might be used against a professor in the tenure, promotion, or merit-pay processes. The author's experience suggests that anyone seeking to curb grade inflation must, early in the process, thoroughly inform the various constituencies of the ways in which they are collectively harmed by the inflation. (Contains 11 resources.)
- Published
- 2008
- Full Text
- View/download PDF
43. The Voluntary System of Accountability: Origins and Purposes--An Interview with George Mehaffy and David Shulenberger
- Author
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Miller, Margaret A.
- Abstract
This article presents an interview with two people who had responsibility for leading the development of the Voluntary System of Accountability (VSA)--a joint project of the National Association of State Universities and Land-Grant Colleges (NASULGC) and the American Association of State Colleges and Universities (AASCU), supported by the Lumina Foundation--about the purpose, development, nature, and direction of the VSA. The interviewees are George Mehaffy and David Shulenberger, vice presidents, respectively, of AASCU and NASULGC. Since these organizations between them represent the colleges and universities that serve about 70 percent of the four-year-college population in the United States, their effort has major implications for higher education as a whole. The VSA's chief product is a common online reporting template, called the College Portrait, which provides "consumer information" (the price of attendance, degree offerings, living arrangements, student characteristics, graduation rates, transfer rates, and post-graduate plans), student experiences and perceptions, and learning outcomes for those colleges and universities that volunteer to participate in the project. Although the VSA was under development before the Spellings Commission on the Future of Higher Education wrote its final report, to many observers it represents the most forthright and constructive response that the academic community has had to the commission's criticism of colleges and universities for failing to provide the public and policymakers with transparent and comparable information on everything from college costs to learning outcomes.
- Published
- 2008
- Full Text
- View/download PDF
44. Remarks of Joseph A. Califano, Jr., Secretary of Health, Education, and Welfare, Before the College Entrance Examination Board Annual Meeting, San Francisco, California, Monday, October 24, 1977.
- Author
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Department of Health, Education, and Welfare, Washington, DC. and Califano, Joseph A.
- Abstract
Recognizing the lack of public confidence in the schools, public officials and educators should discuss the proper use and limitations of competency testing and the implementation of national tests. Competency tests should be used for diagnosis, for certifying that students possess basic skills, and for public awareness. They should not be the sole criterion for assessing competency; furthermore, there are apsects of learning beyond academic achievement which tests do not measure, such as maturity, self-discipline, honesty and judgment. National tests are strongly discouraged for these reasons: they lack local commitment; no test is right for every school; there is no one definition for minimal competency; and they would discourage local experimentation. While each state and school district should develop a competency program, the federal government should and will take a limited role by supporting the following ventures: (1) The National Academy of Sciences will conduct a major test evaluation and usage study; (2) The Education Commission of the States and similar organizations will run workshops and provide technical assistance; (3) The National Academy of Education will establish an advisory Committee on Testing and Basic Skills; (4) The Office of Education's Project on Fundamental Skills will coordinate 13 different federal programs dealing with basic skills; (5) The National Institute of Education will study student failure; (6) Educational television and video-disk Programs will be developed; (7) The critical role of parents in educating their children will be strengthened. Finally, public officials and educators should strengthen their commitment to fairness in admitting minorities to professional schools. (CF)
- Published
- 1977
45. A Cross-National Perspective on Assessing the Quality of Learning.
- Author
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National Commission on Excellence in Education (ED), Washington, DC. and Husen, Torsten
- Abstract
A ten-year research effort, conducted by the International Association for the Evaluation of Educational Achievement (IEA), explored the relative merits and failings of different national systems of education in the United States and in Western and Eastern Europe. The first section of this report deals with trends in American education as seen through European eyes. The American system is viewed as a vehicle for upward social mobility and as a means of solving or ameliorating social problems. In the second section, the theoretical framework and research strategy of the IEA are described, as well as the difficulties encountered in comparing systems of education that are widely different in function and philosophy. The way individual differences are perceived and taken into account in organizing formal education in various national systems is considered in the third section. Comparisons are made of the American model of comprehensive education for all students, the Western European model, with early transfer of selected elite students to academic secondary schools, and the Soviet unitary school that integrates all types of schools. The fourth section elaborates on comparisons between comprehensive and selective systems of education. An analysis is made of performance differences in mathematics and science students in divergent systems. An overall conclusion is reached that the American comprehensive system more effectively serves all of the talent of a nation. (JD)
- Published
- 1982
46. Graduate Programs of International Students Studying Agricultural Education in the United States with Implications to the International Training Program at the American Farm School in Greece.
- Author
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Crunkilton, John R.
- Abstract
A questionnaire was sent to 161 international graduate students studying agricultural education/extension in the United States to identify implications for the International Training Program at the American Farm School near Thessaloniki, Greece, and to assess the students' degree of interest in attending the Farm School's Training Program. Eighty-six usable responses yielded data on age and sex of respondents, sources of financial assistance, professional positions, country of origin, degrees held, satisfaction with programs, courses taken, perceptions of program goals, and desired changes in curriculum. While students were generally pleased with their formal graduate programs, some voids existed, and 93% of the respondents showed interest in attending the International Training Program. It was concluded that these students could be prime participants in the program, and potential students for a summer program. Recommendations included: a good informational program should be instituted to provide students with timely course/enrollment information for the Farm School; efforts should be made to encourage countries to sponsor their students in the school's summer short course; and the American Farm School and United States international graduate programs should alter their curricula to address more practical concerns, such as rural development activities. (JMM)
- Published
- 1987
47. Student Characteristics, Learning and Curriculum in Japan.
- Author
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Office of Educational Research and Improvement (ED), Washington, DC. and Antonoplos, Daniel P.
- Abstract
National concern over the serious decline and poor performance of United States students in mathematics and science is reflected in this paper which discusses and compares performances and behavioral characteristics of Japanese students with their United States counterparts and, in some instances, with students from Sweden, Australia, England, Canada, France, and Switzerland, in an attempt to explain the magnitude of the differences among them. The descriptions and findings represent a synthesis of research results from major international comparative achievement tests in mathematics, science, and other studies deemed appropriate and important for reporting to the United States public. Among the topics discussed are: performance in mathematics; achievement in science; characteristics and trends in United States science achievement; whether there are differences in mental ability (IQ) between Japanese and United States students; amount of homework; perceptions and attitudes of Japanese students; problems of Japanese youth; learning in Japan; the curriculum in Japan's educational system; the structure of the educational curriculum of Japan; and school guidance and moral education in Japan. The paper also includes tables, a 15-page general bibliography, and several selected bibliographies. (TRS)
- Published
- 1985
48. The Effect of Tracking Students by Ability into Different Schools: A Natural Experiment
- Author
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Guyon, Nina, Maurin, Eric, and McNally, Sandra
- Abstract
The tracking of pupils by ability into elite and nonelite schools represents a controversial policy in many countries. There is no consensus on how large the elite track should be and little agreement on the effects of any further increase in its size. This paper presents a natural experiment where the increase in the size of the elite track was followed by a significant improvement in average educational outcomes. This experiment provides a rare opportunity to isolate the overall effect of allowing entry to the elite track for a group that was previously only at the margin of being admitted. (Contains 8 figures, 7 tables and 31 footnotes.)
- Published
- 2012
49. An Approach to Meeting AACSB Assurance of Learning Standards in an IS Core Course
- Author
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Attaway, Alan N., Chandra, Satish, Dos Santos, Brian L., Thatcher, Matt E., and Wright, Andrew L.
- Abstract
AACSB accreditation is a much sought designation by business schools in the United States, and increasingly, around the world. Beginning in 2003, AACSB changed its focus on the business curriculum from an assessment of inputs to an assessment of outputs. This change has greatly increased the demands on faculty because programs must now demonstrate learning outcomes, not just what students are taught. The purpose of this paper is to present an efficient and effective method to assess learning outcomes in an IS core (required) course in the undergraduate program, by seeing how an accredited mid-western state university developed and implemented a course to meet the new AACSB requirements. We describe the process used to assess learning outcomes and how the results of the assessment are used to improve learning outcomes. We also describe how the IS course assessment ties in to learning assessment of the undergraduate program as a whole. (Contains 2 figures, 2 tables and 7 endnotes.)
- Published
- 2011
50. You Think You Know Ghetto? Contemporizing the Dove 'Black IQ Test'
- Author
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Laundra, Kenneth and Sutton, Tracy
- Abstract
Measuring student intelligence has been problematic in the United States since standardized testing first began in the early 1900s. The omnipresence of standardized testing in student populations is illustrated by the most popular contemporary tests which are used by some scholars to advance the notion that intelligence differences between whites and racial minorities may be based in actual genetic or hereditary differences rather than cultural or environmental factors or in the testing construct itself. For academicians interested in broaching this issue with students in the classroom, it is important to demonstrate those elusive factors that play a role in divergent scores across racial groups and income levels. One way to demonstrate these effects is a tangible classroom activity that provides greater insight into such bias in testing. This paper offers a modernized version of a widely used mock questionnaire--Dove's "Black IQ Test"--intended to draw out factors related to test bias for classroom discussion which they call "You Think You Know Ghetto?"
- Published
- 2008
- Full Text
- View/download PDF
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