Showing papers on "Coursework published in 2001"

Preparing teachers for culturally diverse schools : Research and the overwhelming presence of whiteness

Abstract: This article reviews data-based research studies on preservice teacher preparation for multicultural schools, particularly schools that serve historically underserved communities. In this article, the author reviews 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring. Although there is a large quantity of research, very little of it actually examines which strategies prepare strong teachers. Most of the research focuses on addressing the attitudes and lack of knowledge of White preservice students. This review argues that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.

Distance Education: Better, Worse, or As Good As Traditional Education?.

Abstract: This study examined pre-test and post-test scores, homework grades, research paper grades, final exam scores, final course grades, learning styles, and ages of distance education and traditional students enrolled in a business communications class to determine if distance education is better, worse, or as good as traditional education. Significant differences were found for post-test scores, final exam scores, and age. There were no significant differences in pre-test scores, homework grades, research paper grades, and final course grades. Both groups preferred clearly organized coursework and performing at an above-average level--ranking in the top 25 to 33% of their class. Recommendations for research include investigating student social interaction and increasing the number of classes studied to compare results.

Distance Education: Better, Worse, Or As Good As Traditional Education?

Abstract: This study examined pre-test and post-test scores, homework grades, research paper grades, final exam scores, final course grades, learning styles, and ages of distance education and traditional students enrolled in a business communications class to determine if distance education is better, worse, or as good as traditional education. Significant differences were found for post-test scores, final exam scores, and age. There were no significant differences in pre-test scores, homework grades, research paper grades, and final course grades. Both groups preferred clearly organized coursework and performing at an above-average level--ranking in the top 25 to 33% of their class. Recommendations for research include investigating student social interaction and increasing the number of classes studied to compare results.

The Next Generation of Teachers: Changing Conceptions of a Career in Teaching

Abstract: Guided by information from their interviews with 50 first- and second- year teachers in Massachusetts, the authors propose a mixed model for the teaching career - one that would be responsive to the needs of both teachers who envision long-term careers and those who envision short- term stays in teaching. IN RESPONSE to projections that the U.S. will need 2.2 million new teachers in the next decade,1 states and districts have introduced an array of innovative and aggressive recruitment strategies, including offering teachers subsidized mortgages, job-sharing arrangements, laptop computers, and health club memberships. As competition for new teachers intensifies and local districts scramble to fill classroom vacancies, there are legitimate worries about who will staff the nation's schools and whether those hired will be of high quality. Faced with this recruitment challenge and frenzied environment, we must recognize that the next generation of teachers will surely differ from the generation that is about to retire. Today's prospective teachers find themselves in the midst of a career context that differs strikingly from the conditions experienced by the retiring cohort of teachers when they were hired some 30 years ago. At that time, fewer professional opportunities were open to everyone, and choosing a lifelong career was the norm. Today, candidates have multiple, attractive career options, and they hold different expectations about career mobility and job security. New conceptions of career are emerging in our society, and many individuals now regard the notion of a single career or loyalty to a single organization as obsolete. In public discourse and imagination, the archetype of the entrepreneur and free agent has replaced that of the company man or woman. Amidst this change, teaching appears to be one of the few lines of work that has maintained a static conception of career. Prospective teachers are still expected to identify their career interests early, undertake extensive preservice coursework, and, once licensed, take jobs that will remain virtually unchanged throughout their careers. Indeed, Public Agenda's recent report, A Sense of Calling, portrays the new teachers they surveyed - who committed early to a teaching career and "consider teaching [to be] a lifelong choice" - as being quite similar to the retiring cohort.2 The report characterizes the new teachers as individuals who have "responded to a calling," who love their work, and who are by and large content with their choice of profession. One might question whether this conception of career will hold in the current career context, and if it does, whether teaching will attract the best possible candidates, many of whom are likely to have other employment options that offer better working conditions, higher pay, and a greater likelihood of success. In our research, we set out to explore the possibility that the generation of teachers now entering the profession might bring with them new and varied conceptions of career. We assumed that by coming to understand the range of their views better, we might productively inform approaches to recruitment and retention. Therefore, we interviewed 50 first- and second-year Massachusetts teachers to learn how these individuals conceive of a career in teaching. We wanted to know their reasons for entering teaching, the pathways they took to the classroom, their satisfaction with their work and workplace, and their plans for the future. We sought to learn what drew them to teaching and what it might take to keep them there. We deliberately selected a sample that would allow insight into the attitudes and choices of a wide range of teachers. Of particular interest were the pathways these teachers took to teaching.3 Thirty-six of our respondents followed well-established routes, having earned their state teaching licenses through college- or university-based teacher preparation programs. …

The Effect of Admissions Test Preparation: Evidence from NELS-88

Abstract: For students planning to apply to a four-year college, scores on standardized admissions tests — the SAT I or ACT — take on a great deal of importance. It may be the quality and quantity of an applicant’s high school coursework that receives the closest scrutiny at the more prestigious institutions, but these are cumulative indicators of performance. Standardized admissions tests, by contrast, are more of a one-shot deal. Such tests are blind to a student’s high school record — instead, they are intended as an independent, objective measure of college “readiness.” For students with a strong high school record, admissions tests provide a way to confirm their standing. For students with a weaker high school record, admissions tests provide a way to raise their standing. A principal justification for the use of the SAT I and ACT in the admissions process is that such tests are designed to be insensitive to the high school curriculum and to short-term test preparation. If short-term preparatory activities prior to taking the SAT I or ACT can have the effect of significantly boosting the scores of students above those they would have received without the preparation, both the validity and reliability of the tests as indicators of college readiness might be called into question. There is an emerging consensus that particular forms of test preparation have the effect of improving scores on sections of the SAT I for students who take the tests more than once. That such an effect exists is not under dispute. The Are standardized test coaching programs effective?

An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values

Abstract: The following paper discusses the use of peer rating as a learning tool in a coursework Masters programme at an Australian, east coast university. The use of peer assessment is discussed and the benefits of peer rating developed. The business theory of consumption values is then introduced. The use of peer rating is examined in the context of consumption values and evaluated by use of focus group. Conclusions suggest that the use of peer rating results in improved student motivation and learning but can be stressful for participants. Areas for future research are identified.

Why students choose a hospitality-degree program: an Australian case study

Abstract: High-school students who enrolled in a hospitality-degree course at Victoria University in Melbourne, Australia, reported that their choice was based on the reputation and availability of a particular course of study rather than on the overall reputation of the university. This study, which used focus groups and a questionnaire completed by 143 first-year students, found that only 53 percent had decided to study at the university before deciding to pursue hospitality studies. Slightly more than a third reported that they chose the university at the same time that they decided on a hospitality career. Only 10 percent knew that they wanted a career in the hospitality industry before they chose a college. Many students were influenced by positive perceptions of the hospitality industry from personal observations, experience as casual or part-time employees, and media reports on the projected rates of growth in the hospitality industry. The influence of peers and knowledgeable adults was surprisingly low.

Dropout and stopout patterns among developmental education students in texas community colleges

Abstract: The dropout/stopout patterns of community college students were examined in the research reported here. About two thirds of the 51,903 students in the study were enrolled in developmental education courses. Success in college was defined as a passing grade point average after five semesters of coursework. Student success was found to be associated with enrollment patterns, initial skill deficiencies, and age. Community college students who enrolled for consecutive semesters outperformed students with other types of enrollment patterns.

Why is teaching composing so challenging? A survey of classroom observation and teachers' opinions

Abstract: This analysis of the challenges facing teachers of composing for the General Certificate of Secondary Education (GCSE) is based on a survey of teachers' opinions and classroom observation. The article answers three questions: can all GCSE students compose; how do you teach composing at GCSE; and is GCSE coursework a good test of composing ability? Reference is made to the nature of teaching mixed ability classes, how ability affects the development of composing skills, and the effects of different teaching methodologies on the students' progress. The article questions whether the GCSE examination is a realistic test of compositional ability at age 16.

Student Learning in the Online Environment: No Significant Difference?

Abstract: The recent trend of placing courses online is having a profound impact on higher education. This trend has caused considerable debate on the positive and negative effects of online instruction in higher eductition (Ellely, Estes, & Forbus. 1998: Rintala, 1998). Student learning is arguably the most important facet of the pedagogical process, regardless of the course dissemination or delivery method. The purpose of this article is to discuss student learning within the context of online instruction and to analyze the issues surrounding online implementation of physical education/kinesiology coursework. Constructivism is offered as a theoretical framework for enhancing student learning in the online environment and a process for implementing courses is proposed.

A Comparison of Learning Outcomes for Dual-Enrollment Mathematics Students Taught by High School Teachers Versus College Faculty

Abstract: Dual enrollment, an accelerated mechanism that allows high school students to enroll in college courses while concurrently enrolled in high school (Title XVI, Florida Statutes, 1999), is available in 47 states, 21 of which have comprehensive programs where the state subsidizes the tuition for the courses and students receive credit toward both college and high school graduation (Education Commission of the States, 2001). Considerably flexible by design, dual enrollment courses can be taught on high school or college campuses, by high school teachers or college faculty members, and may take place before, during, or after normal high school hours. Depending on local agreements, program logistics or statutes, such programs may also be called dual credit or concurrent enrollment; however, the basic premise of providing postsecondary enrollment options to high school students remains the same. Unlike those students enrolled in Advanced Placement (AP) courses, dual enrollment students do not need to take a test administered by an external source to qualify for the college credit. In AP courses "a tremendous premium is placed on one day's performance" (Harkins, 1998, p. 60). The awarding of credit through dual enrollment is based upon the entire course, "giving teachers many opportunities to evaluate learning" (p. 62). Studies show that dual enrollment partnerships are beneficial to students, parents, high schools, and postsecondary institutions alike (Greenburg, 1989). Motivated students earn college credit in high school, parents realize substantial financial savings, high schools are able to offer courses that might otherwise not be available to students, and colleges gain access to some of the high schools' brightest students. While the concept is simple, it is not without problems. The premise of dual enrollment programs has been that motivated high school students could build a transcript of college coursework "that would move students through the baccalaureate degree process quicker" (Windham, 1997, p. 9). However, from the start there has been "increasing concern about the willingness of colleges to accept the credit earned . . ." (Wilbur & LaFay Jr., 1978, p. 23). "If students have to repeat the courses they took as dual enrollment students once they enroll at a university, then the acceleration aspect of dual enrollment is lost" (Windham, 1997, p. 10). If credits cannot be easily transferred, the intent of the program cannot be realized. Generally, acceptance of credits earned through dual enrollment can only be guaranteed at the institution (or in the case of Florida, the state system) that offers the program. In fact, a primary limitation of dual enrollment continues to be transferability of credit. Greenburg (1989) found "There is no guarantee that credits will be accepted at other institutions" (p. 25). "The college credits earned by students ... are transferable only to the extent that other colleges are willing to accept them" (p. 29) and " . . . the transferability of the college credits earned by the high school students depends on the articulation the community college has been able to arrange with four-year institutions" (p. 36). Policymakers across the country are raising concerns, as some students are finding "concurrent enrollment credits earned while they were in high school will not transfer" (Boswell, 2001, p. 13). As with any transfer credits, each institution evaluates and accepts credits in accordance with the institution's own policies. When it comes to dual enrollment credits, proponents see it as a win-win program (Mees, 1999) that "will significantly cut down the time and expense to an associate or baccalaureate degree" (Andrews, 2000, p. 16). The sentiment of many university officials, however, was summed up by Gary Ripple, Lafayette College's director of admissions. "We believe a college-level course should be offered on a college campus, taught by a college professor, with college students in the room. …

Impact of Multicultural Training on School Psychology and Education Students

Abstract: The basis for this research is an examination of the outcomes of a required multicultural course. Students completed pre-, mid- and post-tests assessing their multicultural knowledge, awareness, and skills. Analyses of the pre-, mid- and posttests indicated significant increases in multicultural awareness, knowledge, and skills. ********** This research focused on the outcome of multicultural training for future school psychologists and educators. Increasingly, school psychologists and teachers receive training in multicultural topics in both their education and counseling coursework. Although this attention to multicultural training is to be lauded, research which defines those elements that constitute successful training programs is needed. Relative to the total amount of literature on multicultural issues, a small amount has been directed toward evaluating the pedagogy and components of training programs with psychometrically sound instruments. Researchers (Neville, et al, 1996; & Ridley, Mendoza, & Kanitz, 1994) have pointed out the critical need for more evaluative studies in this area. Within this time of continued diversification of student populations (Sue, 1991), psychologists and teachers within our school systems remain primarily European American and middle class in many geographical regions. This research assessed whether or not elements within a required multicultural course increase awareness, knowledge and skills for future educators and psychologists. Relevant Literature Evans, Torrey, and Newton (1997) report that 50% of the states have criteria and requirements for multicultural education. Bank & Banks (2001) examine issues of multicultural education and include as most relevant an awareness, understanding, and appreciation Of diversity. While the criteria vary from state to state, each mandates coursework in multicultural education as a requirement for teacher credentialing (Evans, Torrey, & Newton, 1997). While vast literature exists on multicultural issues, little focus has been directed toward evaluating these training programs (Neville, et al, 1996). Additionally, the components and formats of these programs and whether the focus is on similarities or differences has been questioned (Ho, 1995) and whether in-depth knowledge of each racial/ethnic group is required (Cheatham, 1994). Ridley and colleagues view training in multicultural counseling as critical, thus extending the emphasis from teachers to counselors within schools. While some researchers outline training models (Ridley, Mendoza, & Kanitz, 1994; and Sue, 1991), others have focused on evaluating training effectiveness (D'Andrea et al., 1991). The basis for this study is grounded in current literature from the fields of education, counseling, and related multicultural studies which examine awareness, knowledge and skills. The courses are designed to meet specific objectives as mandated by a state requirement. These are: understand the contributions and lifestyles of various racial, cultural, and economic groups in our society; recognize and deal with dehumanizing biases, prejudices, and discrimination; create environments which contribute to the positive self-image of persons and to positive interpersonal relations; respect human diversity and personal rights; and develop multicultural, gender fair, disability sensitive, inclusive approaches. This study specifically examines whether elements of multicultural courses result in subsequent positive changes in awareness, knowledge and skills for those being trained to address diverse student populations. Method Participants Individuals participating in this research provided informed consent and were free to withdraw from the research at any time with no penalty. The students were not involved in any other multicultural courses. The surveys were completed and placed in one large envelope after the instructor had exited the room. …

Beginning Teacher Perceptions of Concerns: A Longitudinal Look at Teacher Development

Abstract: This article describes a study done with five years of interview data from first year teachers in the Teaching Fellows Program, a school/university partnership that provides induction and mentoring at the graduate level. Interview data from first year teachers about their greatest concern was collected each November. An analysis of the data using “idea units” revealed three large categories: Survival, mastery of the task, and awareness of student needs. Examining two sub-categories through another lens yielded information that for these new teachers meeting students needs was more of a concern than discipline. We conclude that because this program is selective, has consistent mentoring, has relevant coursework and has peer-support through a cadre, these teachers express concerns usually associated with more experienced teachers. What impact does support programs have for beginning teachers? A lot! I now look through a different lens. Instead of worrying about covering the objectives, I ask myself...

Preparation for professional self-regulation

Abstract: This article asserts that graduate study should include preparation for participation in the process of self-regulation to assure the responsible conduct of research in the scientific community. This article outlines the various ways in which doctoral study can incorporate such preparation. These suggested ways include the inculcation of general attitudes and values about professional self-regulation, various ways doctoral study can be configured so that future scientists are prepared to participate in the deterrence, detection and sanctioning of scientific wrongdoing. The stages of doctoral study in the United States and their relevance to preparation for self-regulations are also discussed. Recommendations regarding an extended role for faculty advisors, graduate assistantships, coursework and departmental policies and activities are also advanced.

Institutionalization of a Palliative and End-of-Life Care Educational Program in a Medical School Curriculum

Abstract: Stimulated by support from an R25 grant from the National Cancer Institute, we assembled a multidisciplinary team to design, implement, evaluate, and institutionalize in our medical school curriculum a training program to enable all students to graduate with basic competency in palliative and end-of-life care. In the fall of 1994, we reviewed the medical curriculum extensively to determine the need and optimal sites for integration of new educational modules. The freshman and junior years were found most suitable for our purposes; hence, behavioral objectives targeted at the freshman and junior medical student as learner were designed for the domain of palliative and end-of-life care. By 1996, negotiations with the medical school curriculum committee and with individual course masters secured permission and time allotments to include new coursework as required elements. We integrated approximately 20 hours of required training into the medical school curriculum, accomplished by modules that utilized small...

The Role of Advanced Placement in Talent Development

Abstract: Introduction As a field, gifted education has never fully embraced or endorsed Advanced Placement programs as a viable program option for secondary gifted learners. I believe that this position is untenable, given the role that Advanced Placement options play in responding to the needs of gifted learners within specific academic and arts areas and the high regard with which these programs are viewed by selective colleges. At my own institution, now rated sixth in the country among public institutions, no student is likely to be admitted without evidence of Advanced Placement, International Baccalaureate, or dual-enrollment coursework. This standard is now fairly typical of the top 300 selective colleges in this country. In this essay, I would like to discuss the benefits of Advanced Placement (AP) work for gifted learners, establish the relationship between AP and our current understanding of the talent development process, and delineate special issues and concerns that educators of the gifted must be cognizant of in enc ouraging their students to participate in AP. The arguments used against Advanced Placement are important to acknowledge. One such argument is that the program only offers advanced-level work without sufficient differentiation for the gifted in areas like depth and complexity. Another argument focuses on the heavy emphasis on core content at the expense of studying ideas and principles that have interdisciplinary applications closer to how the real world works. A third argument suggests that AP is designed only for students who think convergently and can study factual material well. These arguments, however, are not buttressed by the evidence regarding the efficacy of other types of gifted programs at the secondary level that is reported in the research literature. In fact, the evidence we do have suggests that AP is the most popular secondary program among gifted students, their parents, and their schools (AAGE, 1974; Kolitch & Brody, 1992). Rationale I would argue that AP is critical to promoting the academic talent development process in gifted adolescents and other students electing for such coursework. AP represents coursework calibrated to selective college curriculum with suggested syllabi and training available to teachers interested in teaching a specific AP course. And student exams are assessed holistically by teams of secondary and university faculty. As such, the program represents the best gauge we have in American education of successful curricular collaboration across K-12 and higher education. It also represents the hallmark program for judging the quality of student learning at the secondary level through the use of recommended course syllabi and standardized exams. AP is also an important part of state education policy in 23 states, providing support for training of teachers, test fees for students, and support for school district participation. The program has gained such favor among policy makers because of its proven effectiveness in enhancing the quality of educational experiences for college-bound populations over the past 40 years. More recently in the current reform climate, it is seen as a model for implementing high standards at all levels of the school curriculum. It has grown from offering a few courses to now providing 33; from serving a few thousand students to serving over 700,000 per year; from being offered in selected states to now being offered in all states and internationally (College Board, 1999). The success of AP, however, cannot be measured only in numbers. It also can be measured in the benefits it has produced for gifted students over the years. Dr. Julian Stanley once remarked that AP was the best friend gifted students will ever have in their K-12 educational years. He may well be right, for it offers an array of benefits not found in many other educational options. Thus, its role in the talent development process is central as can be seen from situating it as an example of differentiated curriculum. …

Teaching Portfolio 101: Implementing the Teaching Portfolio in Introductory Courses

Abstract: Teaching portfolios have become the norm in teacher education programs over the last decade. In this article, the authors emphasize the need for the initial creation of teaching portfolios during introductory and foundation level education coursework, based on the constructivist perspective of learning. Early initiation to the portfolio process instills a reflective practitioner orientation and learning goal in teacher candidates. Recommendations are made regarding the content of these early portfolios and the use of a reflection process that connects each submission with an intended goal. The authors discuss the necessity of field experiences in relation to portfolio development and offer suggestions for reviewing and evaluating introductory portfolios. For a little over a decade teacher preparation programs have been wrestling with implementing the portfolio process for preservice teacher evaluation (Bartell, Kaye & Morin, 1998; Copenhaver, et. al., 1997; Dollase, 1993;Wolf, 1991). Portfolios are now established products of the student teaching semester and are frequently used in the semesters immediately preceding student teaching. Recently, portfolio advocates have called for implementing the process earlier in the program to ease the time constraints associated with creating the portfolio in an otherwise busy internship or methods semester (Wenzlaff & Cummings, 1996), and to develop in future teachers the reflective practitioner dispositions associated with the portfolio process (Anderson & DeMeulle, 1998; Wenzlaff, 1998). Many institutions are now experimenting with the use of portfolios in introductory courses. As preservice teachers begin their professional education study, they have very little experience or educational background to draw upon in creating these initial portfolios (Krause, 1996). They, in essence, lack educational theory and practice, appearing to have little to demonstrate in a portfolio. Students in these foundation level courses are typically concerned and frustrated when they are requested to prepare a portfolio because this type of project is not familiar to them. This article is intended to provide faculty teaching such courses with the rationale for portfolio use at this early stage, and provide insight into the necessary elements for producing effective introductory portfolios. Why Porfolios When teacher education programs begin the voyage toward portfolio evaluation with preservice teachers they often proclaim its value within a constructivist framework. Constructivism generally focuses on the importance of prior knowledge and experience in the development of new knowledge and skills. Students enter a teacher education program with many pre-existing theories about teaching based upon years of being a student (Brookhart & Freeman, 1992). Teacher educators working in a constructivist paradigm allow students to examine, reflect upon, and alter these initial beliefs as they learn about their chosen careers through coursework and field experiences. Developmental portfolio evaluation systems are compatible with this perspective because they allow the learner to demonstrate and document personal growth over time. Proponents of the process claim that portfolios focus preservice teachers on the kinds of experiences and responsibilities they will face as practicing professionals (Barton and Collins, 1993) and instill an attitude of life-long learning that emphasizes reflective practice and continual development within the profession (Anderson & DeMeulle, 1998). Portfolio Functions Portfolios in teacher education take on three primary functions: learning, assessment, and employment (Simmons, 1996; Wolf& Dietz, 1998). The learning portfolio contains a more personalized collection of artifacts selected by the student. This type of portfolio is open-ended and is meant to demonstrate professional development over time according to the personal goals of the student. …

Student Persistence in Web-Based Courses: Identifying a Profile for Success.

Abstract: This paper reports the results of a study designed to identify common characteristics of students persisting in eight Web-based courses. An online survey was utilized to collect demographic information and Web instruction experience from students who completed online coursework. Results indicated that: (1) 59 out of 112 students completed the survey; (2) 34% had previous online course experience; (3) students reported logging into the course an average of 6.6 times per week; (4) 91% worked more than 10 hours a week; and (5) the average age for students who passed the courses with a C or better was 27.9, and the average age of students who failed or withdrew was 22.1. The researcher identified the following indicators of student persistence and success in online courses: (1) development of realistic expectations about how much time online learning will demand; (2) organization and ability to manage the demands of classes, work and home; (3) confidence using a computer; (4) the ability to keep pace with course work and assignments, logging in regularly and frequently; and (5) active participation in online class discussions.(Contains 25 references.) (RC) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Educating Linguistically and Culturally Diverse Students in Correctional Settings.

Abstract: Linguistically and culturally diverse students are the fastest-growing proportion of the school-age population in the U.S. and worldwide. Research on school effectiveness for these students provides many insights for correctional educators. For immigrants, societal pressures towards assimilation and loss of primary language can have devastating consequences. The circumstances from which immigrants may have escaped, such as war, poverty, or political oppression add to the complexity of their lives. In correctional education, multiple challenges for designing appropriate and effective coursework include consideration of students' emotional and sociocultural needs, the type of linguistic and academic support needed, and ways to stimulate cognitive development. When resources are available, teaching academic subjects, technical skills, microcomputer use, vocational knowledge, and other important life skills through students' primary language as well as second language is crucial to students' chances for productive lives upon release and for avoiding re-incarceration. Barefoot, the dirt path soothes my tired feet. Rain suddenly falls. I pluck a banana leaf to protect my belongings strapped on my back. Who am I? What's happening? How do I feel? Hungry? Anxious? Happy? Fulfilled? An open-ended vignette, read or shared orally, touching memories, can trigger students' powerful life knowledge, and offer potential connections to further learning and develop ment. Students in prison are cognitively mature. Although they may not have had the opportunities for continuous formal schooling, they have grown and matured through their many-sometimes difficult-life experiences. Rich oral and written language develop ment occurs naturally when students can connect to what they already know. Talking, reading, and writing about life experiences-good and bad-leads to personal growth, as well as deeper cognitive, academic, and linguistic development. Linguistically and culturally diverse students in correctional education present a special challenge to teachers. Connecting to their life stories is a key to assisting them with their life journey. These students may come from diverse countries where they have experienced war or poverty or rural settings where school is not available. They may be second or third generation immigrants whose families have remained in poverty in the host country. Or perhaps they are not immigrants at all but come from a bilingual/bicultural community with ancient ethnolinguistic roots. Whatever their circum stances, they are all proud peoples who may at some time have been denied their identity, their right to chart their own life journey with dignity and respect. Whatever the story that has led to each student's serving time in prison or detention, they deserve the privilege of education. Education that is meaningful, that connects to their life stories, that leads students to new levels of awareness of who they are and who they want to become, can open the door to a new life beyond the prison doors. New Mindsets for Educators But in the 21st century, a new life does not mean assimilation into the dominant society, losing one's heritage. On the contrary, it requires a new mindset on the part of educators to recognize and make use of the students' linguistic and cultural knowledge to bridge to ew knowledge. The primary languages of new immigrants to a host country are a tremendous resource in the global economy, not to be lost but to be built upon. Students with deep ethnolinguistic roots have the potential to be bilingual/bicultural resources for their communities as they gain knowledge and understanding o the broader world. Often linguistically and culturally diverse (LCD) students have not been well served by heir schools and they see few opportunities for themselves. Correctional education can serve the important function of providing the meaningful education that schools did not provide. To explore this further, let us examine research on education for LCD students in the United States in K-12 public education. Linguistically and Culturally Diverse Students in the U.S. Currently in the U.S., the educational needs of LCD students are not being met to an egregious degree. Many of these students leave school in frustration during the middle a d high school years; for example, 46 percent of foreign born Hispanic students drop out of school (Berliner & Biddle, 1995). Towards the end of high school, LCD students who are fortunate enough to reach the 11th grade, p rform as a group at the 10th to 12th percentile on standardized, norm-referenced tests in reading across the curriculum in English (Thomas & Collier, 1997, 2001). Our national longitudinal research with 24 school districts i 15 states over the past 16 years has focused on the academic achievement of these students, across time, examining student background variables and school programs' influence on their school success. What we have found is similar to the findings of many other

Teaching Industrial Practices in an Undergraduate Software Engineering Course

Abstract: This paper reports on classroom experiences in software engineering coursework where students are placed in an industrial environment and given a real customer, a real project, and held to commercial practices and accountability. The experience has been largely positive on the part of the students and their customers. Successes, failures, and opportunities for improvement are reported herein.

Differential Effects of a Multimedia Goal-Based Scenario to Teach Introductory Biochemistry—Who Benefits Most?

Abstract: This study investigated the relationship of cognitive and demographic variables to learning outcomes from a multimedia Goal-Based Scenario (GBS) lesson on DNA. The demographic variables under investigation were gender, ethnicity, prior science coursework in college and high school, final score in current chemistry course, and prior experience with computers. The cognitive variables under study were logical thinking ability, spatial ability, and disembedding ability. The subjects for this study were a total of 488 college students enrolled in introductory chemistry classes for nonmajors at one of four participating institutions in the United States and Canada. All subjects completed content pre- and posttests, a demographic questionnaire, and three cognitive tests: Test of Logical Thinking, Hidden Figures Test, and Purdue Visualization of Rotations Test. Students completed Whodunnit?, a multimedia GBS developed to teach basic biochemistry concepts pertaining to DNA. Logical thinking ability was the only cognitive variable to show a relationship with learning outcomes. There was no relationship between gender or ethnicity and academic outcomes. The number of science courses completed in high school was a significant predictor of academic outcomes. A relationship was observed between course rank and learning outcomes, as students with final course grades in the upper quartile of the sample scored significantly higher on the posttest than those in all other quartiles.

The CourseMaster CBA System

Abstract: While teaching in all its forms can sometimes be fun, for most people marking student work is tedious, boring and in general hard work. A courseware system is presented that not only provides on-line support for courses, but importantly can automatically assess student work. CourseMaster can mark several types of coursework in a non-trivial manner. That is, criteria can be set against which the work is thoroughly assessed. Specifically, the system is particularly effective at marking computer programs in several languages including Java and C++. It can also mark diagrams and assist in the marking of essays. In addition to marking, the system also supports the provision of lecture notes and web pages and links. It can be used to collect any on-line work and enforce deadlines. Finally, it provides a suite of webbased tools that allow the easy management of courses. CourseMaster has been used "live" at Nottingham with great success for three years and is based on the earlier Ceilidh system which was developed and used over the preceding ten years.

Hardware Versus Brainware: Where Are Technology Dollars Being Invested?

Abstract: The literature suggests that technology is the promise for transforming teaching and learning. However, investment in classroom computers and online capabilities significantly surpasses investment in intellectual capital. The purpose of this study was to identify large regional public school districts' funding patterns for technology, hardware, and professional development. Educators' interest and confidence levels regarding the use of hardware, software and telecommunications were also studied. Results indicated that a discrepancy exits between major capital investments versus intellectual capital. It is suggested that a paradigm shift is required in investment from hardware to brainware. Yet, recalling that the Red Queen in "Alice in Wonderland" routinely believed five impossible things before breakfast, we may pause to ponder whether one of them might be the technology revolution in education. After all, where is it? (Salomon & Perkins, 1996) Recent educational and technological developments are challenging educators to redefine traditional approaches to teaching and learning. In response, virtually all American public schools (97%) have computers in their classrooms, libraries, labs, or media centers (National Center for Education Statistics [NGES], 1999). Increasing numbers of schools are connecting to the Internet or "information superhighway" (Gallo & Horton, 1994). From 1994 to 1998, the Internet access in public schools nearly tripled from 35% to 89% (NCES, 1999). Accordingly, the potential for new partnerships, distance learning programs, global classrooms, and other innovative educational approaches is there for many classroom teachers. The success of each technological classroom will be determined by the computer skills of the teachers (Gallo & Horton, 1994), but the majority of preservice and inservice teachers feel unprepared to teach with computers (Simonson & Thompson, 1990). Although access to millions of state and federal dollars aimed at adding classroom computers and technological infrastructures for online capabilities continues to increase dramatically, investment of time and money for professional development is significantly limited (Ciolli, 2000; NCES, 1999). A paucity of school districts and teacher training programs is offering sufficient coursework to prepare educators to effectively use computers and the Internet to enrich their classroom instruction and contribute to their own professional development (Honey & Henriquez, 1993; Morrison, Lowther & DeMeulle, 1999; Putnam & Borko, 2000; Siegel, 1995). The literature is replete with studies suggesting that computer technologies are the promise to transform teaching and learning (Means, 1994; Office of Technology and Assessment, 1995). However, most of the research on the impact of computer training on teacher preparation has focused on the effects of computer access and usage, and teachers and students' attitudes (Delcourt & Kinzie, 1993; Farenga & Joyce, 1996; Hunt & Bohlin, 1993; Knapp & Glenn, 1996; Morrison et al., 1999; Siegel, 1995). Findings suggest that developing computer skills increases communication and collaboration, improves the quality of lesson plans and classroom instruction, and contributes to positive perceptions regarding the usefulness of the computer as a teaching tool. The purpose of this study was to identify (a) public school districts' funding patterns/profiles for technology software, hardware and professional development, and (b) educators' interest and confidence levels regarding the use of hardware, software and telecommunications. METHODOLOGY Subjects Long Island, New York public school educators were sent mail surveys (n = 4500) that were returned by 1114 respondents (return rate of 25%). A sample of 702 classroom teachers was drawn from the pool of returned surveys. Instrument The Global Assessment of Technology in Education (GATE) was designed to evaluate (a) hardware/software availability, (b) skills/confidence levels, (c) home/school computer capability, (d) professional development interests, and (e) demographics and funding profiles (Joyce & Farenga, 1997). …

Aquatic Instructors' Beliefs Toward Inclusion

Abstract: This study examined the influence of moderating variables on aquatic instructors' beliefs toward teaching swimming to individuals with disabilities in an inclusive setting. One hundred eleven aquatic instructors from 25 states representing 108 U.S. cities participated in the study. Based on the theory of planned behavior (Ajzen, 1985, 1988), aquatic instructors' beliefs toward inclusion were investigated. Results indicated that instructors currently teaching aquatics classes to students with disabilities and who felt more competent, had more favorable beliefs (attitudes, subjective norm, perceived behavioral control) toward including students with disabilities. Further, instructors who felt competent and were currently teaching students with disabilities, significantly related to academic coursework and experience. Approximately, one-half of the surveyed instructors felt competent and were currently teaching students with disabilities.

Principal Internships: Five Tips for a Successful and Rewarding Experience

Abstract: Learning is best when it is hands-on, Ms. Gray reminds us. One can read and study all the books and journals available, but the ultimate test comes when the individual is actually in the trenches doing what must be done. IN JUNE 1997 I began a journey that would become the most exciting and rewarding experience of my life. The journey was referred to as a principal internship, and it was the final requirement for the completion of a master's degree in school administration in the state of North Carolina. Although classroom learning through books and discussion was essential to the preparation for my internship, the hands-on experience over a period of one year would prove to be invaluable. Throughout my internship year, I was challenged to put into practice all that I had learned in my master's program. It was an opportunity that allowed me to combine my research and reading, as well as the knowledge of the professors at the University of North Carolina at Charlotte, with everyday life in a public school. The experience left me confident and prepared to enter my first year as an assistant principal or a principal. Overall, the yearlong combination of internship and coursework created an educational environment that made my training in school administration among the best in the nation. Although some form of student teaching has long been a requirement for obtaining teaching certification, the idea of principal internships for those who are completing a degree in school administration is still in its infancy. The state of North Carolina is among those that have initiated vigorous programs in school administration that require yearlong internships. However, principal internships are relatively new, and definitions of the role of a principal intern and how he or she fits into the school community are still evolving. Many principals who have interns in their schools are unsure of what to do with them. Although interns should be considered an integral part of the school, they are still completing their coursework and are technically not certified school administrators. What should be done with interns, and how should they be incorporated into the school? What should their responsibilities be? These questions and more can be addressed by reflecting on my experiences during the 1997-98 school year. An Introduction to Kannapolis Middle School I was assigned to complete my internship at Kannapolis Middle School. The school is located in Kannapolis, North Carolina, a small town known for being the home of Cannon Mills. Currently, enrollment is approximately 950 students in grades 6 through 8, with a large percentage of the population considered to be at risk. The school operates under the middle school concept and uses a teacher advisory program in which students, in groups of about 100, are assigned to four-person teams (with some variations in the sixth grade). During the 1996-97 school year, Kannapolis Middle School achieved exemplary status under the new North Carolina ABCs initiative, the accountability system consisting of end-of-grade tests in reading, writing, and mathematics. It is important, of course, to understand the culture of the school. The entire staff works in teams, including the administrators, who are most often referred to as the leadership team. Decisions are made within teams, and site-based management is seen as a major contributor to the school's success. Finally, high expectations exist for all students and staff members. The school's philosophy includes the belief that "all students can succeed," and every day in the classroom teachers live this belief. Tips for Successful Internships Tip 1. Integrate the intern into the school. From the beginning, the principal and intern should develop a relationship in which the intern feels that he or she is a vital part of the school. Because it takes time and work to build this kind of trust, an internship should last for a complete school year. …

Critical Issues: Preparation for New Literacy Researchers in Multi-Epistemological, Multi-Methodological Times:

Abstract: In this Critical Issues, we argue that the preparation of novice literacy researchers should change in response to the growing diversification of epistemologies and methods employed in literacy research. We assert that the preparation of novice literacy researchers should be aimed at developing students who understand and appreciate a broad range of research epistemologies and methods. We suggest ways in which coursework related to research methods and epistemologies, research apprenticeships and mentoring, and the reading and writing of literacy research might intensify and adjust to meet this aim. We contend that whether our field will be characterized by methodological fragmentation or ecological balance will depend in large part on how we prepare future literacy researchers.

Learning at a Distance

Abstract: WHAT IS DISTANCE LEARNING? Distance learning is an umbrella term used to describe a variety of methods used to deliver courses in anything other than the traditional classroom. These delivery systems range from correspondence courses to classes taught via interactive television (ITV) in connected satellite classrooms. Distance learning can be synchronous or asynchronous. Synchronous distance learning (usually online courses) involves connecting all learners to the instructor and fellow classmates at the same time. Asynchronous distance learning can occur at the learner’s discretion, anytime of the day or night. All assignments and coursework have due dates, but students can do their work whenever they please. Some distance learning models incorporate both methods. These classes have some segments that are done together (chat session, etc.) and others that are completed independently. Research shows that students achieve similar learning outcomes across all three domains (cognitive, affective, and behavioral) with distance learning and traditional classroom learning. Students learn as much and as well at a distance as they do in a traditional classroom (Cyrs & Conway, 1997; Deloughry, 1988; Keene & Cary, 1990; Moore & Thompson, 1990). A traditional classroom can be operationally defined as a learning environment where students and instructors meet face to face, 100% of the time, in a classroom or some other type of training facility. A traditional classroom is bound by “traditional” parameters of space and time; students and instructor come to the same place at the same time of the day, on the same day of the week, on a schedule determined by the institution offering the course. Distance learning alters the traditional classroom by freeing students and instructors from the confines of either predetermined space or time, or both. Student participation tends to be greater in online courses than in traditional in-class courses. Everyone must share something. Most students find the anonymity of online classes (i.e., they know their classmates but are not looking at them) makes sharing easier. It is less threatening to give personal examples and share personal histories online than in the classroom (Blonna & Shapiro, 2000). In addition, the quality of work submitted is higher (Blonna & Shapiro 2000). Given the absence of time constraints, better answers are prepared, better questions are framed, and more supportive feedback can be given online than in the classroom. The same holds true for instructors. Instructors are able to think about students’ questions before answering them. They also can edit their responses before sending them. Last, a personal e-mail message is more confidential than a verbal response in front of an entire class. Students and instructors both benefit from this added layer of confidentiality. Despite this, distance learning is not for everyone. Some learners want and need the face-to-face contact provided by traditional classroom-based courses. Distance learning does not provide the same opportunities for this type of interaction. Traditional classes also connect one more closely to the campus or community site.