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Showing papers on "Higher education published in 1989"


Journal ArticleDOI
TL;DR: This paper investigated changes in preservice teachers' knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program, and found that the change in global preprogram beliefs about education, teaching, and learning were traced as preservices acquired specific knowledge of how to manage, assess, and instructionally facilitate students' learning through text.
Abstract: This is a report of the first year of a longitudinal study to investigate changes in preservice teachers’ knowledge and beliefs about reading instruction before, during, and after a fifth-year teacher education program. In particular, changes in global preprogram beliefs about education, teaching, and learning were traced as preservice teachers acquired specific knowledge of how to manage, assess, and instructionally facilitate students’ learning through text. Researchers interviewed and observed 14 elementary and secondary preservice teachers as they entered the teacher education program, attended reading classes at the university, then taught reading in school classrooms. These qualitative data were analyzed to determine (a) the patterns of intellectual change from novice preservice teacher to beginning classroom teacher; (b) the personal, program, and contextual influences or constraints on that change; (c) the role of the cooperating teacher and university supervisor in supporting intellectual change;...

860 citations


Journal ArticleDOI
TL;DR: This paper created a living educational theory from questions of the kind, "How do I improve my practice?" and used this theory to create a Living Educational Theory from Questions of the Kind.
Abstract: (1989). Creating a Living Educational Theory from Questions of the Kind, ‘How do I Improve my Practice?’. Cambridge Journal of Education: Vol. 19, No. 1, pp. 41-52.

670 citations


Journal ArticleDOI
TL;DR: The authors explored the origins of the "reflective teaching" concept and argued that the concept requires further examination in the light of empirical research on teaching and how teachers learn to teach, and that existing research on teacher cognitions, teachers' knowledge, and the context of teachers' learning has potential to extend our understanding of the role of reflection in teacher education.

653 citations


Book
01 Jan 1989
TL;DR: A history of community colleges in America can be found in this paper, where Brint and Karabel examine the role of the two-year college as a guardian of the cherished national ideal of equality of opportunity.
Abstract: In the twentieth century, Americans have increasingly looked to the schools-and, in particular, to the nation's colleges and universities-as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, the opportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college-which now enrolls more than four million students in over 900 institutions-is a central expression of this dream, and its invention at the turn of the century constituted one of the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma-and to the nation's growing professional and managerial classes. But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offer a history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictory task of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' most secure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriously threatened. With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark study provides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.

607 citations


Journal Article
TL;DR: I am a specialist in information technology and my mobility materializes in my successive fields of activity (programming languages, software engine ering, security, computational linguistics, computer vision) and workplaces (within France and abroad).
Abstract: I am a specialist in information technology. My professiona l itinerary gravitates around two poles, research and engineering, both in academia (e.g., I am presently a senior researcher in a public university) and in industry (e.g., I was previously deputy CTO of a start-up company). My mobility also materializes in my successive fields of activity (programming languages, software engine ering, security, computational linguistics, computer vision) and workplaces (within France and abroad).

565 citations


Journal ArticleDOI
TL;DR: In this article, a survey of life science faculty members in research universities is used to distinguish five types of academic entrepreneurship: engaging in large-scale science (externally funded research), earning supplemental income, gaining industry support for university research, obtaining patents or generating trade secrets, and commercialization-forming or holding equity in private companies based on a faculty member's own research.
Abstract: This research was supported by the Andrew Mellon Foundation and the Department of Health and Human Services, grant DHHS-100A-83. We thank our colleagues, Thomas A. Louis, Jack Fowler, Stanley E. Seashore, Ronald G. Corwin, James Hearn, and David Wise for their helpful comments on earlier drafts, as well as three anonymous ASQ reviewers. The remaining flaws are, of course, our own. This paper explores entrepreneurship in the research university, a setting in which there has been a marked change over the past half century in norms governing relationships between scholars and the commercial sector. A survey of life science faculty members in research universities is used to distinguish five types of academic entrepreneurship: (1) engaging in large-scale science (externally funded research), (2) earning supplemental income, (3) gaining industry support for university research, (4) obtaining patents or generating trade secrets, and (5) commercialization-forming or holding equity in private companies based on a faculty member's own research. The results suggest models for the different types of entrepreneurship. Individual characteristics and attitudes are the most important predictors of large-scale science and supplemental income, which are more traditional, while local group norms play a more important role in predicting active involvement in commercialization. University policies and structures have little effect on entrepreneurship. Implications for organizational theory and the role of the university are discussed.'

557 citations


Journal ArticleDOI
TL;DR: In this article, the authors focus on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers, and discuss methodological issues in studies of this type and make recommendations concerning the analysis and presentation of information.
Abstract: Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of student-generated marks with those generated by teachers. Studies including such comparisons in the context of higher education courses are reviewed and the following questions are addressed: (i) do students tend to over- or under-rate themselves vis-a-vis teachers?, (ii) do students of different abilities have the same tendencies?, (iii) do students in different kinds or levels of course tend to under- or over-rate themselves?, (iv) do students improve their ability to rate themselves over time or with practice?, (v) are the same tendencies evident when self-marks are used for formal assessment purposes?, and (vi) are there gender differences in self-rating? The paper also discusses methodological issues in studies of this type and makes recommendations concerning the analysis and presentation of information.

531 citations


01 Jan 1989
TL;DR: Chickering is a Distinguished Professor of Higher Education at Memphis State University and a Visiting Professor at George Mason University as mentioned in this paper, and Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston, and in the Center for the Study of Higher and Postsecondary Education at University of Michigan.
Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

488 citations


Journal ArticleDOI
TL;DR: One racial minority that has been particularly underserved by American higher education, in general, and by the four-year institution, in particular, is the Mexican American as discussed by the authors, who have been and continue to be "grossly underrepresented in higher education and in almost all occupational fields that require a college education" and do not enjoy equitable participation in the larger society's social, economic, and political life.
Abstract: In view of its importance for social advancement [1 1] and its contribution to the improvement of personal well-being [2, 5 1], it is not surprising that higher education in the United States has become a cynosure for efforts to improve the condition of economically and socially disadvantaged subpopulations. Ironically, the present condition of these subpopulations exists because, in the past, higher education's service as an instrument for social mobility was seldom indiscriminate. America's racial and ethnic minorities have been and continue to be "grossly underrepresented in higher education and in almost all occupational fields that require a college education" [2], and do not, as a consequence, enjoy equitable participation in the larger society's social, economic, and political life. One racial minority that has been particularly underserved by American higher education, in general, and by the four-year institution, in particular, is the Mexican American. In 1979, according to an estimate by the Bureau of the Census [47], the rate of baccalaureate degree attainment in the general population was more than four times the rate in the Mexican American subpopulation alone. Data presented by Brown [10] tend to confirm the link between social and economic ad-

473 citations


Journal ArticleDOI
TL;DR: In this paper, a multiple-output cost function is estimated for institutions of higher education in the United States, employing data for 1981-82, and the authors indicate the existence of scope economies (at least up to a point) for both public and private institutions.
Abstract: A multiple-output cost function is estimated for institutions of higher education in the United States, employing data for 1981-82. The authors flexible fixed cost quadratic function includes three outputs--undergraduate teaching, graduate teaching, and research grants--and one input price--average faculty salaries. Results indicate the existence of scope economies (at least up to a point) for both public and private institutions of higher education. Ray economies of scale are more pronounced in the private sector and product-specific economies of scale are observed only in the public sector for research and graduate teaching. Copyright 1989 by MIT Press.

466 citations


Journal ArticleDOI
John S. Lochrie1
TL;DR: Perry revisited as mentioned in this paper a fresh look at forms of Intellectual and Ethical Development in the college years, focusing on the role of the teacher and the student in the development of higher education.
Abstract: (1989). Perry revisited—A fresh look at Forms of Intellectual and Ethical Development in the College Years. Studies in Higher Education: Vol. 14, No. 3, pp. 347-350.

Book
01 Jan 1989

Journal ArticleDOI
TL;DR: This paper examined teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching and found that students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess.
Abstract: Weinstein examines teacher education students' expectations about future teaching performance, their explanations for their predictions, and their descriptions of good teaching. Students tend to engage in "unrealistic optimism" and to demonstrate self-serving biases, perceiving as important for teaching those attributes that they themselves possess. When describing "a really good teacher," students emphasize interpersonal/affec tive variables and downplay academic dimensions ofteaching. These descriptions are compared with those of inservice teach ers. Results indicate that inservice teachers also tend to em phasize interpersonal/affective variables.


Book
01 Jan 1989
TL;DR: Improving Higher Education Environments for Adults uses numerous real-life vignettes to examine the changing needs of adult learners as they move through the higher education system, and it suggests ways student development professionals and other educators can make higher education more responsive to these needs.
Abstract: Improving Higher Education Environments for Adults uses numerous real-life vignettes to examine the changing needs of adult learners as they move through the higher education system, and it suggests ways student development professionals and other educators can make higher education more responsive to these needs.


Journal ArticleDOI
TL;DR: In this article, what Research Says to the Educator: Part One: Environmental Education and the Affective Domain, the authors discuss the relationship between environmental education and the affective domain.
Abstract: (1989). What Research Says to the Educator: Part One: Environmental Education and the Affective Domain. The Journal of Environmental Education: Vol. 20, No. 3, pp. 3-9.

Journal ArticleDOI
TL;DR: In this paper, a model of dropout from distance education is proposed, which includes components for background characteristics, goal commitment, academic and social integration, and a cost/benefit analysis.
Abstract: A model of drop-out from distance education is proposed. The longitudinal model is developed from Tinto's model. It includes components for background characteristics, goal commitment, academic and social integration, and a cost/benefit analysis. Issues inherent in testing the model are discussed.


Journal ArticleDOI
TL;DR: Livingston and Borko as discussed by the authors examined the implications of theory and research on pedagogical expertise for teacher education, and proposed recommendations for teacher educa tion practice based on their investigation of the thoughts and actions of a small number of expert and novice teachers.
Abstract: Livingston and Borko examine the implications of theory and research on pedagogical expertise for teacher education. They describe an investigation of the thoughts and actions of a small number of expert and novice teachers. Differences among the teachers are analyzed from two perspectives: teach ing as a complex cognitive skill and improvisational perfor mance. They then offer recommendations for teacher educa tion practice.

Journal ArticleDOI
TL;DR: The authors define medical ethics education as more clinically centered than human values education and more inclusive of philosophical, social, and legal issues than is interpersonal skills training.
Abstract: Medical ethics education is instruction that endeavors to teach the examination of the role of values in the doctor's relationship with patients, colleagues, and society. It is one front of a broad curricular effort to develop physicians' values, social perspectives, and interpersonal skills for the practice of medicine. The authors define medical ethics education as more clinically centered than human values education and more inclusive of philosophical, social, and legal issues than is interpersonal skills training. The authors review the history of the emergence of medical ethics education over the last 20 years, examine the areas of consensus that have emerged concerning the general objectives and premises for designing medical ethics programs, and describe teaching objectives and methods, course content, and program evaluation used in such programs on both preclinical and clinical levels. The four interrelated requirements for successful institutionalization of medical ethics education programs are defined and discussed, and the paper ends with an overview of the uncertain future of medical ethics education, an accepted but still not fully mature part of physician training in the United States. An extensive reference list accompanies the article.

Book
01 Jun 1989
TL;DR: A thorough overview of systematic observation systems and procedures for physical education teachers and student teachers, researchers and graduate students in sport pedagogy, and tutors who prepare physical education teacher and coaches can be found in this article.
Abstract: This text - prepared for supervisors of physical education teachers and student teachers, researchers and graduate students in sport pedagogy, and tutors who prepare physical education teachers and coaches - begins with a thorough overview of systematic observation systems and procedures. It also includes 19 new or revised systems, a section on qualitative methods, a summary table for quick selection of appropriate systems, a general description of each system, categories of observation, recording procedures, and instructions for summarising and interpreting data.

Journal ArticleDOI
TL;DR: In this article, the authors describe and evaluate the efforts of a teacher educator to introduce teacher effectiveness research to preser vice teachers in ways that support the development of critical reflection, and evaluate their work.
Abstract: Ross describes and evaluates the efforts of a teacher educator to introduce teacher effectiveness research to preser vice teachers in ways that support the development of critical reflection.

Journal ArticleDOI
TL;DR: Students in the innovative track, compared with those in the conventional tract, tended to score lower on the National Board of Medical Examiners examination and higher on NBME Part II, received higher clinical grades on clinical clerkships, and experienced less distress.
Abstract: Over the past ten years the University of New Mexico School of Medicine has conducted an educational experiment featuring learner-centered, problem-based, community-oriented learning. The experiment was introduced into an established institution by means of an innovative educational track running pa



Journal ArticleDOI
TL;DR: In this paper, the effects of aid offers on enrollment decisions by college applicants from the classes of 1972, 1980, and 1982, and analyzes the effects the type of aid offered had on enrollment by minority students.
Abstract: An objective of the federal student financial aid programs is to promote access to higher education, especially for students from disadvantaged backgrounds. During the past few years, concern has been expressed by diverse segments of the higher education community that this objective is not being met for black and Hispanic students. This article analyzes the effects of aid offers on enrollment decisions by college applicants from the classes of 1972, 1980, and 1982, and analyzes the effects the type of aid offered had on enrollment by minority students in the classes of 1980 and 1982. The principal findings from this analysis are that (1) all types of aid packages had a positive impact on enroliment decisions by college applicants in all three classes, and (2) all types of aid had a positive influence on enrollment by minority students.

Journal ArticleDOI
TL;DR: In this paper, the authors examine extant research in effective teaching and determine the extent to which results were being applied in music teaching and find that the majority of the results were not being applied to music teaching.
Abstract: The purpose of this study was to examine extant research in effective teaching and to determine the extent to which results were being applied in music teaching. Rehearsals (N = 79) were analyzed t...

Journal ArticleDOI
TL;DR: In this article, the authors report the results of analyses of data from a national survey of teachers regarding their views on the effectiveness of different sources of learning to teach and examine differences in teachers' views according to grade level taught and school setting.
Abstract: This article reports the results of analyses of data from a national survey of teachers regarding their views on the effectiveness of different sources of learning to teach. It examines differences in teachers' views according to grade level taught and school setting. The findings are discussed with respect to developing and enhancing sources of teacher learning. This discussion focuses on the knowledge demands of practicing teachers, the types and forms of knowledge that are likely to be conveyed by different learning sources, and the importance of the organizational proximity of learning sources to teachers' work in classrooms. Overall, the findings suggest important relationships between new knowledge and the contexts of teachers' classrooms and between learning and practice.

Journal ArticleDOI
TL;DR: The evidence and experience support the assertion that satisfactory–and in some ways special–physicians can be prepared using the “McMaster approach” to medical education, but that continuous review and periodic major revisions of the educational program are both necessary and possible.
Abstract: This paper presents four aspects of health professions education at McMaster University: (1) a review of the key elements of the history and distinctive approach of the Doctor of Medicine (M.D.) program; (2) a description of the process and substance of curriculum change over the past decade, focusing on a major revision of the M.D. program that began in 1983; (3) a summary of the findings of follow-up studies of McMaster M.D. program graduates; and (4) an analysis of the current context within which the Faculty of Health Sciences (of which the M.D. program is a part) is operating and a description of strategies for renewal that are being implemented. The evidence and experience to date support the assertion that satisfactory--and in some ways special--physicians can be prepared using the "McMaster approach" to medical education, but that continuous review and periodic major revisions of the educational program are both necessary and possible; they must occur in concert with developments in other sectors of Faculty of Health Sciences activities.