Showing papers on "Higher education published in 1999"
Journal Article•
TL;DR: The theory of student involvement as mentioned in this paper can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years, and it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory.
Abstract: Even a casual reading of the extensive literature on student development in higher education can create confusion and perplexity. One finds not only that the problems being studied are highly diverse but also that investigators who claim to be studying the same problem frequently do not look at the same variables or employ the same methodologies. And even when they are investigating the same variables, different investigators may use completely different terms to describe and discuss these variables. My own interest in articulating a theory of student development is partly practical—I would like to bring some order into the chaos of the literature—and partly self-protective. I and increasingly bewildered by the muddle of f indings that have emerged from my own research in student development, research that I have been engaged in for more than 20 years. The theory of student involvement that I describe in this article appeals to me for several reasons. First, it is simple: I have not needed to draw a maze consisting of dozens of boxes interconnected by two-headed arrows to explain the basic elements of the theory to others. Second, the theory can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years. Third, it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory. Finally, this theory of student involvement can be used both by researchers to guide their investigation of student development—and by college administrators and
5,476 citations
TL;DR: It is suggested that computer conferencing has considerable potential to create a community of inquiry for educational purposes and should be used as a medium for this purpose.
Abstract: The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction—cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes.
4,976 citations
01 Jan 1999
4,837 citations
TL;DR: In this paper, the results of a meta-analysis that integrates research on undergraduate science, mathematics, engineering, and technology (SMET) education since 1980 are presented. But the results in this paper are limited to SMET courses and programs.
Abstract: Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.
1,691 citations
Book•
01 Oct 1999
TL;DR: In this article, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Abstract: DOCUMENT RESUME
1,649 citations
1,438 citations
TL;DR: In this article, a review of literature based on the analysis of 63 studies suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective.
Abstract: The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.
1,142 citations
TL;DR: In this paper, the authors make cooperative learning work by making cooperative learning theory into practice, which is called Building Community Through Cooperative Learning (BCL). But they do not discuss how to apply this theory in practice.
Abstract: (1999). Making cooperative learning work. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 67-73.
996 citations
TL;DR: The Scholarship of Teaching: New Elaborations, New Developments as discussed by the authors is a collection of essays about teaching and its role in the development of higher education, and its history.
Abstract: (1999). The Scholarship of Teaching: New Elaborations, New Developments. Change: The Magazine of Higher Learning: Vol. 31, No. 5, pp. 10-15.
813 citations
01 Apr 1999
802 citations
01 Nov 1999
TL;DR: The Young People's Parliament, Birmingham (YPP) as mentioned in this paper is an example of such an initiative, which was created by The University of the First Age, Birmingham City Council and the new centre for learning and leisure.
Abstract: Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, providing full acknowledgement is given. The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993. The Young People's Parliament, Birmingham, (YPP) – Educating for Democracy – gives young people in Birmingham and the West Midlands a voice-whether on school, local quality of life or wider national issues; and on global concerns such as sustainable development and human rights. The initiative is a partnership between The University of the First Age, Birmingham City Council and the new centre for learning and leisure, Millennium Point. Already by using ICT, websites, video conferencing and e-mail, as well as use of the City's Council Chamber, the young people of Birmingham and beyond have been able to participate in two pilot projects. The General Election project in 1997 linked young people in the West Midlands directly with politicians and provided a lively and robust exchange of views. The first G8 Young People's Summit (YPS) was held in May 1998 to coincide with the G8 Summit meeting in Birmingham. Two youth delegates came from each of the G8 countries as well as the EU. A communiqué was drafted, mainly on the issues of third world debt relief, after a meeting with the Prime Minister. It made a powerful statement for the right of young people to be heard in international affairs. The Youth Parliament Competition is now in its eighth year, organised by the Citizenship Foundation and sponsored by Motorola. Each participating secondary school holds a mock parliamentary session of the pupils' own choosing. There are ministers and shadow ministers and a host of backbenchers on both sides. A twenty minute video of the debate is sent to regional judges and regional winners are then judged by a national panel. There is also a separate political writing competition. The national winners are invited to a presentation at the Houses of Parliament to receive their prizes and to meet senior politicians. The entry for this year's national winner (for the second time), St Michael's Roman Catholic School, Billingham, Cleveland, included …
01 Jan 1999
TL;DR: In this paper, the authors identify the key economic features of higher education that make it different from familiar for-profit industries and to ask what difference those differences make, and how safe it is to use "the economic analogy" in higher education, drawing parallels between universities and firms, students and customers, faculty and labor markets.
Abstract: Higher education is a business: it produces and sells educational services to customers for a price and it buys inputs with which to make that product. Production is subject to technological constraints. Costs and revenues discipline decisions and determine the long-run viability of a college or university. ‘‘But higher education is not just a business.’’ While that statement is often meant to imply that higher education is nobler than business—more decent and humane in the purposes it serves—it can also mean that even in economic terms higher education is, in important ways, simply different from a business. This paper asks how well our extensive experience with commercial businesses—and the microeconomic theory of firms and markets that has evolved to describe them—helps in understanding the economics of higher education. That experience and those insights will be used by trustees, politicians, administrators, lawyers, reporters and the public, as well as by economists, to understand and evaluate the behavior of colleges and universities. So it is useful to ask how safe it is to use ‘‘the economic analogy’’ in the context of higher education, drawing parallels between universities and firms, students and customers, faculty and labor markets, and so on. The discussion here seeks to identify the key economic features of higher education that make it different from familiar for-profit industries and to ask what difference those differences make. This is a stick that can be picked up from either end. One approach is to start with meticulous economic theory and see how far it can be made to encompass the economic realities of higher education. An excellent recent paper by Rothschild and White (1995) does that. In their matching model, students and colleges meet
TL;DR: In this paper, the authors argue that add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students.
Abstract: Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.
TL;DR: Outcome-based education offers many advantages as a way of reforming and managing medical education, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal.
Abstract: SUMMARY Outcome-based education, a performance-based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education.The emphasis is on the product‐ what sort of doctor will be produced‐ rather than on the educational process. In outcome-based education the educational outcomes are clearly and unambiguously speci® ed. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practise in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities.Outcome-based education offers many advantages as a way of achieving this.It emphasises relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed.
TL;DR: In this article, a comparative study of qualifications and occupations in thirteen countries is presented, focusing on the institutional embeddings of the stratification process and the early returns of the transition from school to work.
Abstract: 1. The institutional embededness of the stratification process: a comparative study of qualifications and occupations in thirteen countries 2. The transition from school to work in Australia 3. Education and occupation in Britain 4. From education to first job: the French case 6. Investment in education: educational qualifications and class of entry in the Republic of Ireland 7. The transition from school to work in Israel 8. Occupational returns to education in contemporary Italy 9. Educational credentials and labour market entry outcomes in Japan 10. From high school and college to work in Japan - meritocracy through institutional and semi-institutional linkages 11. Education and early occupation in the Netherlands around 1990: categorical and continous scales and the details of a relationship 12. Allocation processes in the Swedish labour market 13. The transition from school to work in Switzerland: do characteristics of the educational system and class barriers matter? 14. The transition from school to work in Taiwan 15. The early returns: the transition from school to work in the United States
01 Jan 1999
TL;DR: Roulis and Roulis as mentioned in this paper discuss how discussion helps learning and enlivens classrooms, keeping discussion going through Questioning, Listening, and Responding, and keeping students' voices in balance.
Abstract: Discussion in a Democratic Society. How Discussion Helps Learning and Enlivens Classrooms. Preparing for Discussion. Getting Discussion Started. Keeping Discussion Going through Questioning, Listening, and Responding. Keeping Discussion Going through Creative Grouping. Discussion in Culturally Diverse Classrooms. Discussion across GAnder Differences, written with Eleni Roulis. Keeping Students' Voices in Balance. Keeping Teachers' Voices in Balance. Evaluating Discussion.
Book•
15 May 1999
TL;DR: The Essentials of Successful Assessment Developing Definitions, Goals, and Plans Encouraging Involvement in Assessment Selecting Methods and Approaches Using Performance Measures and Portfolios for Assessment Using Tests, Classroom Assignments, and Classroom Assessment Listening to Students' Voices Relating Assessment to the World of Work Assessing General Education Assessing Campus Environments and Student Experiences Reporting and Using Assessment Results A Matter of Choices
Abstract: The Essentials of Successful Assessment Developing Definitions, Goals, and Plans Encouraging Involvement in Assessment Selecting Methods and Approaches Using Performance Measures and Portfolios for Assessment Using Tests, Classroom Assignments, and Classroom Assessment Listening to Students' Voices Relating Assessment to the World of Work Assessing General Education Assessing Campus Environments and Student Experiences Reporting and Using Assessment Results A Matter of Choices
TL;DR: In this paper, the authors present a review of the literature on four distinct styles of laboratory instruction: expository, inquiry, discovery, and problem-based, and conclude that each style can be distinguished from the others by a set of descriptors: outcome, approach, and procedure.
Abstract: Through a review of the literature, this paper asserts that four distinct styles of laboratory instruction have been utilized throughout the history of chemistry education: expository (traditional), inquiry, discovery, and problem-based. Although these instructional styles share many commonalities and oftentimes their labels are used interchangeably, each style is unique and can be distinguished from the others by a set of three descriptors: outcome, approach, and procedure.
TL;DR: In this paper, the interplay of teachers' capacity and will to reconstruct their mathematics practice with teachers' incentives and opportunities to learn as these are mobilized by the school system and agencies beyond the formal system is considered.
Abstract: This paper considers the interplay of teachers' capacity and will to reconstruct their mathematics practice with teachers' incentives and opportunities to learn as these are mobilized by the school system and agencies beyond the formal system. Comparing those teachers in the study who had changed the core of their practice substantially with those teachers who had not, it is argued that teachers' zones of enactment play a crucial role in their implementation of instructional reform. The zones of enactment of those teachers who had changed the core of their practice are characterized and it is conjectured that the extent to which teachers revise their practice will depend on the characteristics of their zones of enactment.
Book•
01 Jan 1999
TL;DR: The American Higher Education in the Twenty-First Century as mentioned in this paper provides a comprehensive entree to the central issues facing American colleges and universities today, including finance, federal and state governance, faculty, students, curriculum, and academic leadership.
Abstract: First published in 1998, American Higher Education in the Twenty-First Century offers a comprehensive entree to the central issues facing American colleges and universities today. This thoroughly revised edition brings the volume up to date on key topics of enduring interest. Placing higher education within its social and political contexts, leading scholars discuss finance, federal and state governance, faculty, students, curriculum, and academic leadership. Contributors also address major changes in higher education, especially the influence and incorporation of the latest technologies and growing concern about the future of the academy in a post-Iraq War setting. No other book covers such wide-ranging issues under the broader theme of higher education's relationship to society. Highly acclaimed and incorporating cutting-edge research, American Higher Education in the Twenty-First Century remains the standard reference in the field. Contributors: Philip G. Altbach, Benjamin Baez, Michael N. Bastedo, Robert O. Berdahl, Marjorie A. E. Cook, Melanie E. Corrigan, Judith S. Eaton, Peter D. Eckel, Gustavo Fischman, Roger L. Geiger, Lawrence E. Gladieux, Sara Goldrick-Rab, Patricia J. Gumport, Fred F. Harcleroad, D. Bruce Johnstone, Adrianna Kezar, Jacqueline E. King, Aims C. McGuinness Jr., Amy Scott Metcalfe, Michael Mumper, Michael A. Olivas, Robert M. O'Neil, Gary Rhoades, Frank A. Schmidtlein, Sheila Slaughter, Daryl G. Smith, John Willinsky
Journal Article•
TL;DR: The complexity of chemistry has implications for the teaching of chemistry today as discussed by the authors and it is shown from the research on problem solving and misconceptions that has dominated the field during the past 15 years.
Abstract: The complexity of chemistry has implications for the teaching of chemistry today. That chemistry is a very complex subject is shown from the research on problem solving and misconceptions that has dominated the field during the past 15 years. New programs, particularly those supported with NSF funding, that are based on making chemistry relevant through problem solving and collaborative learning hold promise for reforming chemistry education.
TL;DR: The promotion of the merits of learner centred and problem oriented approaches to learning aim to produce doctors better equipped with the adult learning skills necessary for them to adapt to, and meet, the changing needs of the community they serve.
Abstract: Medical education is a lifelong process embracing premedical experience, undergraduate education, general clinical training, specialist or vocational training, subspecialty training, and continuing medical education. Although medical education was once seen as the province of medical schools and teaching hospitals, large and increasing numbers of practitioners now provide teaching and promotion of learning outside the traditional environment.
Over the past decade both the university sector and the NHS have seen considerable change and increased accountability for their activities, and all the signs suggest that the next 10 years will be no different. Simultaneously, medical schools are having to acknowledge the implementation of new curricula, the consequences of new health service priorities, an increase in the number of medical students, and the implications of the report from the National Committee of Enquiry into Higher Education, chaired by Sir Ron Dearing.1
The most recent recommendations of the General Medical Council's education committee were intended to promote an approach to undergraduate medical education and to give a perspective on its aims, which differ substantially from those of traditional curricula.2 Although the 13 principal recommendations are now well known, at the core is the promotion of the merits of learner centred and problem oriented approaches to learning, which aim to produce doctors better equipped with the adult learning skills necessary for them to adapt to, and meet, the changing needs of the community they serve.
The pedagogic shift from the traditional teacher centred approach, in which the emphasis is on teachers and what they teach, to a student centred approach, in which the emphasis is on students and what they learn, requires a fundamental change in the role of the educator from that of a didactic teacher to that of a facilitator of learning.3
Our aim was to explore some of the …
TL;DR: The authors traces the development of teacher education research in the U.S. over the last 21 years, based on Ken Zeichner's 1998 Division K Vice-Presidential address.
Abstract: This article, based on Ken Zeichner's 1998 Division K Vice-Presidential address, traces the development of teacher education research in the U.S. over the last 21 years. Five different segments of the new scholarship in teacher education are discussed together with their contributions to policy and practice in teacher education: survey research, case studies of teacher education programs, conceptual and historical research, studies of learning to teach, and examinations of the nature and impact of teacher education activities including self-study research. The development of Division K in AERA and the role and status of teacher education in research universities are discussed in relation to the development of this field of educational research.
Book•
01 Jan 1999
TL;DR: In this article, the high ram pressure formed at the stagnation point of a projectile nose in flight is used as a source to drive a fluid oscillator within the projectile, which produces an electrical current when excited by the oscillator.
Abstract: The high ram pressure formed at the stagnation point of a projectile nose in flight is used as a source to drive a fluid oscillator within the projectile. A piezoelectric crystal is connected to the fluid oscillator to produce an electrical current when excited by the oscillator. The resulting current can be used to power the electrical components within the projectile.
Book•
10 Dec 1999
TL;DR: This book discusses the design and development of Online Courses, themes that Shape Online Education, and the future direction of online education in the Information Age.
Abstract: 1 Introduction The History of Computers in Education Seymour Papert: Liberating Young Minds Themes that Shape Online Education The Brave New World 2 Scope of Online Education Networks Higher Education K-12 Schools Corporations and Government Agencies Non-Profit Organizations The Home Public Spaces Margaret Riel: Learning Circles Conclusions 3 Elements of Online Education Email Threaded Discussions Realtime Conferencing GroupWare File Transfers Application Software Beverly Hunter: Computers as Tools Simulations Curriculum Development and Management 4 Research About Online Education Impact on Student Achievement Evaluation of Web-based Courses School-Level Impact The Nature of Class Interaction Virtual Conferences Linda Harasim: Studying the Effects of Online Interaction 5 Online Learning Learning to Learn The Social Milieu Engagement Theory Netiquette Computer Literacy Special Needs Gender Equity Norman Coombs: Adaptive Technology for Online Interaction 6 Online Teaching Interactivity and Participation Feedback Workload Moderating and Facilitating Effectiveness Faculty Collaboration Student Evaluation Betty Collis: A World Perspective on Telelearning 7 Design and Development of Online Courses Development Methodology Form and Function The Team Approach Course Documents Integrating Online and On-Campus Activities Authoring Courses Course Quality Judi Harris: Telementoring 8 Organizations and Networking Physical Facilities and Support Staff Patterns of Study and Work Power Relationships Cooperation and Competition Al Rogers: Linking Kids Around the World 9 Policy Ownership Quality Control Student/Faculty Workloads Accreditation and Certification Acceptable Use Jason Ohler: Exploring the Electronic Frontier 10 Education in the Information Age Access: The Haves and Have-Nots Technology: Good or Evil Privacy Cost/Benefits Virtual Schools Organizations that Shape Online Education Resistance to Change Curtis Bonk: Electronic Collaboration 11 When the Electrons Hit the Screen Putting Together an Online Course Getting Connected Finding Money and Resources Selecting Software Troubleshooting What to do Next Mariano Bernardez: Online Professional Development 12 Future Directions Ubiquitous Computing Intelligent Software Merging of Television, Telecommunications, and Computing Virtual Environments, Speech Processing Automated Language Translation Knowledge Management Paul Levinson: Information Technology Visionary 13 Sources Of Further Information Journals/Magazines Conference/Workshop Proceedings Associations Database Report Collections Research Centers Networks References Appendix: Case Studies Glossary Index
TL;DR: In this study, students' frustrations were found in three interrelated sources: lack of prompt feedback, ambiguous instructions on the Web, and technical problems and it was concluded that these frustrations inhibited educational opportunities.
Abstract: Many advocates of computer-mediated distance education emphasize its positive aspects and understate the kind of work that it requires for students and faculty. This article presents a qualitative case study of a Web-based distance education course at a major U.S. university. The case data reveal a taboo topic: students' persistent frustrations in Web-based distance education. First, this paper will analyze why these negative phenomena are not found in the literature. Second, this article will discuss whether students' frustrations inhibit their educational opportunities. In this study, students' frustrations were found in three interrelated sources: lack of prompt feedback, ambiguous instructions on the Web, and technical problems. It is concluded that these frustrations inhibited educational opportunities. This case study illustrates some student perspectives and calls attention to some fundamental issues that could make distance education a more satisfying learning experience.