Showing papers on "Minor (academic) published in 1995"

Subject matter knowledge, classroom management, and instructional practices in middle school science classrooms

Abstract: This study examined the interrelationships among three major components of classroom teaching: subject matter content knowledge, classroom management, and instructional practices. The study involved two middle school science classes of different achievement levels taught by the same female teacher. The teacher held an undergraduate degree with a major in social studies and a minor in mathematics and science from an elementary teacher education program. The findings indicated that the teacher's limited knowledge of science content and her strict classroom order resulted in heavy dependence on the textbook and students' individual activities (e.g., seatwork) and avoidance of whole-class activities (e.g., discussion) similarly in both classes. Implications for educational practices and further research are discussed.

Student Engagement in the Classrooms of Restructuring Schools.

Abstract: This paper presents findings of a study that investigated factors that contribute to the engagement of students. Based on the theoretical model of Newmann, Wehlage, and Lamborn (1992), the study examined the effect of instructional approaches of teachers, contextual features of classrooms, and attributes of student experience on students' engagement in academic work. The sample, obtained through a nationwide selection process, included 24 public schools (8 elementary, 8 middle, and 8 high schools) deeply involved in restructuring. Data were collected from a survey of 5th --, 8th-, and 10th-grade students and their teachers from six core classrooms (3 mathematics and 3 social sciences) in each of the 24 schools. Over 3,660 students in 143 of the 149 core classrooms completed surveys. Two-way analysis of variance (ANOVA) and hierarchical linear modeling (HLM) were used to analyze the data. Finding confirmed the importance of authentic work and structures of support for students. Student self-concept had a moderate effect on engagement, and girls were more engaged than were boys. Students in mathematics classes had higher levels of engagement than those in social studies classes. Surprisingly, the use of traditional instructional methods exerted a positive influence on student engagement, while progressive methods did nnt. The data indicate that progressive methods must be combined with challenging content and a clear focus of inquiry. Specific restructuring content, such as authentic academic work and structures of support for learning, proved important in raising student engagement even where generalized restructuring was taking place. Two figures and six tables are included. Appendices contain statistical data and information on the construction of var,ables and methodology. (LMI) U 8 DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) /his document has been reproduced as received from the person or organisation originating it O Minor changes have been made to improve reproduction quality -ct 00 e Pointsolview or opinions staled in this dot u00 ment do not necessarily represent official OERI posibon or policy r--I 00 STUDENT ENGAGEMENT IN THE CLASSROOMS OF RESTRUCTURING SCHOOLS Helen M. Marks University of Wisconsin-Madison

Engineering Courses Taught in English: An Experience from Denmark

Abstract: Summary The article gives a brief review of the internationalization of Danish higher education and engineering education in particular. It addresses the questions of why it is important to develop courses in English with regard to the process of internationalization, impact on the curricula and impact on students. Finally, it shows the necessity for higher education institutes in minor language areas to develop courses in English, and new keywords in the internationalization process are discussed.

The Importance of Work and Other Factors to Attrition: A Comparison of Significancy and Odds Ratios for Different Outcomes.

Abstract: In order to gather data on the causes of student attrition, a study was conducted at a Florida community college to identify the relative importance of a set of selected environmental factors and student characteristics. A cohort was developed from the fall 1990 first:lime-in-college students and was tracked for 2 years using the college's standard student level record system and the Florida Education and Training Placement Information Program, a state-level follow-up system. Study results included the following: (1) fall 1990 grade point average (GPA) and the student's mathematics placement score were the most consistently significant variables throughout the study; (2) students working full-time were between 2 and 3 times more likely to drop out than students n,,t working full-time; (3) students taking college preparatory courses were about twice as likely to drop out as those not taking college preparatory courses; (4) beginning college with a regular high school diploma was .very important the first year, while the ability to attend full-time was important the second year; (5) students most likely to remain enrolled either at the community college or in higher education were young, were employed part-time, were attending college full-time, and had a high school diploma and good GPA; and (6) students least likely to return were older students, were working full-time, were attending college part-time, and had taken college preparatory courses the first semester. Contains eight references. (MAB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** The Importance of Work and Other Factors to Attrition: A Comparison of Significancy and Odds Ratios for Different Outcomes U S DEPARTMENT OF EDUCATION oro EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Thus ocument has been reproduced as received from the person or organization originating it Minor changes have been made to Improve reproduction quality Points of stew or opinions siated in this document do not necessarily represent official OERI position or poky PERMISSION TO REPRODUCE THIS olATERIAL HAS BEEN GRANTED BY P. Windham TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Southeastern Association for Community College Research Twenty-fourth Annual Conference August 6-9, 1995 Asheville, North Carolina

A look at student cheating in college science classes

Abstract: To gain an appreciation of the collusion rate of college students in science classes, over three hundred undergraduates from western Pennsylvania were sampled for their attitudes toward different forms of cheating The science students were sampled from several different divisions within the university The survey used in the study was developed by Baird (1980) and holds a reliability coefficient of 89% The results of the survey indicate that eighty three percent of the respondents had cheated in science sometime in their lives The vast majority (86%) of the pupils had “shared” homework answers with classmates and most (81%) had told “little lies” to teachers or administrators to avoid getting in trouble Fewer, but still the majority (75%), of the students admitted to have copied phrases directly out of glossaries, encyclopedias, journals or reference books turning it in as their own work Most students (80%) had also used crib notes or written science terms on their shoes, wrists or other parts of their body to get by “minor” quizzes at times in their biology course Over three quarters of the students admitted to cheating on large exams and major projects When the results of the study are compared to students surveyed with the same instrument a decade ago, it is revealed that the cheating among students is growing Alarmingly, when the results of the 1993 study were compared to the one in 1980, it was discovered that student collusion had increased in all of the categories in the questionnaire

A letter to the Friars Minor, and other writings

Abstract: 1. A Letter to the Friars Minor The Work of Ninety Days 2. A Dialogue 3. Eight Questions on the Power of the Pope.

Linking Schools and Workplaces: Lessons from Australia and Overseas.

Abstract: Efforts to link schools and workplaces in Australia, Sweden, and elsewhere were examined to identify preconditions and effective strategies for linking school to work in Australia. An Australian program that combines applied, contextualized learning structured according to industry standards with students' general education was shown to produce graduates with higher rates of parlicipation in postsecondary education and lower unemployment rates than nonuniversity-bound completers of other secondary education programs. The relative ease with which Japanese and German students make the transition from school to work was attributed to three factors: employers value'academic skills and invest in efforts to develop them; work-bound students exert effort because school performance is relevant to their future careers; and teachers have authority to give students access to jobs and to give employers dependable student evaluations. Special attention was paid to the operation and effectiveness of Sweden's new system of upper secondary education, which is based on an implicit partnership between employers and the state and which views enterprises and schools as co-educators and divides the curriculum between workplaces and schools. Links between schools and business were found to be strong in some industries such as construction and wood technology but weak in others, and resourcing was identified as a continuing problem. (Contains 11 references.) (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Linking schools and workplaces: Lessons from Australia and overseas Richard Sweet Dusseldorp Skills Forum Australian Institute of Training and Development National and International Convention Port Douglas, October1995 U.S. DEPARTMENT Of EDUCATION °ace Cl Edocationat Restarch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) / &This doCument has been riorOduced as received Irom the person or organization originating it 0 Minor changes Neve bean made to imerove reProdvehon dustily Points ot vele°. ogvnions staled immix (Weis ment d4 not necesaanty tepresent olicee OEM position or policy -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Professor Perceptions of the Influence of Race on Classroom Dynamics and Credibility.

Abstract: A qualitative case study examined professor perceptions of the influence of race on the establishment of credibility in the classroom. Non-participant observation and semi-structured interviews elicited participant-generated conceptualizations of credibility of three Black and three White professors in the Northwest. Results indicated that teaching at a predominantly white institution presented particular challenges for the Black professors. The three professors were cognizant of their "minority" status and believed that white students applied a different set of criteria for judging their classroom credibility and/or a more stringent set of standards than their Black students. However, they also acknowledged the need to earn credibility in the eyes of Black students. These professors believed that emphasizing their academic and field qualifications at the onset of the academic term was crucial to establishing their credibility as well as commanding the respect of the students enrolled in their courses. The three white professors were accustomed to classrooms where the majority of heir students were of the same race as the professor. As a result, they worried less about their race influenCing student perceptions. However, when presented with a scenario of teaching at predominantly Black university, all three indicated they would take less for granted about their campus and classroom environment, and all indicated they would seek counsel from Black friends and colleagues regarding what to do, what to say, v.ld how to say it (Contains 34 references. The survey instrument is attached.) (Author/RS) Reproductions supplied by EDRS are thu bust that ca.:1 be made from the original document. a Professor Perceptions of the Influence of Race on Classroom Dynamics and Credibility Katherine Grace Hendrix, Ph.D. University of Memphis Dept. of Communication Arts Memphis, Tennessee 35152 -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).U.S. DEPARTMENT OF EDUCATION Once ot Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) E(This document has been reoroCh.:40 as received (rem the person or organualion originating it Minor changes have been made to Improve reproduction Quality Points of view or opinions suttee in this document do not necesSenly represent otttc,ai OE RI position or policy Paper presented at the annual meeting of the Western States Communication Association In Portland, OR In February 1995.

Development and Validation of an Objective Measure of Metacognition

Abstract: Four studies are reported that used a metacognitive evaluation procedure that can be group-administered and objectively scored. The procedure assesses the knowledge monitoring component of metacognition by evaluating the discrepancy between students' estimates of how well they are likely to perform on a task and their actual performance. The first study examined mathematics and mathematics anxiety in 51 fifth graders. Another study examined whether the metacognitive evaluation procedure was related to a more distant domain, such as learning in school. Participants were 139 college students (84 with complete data) taking a word knowledge test. The third study examined correlations of scores from the metacognitive evaluation procedure and prior learning in college for 115 students. The fourth study investigated the relationship between student estimation of words they would know and their estimates of performance on examinations for 77 college students. Results of the four studies confirm the importance of metacognitive monitoring on achievement in mathematics for elementary students and for college learning. Two tables and six figures present study findings. (Contains 43 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT Of EDUCATION Ott not Educahonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ns document has been reproduced as received from the person or organitalion origineing d n Minor changes have been made to improve reproduction quality Points of view or ounnns Staled .hlhiSdocu rneni do not necessarily represent olltbtat OE RI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Development and Validation of an Objective Measure of Metacognition Sigmund Tobias City College of New York Howard Everson The College Board A paper presented at a symposium entitled Issues in Metacognitive Research & Assessment at the annual meeting of the American Educational Research Association April 1995 San Francisco Development and Validation of an Objective Measure of Metacognition

Participation in Mathematics Courses and Careers: Climate, Grades, and Entrance Examination Scores.

Abstract: Over half the students who select mathematics as a college major eventually switch to other fields. Although equal numbers of males and females start with mathematics majors, females comprise 437. of those completing the undergraduate degree and 207. of those completing the Ph.D. This paper synthesizes findings from two lines of research to shed light on this pattern of participation and persistence in mathematics. First, grades earned in mathematics by males versus females, and persisters versus switchers are examined. Studies of over 39,000 undergraduates indicate that females earn higher mathematics grades than males. Also, switchers earn grades equal to those of persisters, and some of the most talented males and females switch out of mathematics. Second, interview studies of over 1,500 students interested in mathematics and science from over 20 colleges and universities are examined. In every study, undergraduates complain that mathematics courses are designed to weed out students rather than to encourage the best to persist. Switchers, more than persisters, point out the poor quality of undergraduate mathematics instruction compared to instruction in other courses. Low quality of instruction weighs more heavily than do success factors in students' decisions to switch out of mathematics, and more females than males decide to switch. A serious consequence of the perceived low quality of mathematics instruction is the loss of talented students to other majors. (Contains 122 references.) (Author/MKR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** f.Q May 15, 1995 Participation in Mathematics...-1 Participation in Mathematics Courses and Careers: Climate, Grades, and Entrance Examination Scores U.S. DEPAFFTMENT OF EDUCATION Othce ot Educations! Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )k This document has been reProd.cod es rece rn ived fro the 00,500 0, organization onginating it CI Minor changes Sane been made to 1,00,0n0 reproduction Quality Points ol sirew or opinions statect in this document do not necessarily represent official OE RI positron or policy Marcia C. Linn

The Importance of Self-Study in Teacher Education Reform and Re-Accreditation Efforts.

Abstract: This paper argues that the reluctance on the part of university teacher educators to engage in thorough self-study, frequently a feature of accreditation processes, is inhibiting teacher education reform because the self-study can be a significant means to improve teacher education. Reluctance resides, in part, in the distinction between academic knowledge and its use and knowledge of practice and its use. University educatcrs study others, not themselves. They deal day to day with academic knowledge, not knowledge of practices. But self-study demands the construction of knowledge of practices, with all of its high stakes and public validation. Education faculty who want to pursue broad collaboration with schools or significant institutional and programmatic refcrm must undertake serious, honest, and through selfstudy. They must d,velop a knowledge of practices to be ,,_sed by themselves to make changes and improvements. Reluctance toward self study and change also resides in faculty attitudinal inhibitors to significant change--inertia, organizational and structural circumstances, personal attitudes, perception and conception of change, and the time, energy and hassle involved. (Contains 34 references.) (JB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************A************************************************* The Importance of Self-Study in Teacher Education Reform and Re-accreditation Efforts American Educational Research Association by Charles B. Myers Professor Peabody College, Vanderbilt University Nashville, Tennessee U.S. DEPARTMENT OF EDUCATION Olive of Erfecabonal 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 represeiit official OERI position or policy April 22, 1995 San Francisco, California 7" "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Success in the First Year of Teaching: Effects of a Clinical Experience Program.

Abstract: Findings from a study of seven novice teachers who graduated from Elmhurst College (Illinois) indicate that the preservice clinical experiences received by these teachers during their participation in the Satellite Program contributed to successful first-year teaching experiences. This follow-up study examines Satellite Program graduates who participated in the program between 1991 and 1993 and who began their first year of teaching in either Fall 1992 or Fall 1993. Four of the seven beginning teachers were hired by the Satellite schools in which they had been placed as student teachers. During interviews, all seven teachers gave credit to their clinical experiences for presenting a realistic perception of schools and teaching. There was evidence that all subjects were able to reflect on their practice, identify strengths and weaknesses, and develop action plans for correction and improvement. The novice teachers discussed a variety of problems encountered during the first year of teaching. For the most part, subjects acknowledged the value of their preservice mentors in providing support and strengthening professional skills. These teachers sought formal and informal mentor relationships during their first year of teaching. The Satellite Program was collaboratively designed by Elmhurst College faculty and faculty from the Satellite schools to improve the clinical experience component of the college's teacher education program. Interview questions used in the study are included. (Contains 22 references.) (IAH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** SUCCESS IN THE FIRST YEAR OF TEACHING: EFFECTS OF A CLINICAL EXPERIENCE PROGRAM* U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI 0 This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality. Points of view or opinions staled in thisdocu merit do not necessarily represent official OERI position or policy. a paper presented by Linda F. Tusin, Ph.D. at the PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Educating for the 21st Century.

Abstract: Four of the most important issues currently facing higher education are the need to make students the central focus, to restore public trust and demonstrate accountability, to manage limited resources more efficiently and effectively, and to utilize the power of technology. The driving forces behind these directions are public disaffection, financial constraints, the power and promise of new technology, and a growing enthusiasm for change, especially among faculty of community colleges. One example of this enthusiasm for improving the profession of teaching is a 1990 Carnegie Foundation report calling for the recognition of the distinct scholarships of discovery, integration, application, and teaching. In addition, the concept and practices of Classroom Assessment and Classroom Research developed at the University of California, Berkeley attempt to involve college teachers in these multiple scholarships. The project has put together 50 Classroom Assessment Techniques (CATs) to give teachers immediate feedback on how well students are learning. One simple assessment technique is the "Minute Paper," where before the end of the class period students write about the most important thing they learned and their main unanswered question. Faculty involvement in Classroom Assessment helps complement and strengthen the renewed emphasis on excellence in teaching, helps faculty understand the relevance of institutional assessment to their own work, and can help prepare faculty for a leadership role in the restructuring of teaching and learning. (Contains 12 references.) (KP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** V S. DEPARTMENT OF EDIJCATION Othce of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) tethis document has been reproduced u ---vecerved from the polson or orgemtation orapnating a 0 Minor changes have been mad* to improv reproduction quality Ponts of vilInVOr COmons statichn this documem do not neceuanty represent elitist OE RI position or policy Educating for the 21st Century Dr. K. Patricia Cross University of California, Berkeley PERMISSION TO REPRODUCE [His MATERIAL HAS BEEN GRANTED BY Cross TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI Paper presented at "Leadership 2000," the Annual International Conference of the League for Innovation in the Community College and the Community College Leadership Program (7th, San Francisco, CA, July 23-26, 1995) 2 BEST COPY AVAILABLE League, 1995 1995 -1EDUCATING FOR THE 21ST CENTURY* K. Patricia Cross David Pierpont Gardner Professor of Higher Education University of California, Berkeley Six months ago in the darkness of mid-winter, when Terry asked for a title for my remarks today, I didn't have a due about what I might want to talk about by midsummer or what you might want to hear about. So I gave him a serviceable 1995 title that combines two of the hot topics in higher education today improving instruction and assessment. I do plan to address those topics, but I would like to do so in the broader context of community college leadership. Thus I have retitled these remarks, "Educating for the 21st Century." There is certainly no shortage of advice from legislators, the public, the media, and a wide variety of experts within our own ranks on what we should be doing to get higher education on the right track for entrance into the 21st Century. Amazingly, for an enterprise as diverse and often contrary as higher education, there is unusually high agreement on the directions in which higher education should move. Although there are variations on the theme and considerable discussion about what actions to take and how fast to take them, every conference I attend and every campus I visit is working on or at least talking about these four issues: 1. The need to make students the central focus of our work. 2. The need to restore the public trust and to demonstrate through assessment our acceptance of accountability for student learning. 3. The need to manage limited resources more efficiently and effectively. Prepared for the Leadership 2000 Conference, San Francisco, July 25, 1995

Relationships among Various Dimensions of Self-Esteem and Academic Achievement in Elementary Students.

Abstract: This study was conducted to determine the degree to which children's perceived self-esteem is related to their overall academic achievement as measured by their performance on a standardized achievement test battery. Specifically, the study sought to determine the dimensions of perceived self-esteem that would be most clearly associated with higher levels of student achievement. The Self-Esteem Index (SEI) was administered to 208 third-, fourth-, and fifth-grade regular and special education students. Students' SEI subscale scores (familial acceptance, academic competence, peer popularity, and personal security) were correlated with their national percentile scores on four subtests of the Stanford Achievement Test. The results confirmed the existence of a positive relationship between self-esteem, as defined in the SEI, and achievement. Characteristics associated with higher levels of academic achievement were academic competence, familial acceptance, and personal security. In contrast, peer popularity was not highly correlated with academic achievement. Results suggest that schools should address both self-esteem and academic achievement as integral parts of the learning experience. (Contains 28 references.) (Author/AA) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** esteem. mss U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 'This document has been reproduced as eceived from the person or organization originating it 0 Minor changes have been made to improve reproduction Quaid), Points of view or opinions slated in this document do not necessarily represent official OE RI position or Policy. RELATIONSHIPS AMONG VARIOUS DIMENSIONS OF SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN ELEMENTARY STUDENTS Larry G. Daniel Debra A. King University of Southern Mississippi Running Head: Self-Esteem and Academic Achievement PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY s2._1/4173`CC>NVI-1V.Vrn TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 BEST COPY AVAILABLE

Using Electronic Mail in Initial Teacher Education to Develop European Awareness

Abstract: The development of European awareness in teacher training is a particularly difficult task in one year Post Graduate Certificate in Education (PGCE) courses in the United Kingdom because of the short length of the course and the need to ensure that students are well prepared for handling the national curriculum. This paper describes how students on such a course at the University of Ulster in Northern Ireland were able to experience a European dimension through an electronic mail link with high school pupils in Norway. The scheme, which was offered on a pilot basis to students taking history as a major or a minor option, also.gave the group a focus for work on two of the cross‐curricular themes in the Northern Ireland common curriculum, namely Information Technology and Education for Mutual Understanding. The pilot suggests that the scheme has provided a valuable experience of real contact with Europe in a way that is cost effective and manageable within the time constraints imposed by an intensi...

Is the Medium the Message? Comparing Student Perceptions of Teacher Responses via Written and E-mail Forms.

Abstract: Telecommunications in the classroom helps transform familiar types of assignments into new forms, increasing students' motivation while extending opportunities for critical thinking. This goals of this study were to increase apprentice teachers' technology use and evaluation skills while determining the value of e-mail communication in facilitating those processes. Participants were secondary English Education majors at Buffalo State College (New York), enrolled in the Methods for Teaching English course. All students were required to complete regular selfand course-assessments to accompany their reading logs and were offered the choice of forms: the traditional notebook-style handwritten journal or e-mail. During the fall 1994 semester, 13 of the 27 students those to use e-mail; students received ongoing feedback, explored teaching %,oncerns through writing, and developed their self-assessment skills by means of a continued written "dialogue" with the instruccur. The relative immediacy of e-mail communication, unlike the handwritten documents submitted weekly by non-participants, allowed the students and instructor to participate in daily discussions and offered a means to communicate as concerns arose. Data accrued from the study suggest that an e-mail journal helps students synthesize their learning and develop increased self-assessment skills beyond that of traditional journaling. The project also allowed the instructco: to receive a more comprehensive understanding of the students' concerns and perceptions and to assess her work through such feedback. (AEF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U S DEPARTMENT OF EDUCATION One° a, E a:x.0 !Ina. Renpairn EDUCATIONAL RESOURCES INF011MATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating if O 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

Leadership Studies: A New Partnership between Academic Departments and Student Affairs.

Abstract: The author reports on an institution's effort to formalize, coordinate, and further develop its leadership education, tapping the expertise of student affairs professionals and discipline-based faculty to establish an interdisciplinary minor in leadership studies.

Gender Bias in the College Predictions of the SAT.

Abstract: This paper demonstrates that the various College Board examinations, most importantly the Scholastic Aptitude Tests (SATs), make predictions of grade point averages at the University of California at Berkeley that are biased against women This finding persists even when one has made corrections for differences in fields that women and men study and for selection bias Because women in fact are better students than the SATs predict, they are underrepresented both proportionately and relative to their merit in Berkeley's freshman classes (as they would also be in scholarship competitions and at other selective colleges) The differences in predicted grades are small, but if unbiased tests were used, Berkeley would have at least 5% more women in its freshmen classes (200 to 300 per year) Various solution:; to the bias in the SATs are explored Simple mathematical "fixes" by admissions officers will not work well The best solution would be for the Educational Testing Service to correct the bias by altering the mix of questions in its tests Failing this, college admissions staff should significantly expand the numbers of women's applications that are evaluated qualitatively Five tables and six figures present analysis results (Contains 18 references) (Author/SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document * *****1c***********A*:*************************************************** US DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 112/This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to prove reproduction Quality e Points of view or opinions stated in this docu men' do not necessarily represent official OERI position or policy Abstract of TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC1" GENDER BIAS IN THE COLLEGE PREDICTIONS OF THE SAT by r) David K Leonard (Department of Political Science), ce) and Jiming Jiang (Department of Statistics), oo The University of California at Berkeley CPI ] A paper presented to the annual conference of the American Educational Research Association, San Francisco, California, April 21, 1995 The paper demonstrates that the various College Board examinations (most importantly the Scholastic Aptitude Tests) make predictions of grade point averages at the University of California at Berkeley that are biased against women This finding persists even when one has made corrections for differences in the fields that women and men study and for selection bias Because women in fact are better students than the SATs predict, they are under-represented both proportionately and relative to their merit in Berkeley's freshman classes (as they would be also in scholarship competitions and at other selective colleges) The differences in predicted grades are small, but if unbiased tests were used Berkeley would have at least 5 per cent more women in its freshman classes (200-300 a year) Various solutions to the bias in the SATs are explored Simple mathematical "fixes" by admissions officers will not work well The best solution would be for the Educational Testing Service to correct the bias by altering the mix of question items in its tests As long as the ETS refuses to take corrective action and falsely minimizes the extent of the problem (of which it has been aware for 50 years), college admissions staff should counter the bias by significantly expanding the numbers of files of women's applications that are evaluated qualitatively For large, highly-competitive public universities, such as Berkeley, this solution is expensive and painful to implement in these resourceconstrained times

The Struggles of Kay and Aaron: Mathematics Minors in a Constructivist Paradigm of Elementary Mathematics Instruction.

Abstract: This study investigated the struggles of two preservice elementary teachers in a mathematics methods course Kay and Aaron elected mathematics as their content minor and indicated they had always been "good" in mathematics In the methods course, they were challenged to rethink the nature of mathematics learning in a constructivist paradigm Their development in learning to teach mathematics was compared to a model of teachers' developing pedagogical conceptions originally proposed by Ambon and Hutcheson and other researchers associated with the Developmental Teacher Education program at the University of California (Berkeley) Data sources included interviews, observations, artifacts, and assessments of mathematics teaching efficacy Aaron and Kay entered the course with conceptions of learning mathematics as memorization of facts and procedures Aaron continued to struggle with his belief regarding the nature of mathematics learning as "practice" Kay progressed in her desire to understand, explain reasons, and use manipulative materials The development of these preservice teachers supported the Ambon and Hutcheson model and provided a useful framework for understanding the developing conceptions of mathematics teaching and learning for these prospective teachers (Contains 18 references) (Author/JB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document *********************************************************************** The Struggles of Kay and Aaron: Mathematics Minors in a Constructivist Paradigm of Elementary Mathematics Instruction DeAnn Huinker, University of Wisconsin-Milwaukee Sandra K Madison, University of Wisconsin-Stevens Point DeAnn Huinker Center for Math/Science Education Research University of Wisconsin-Milwaukee Milwaukee, WI 53201-0413 voice: 414-229-6646 fax: 414-229-4855 email: huinker®csduwmedu US DEPARTMENT OF EDUCATION Oece o Eaucal'ena PCI,ejTch a,o lovrn,or-on, EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organizahon originating it O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necesswily represent official OERI poslOoo or poIrcy Sandra K Madison Department of Mathematics and Computer Science University of Wisconsin-Stevens Point Stevens Point, WI 54481-3897 voice: 715-346-4612 fax: 715-346-2561 email: smadison@uwspmailuwspedu 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Language and learning : a case study of a Vietnamese unaccompanied minor in a post secondary setting

Abstract: approved: Kenneth M. Ahrendt This study was an ethnographic case study of a Vietnamese unaccompanied minor in a post secondary setting. There were two guiding questions for the study: (1) How does the subject perceive language as it relates to educational experience? (2) What kinds of observable personality, cognitive, or affective factors have contributed to his language and educational experience, and in what way have they contributed? The subject for this study was selected because he had declared himself an unaccompanied minor and immigrated to the United States as a young adult. He was an ESL student who graduated from an American high school within two years of arrival. He was deemed successful by the academic community based on hours of completed course work and grade point average. The subject was extremely motivated to receive a four year degree, but was hampered by college Redacted for Privacy requirements in classes which required high levels of English proficiency and competence. The theoretical base for this research was phenomenology. The subject, purposefully selected, was observed for six months in three different classroom settings: philosophy, physics, and English composition. Validity/replicability was obtained through triangulation of personal interviews and written questionnaires, interviews with faculty and other college personnel, and examination of artifacts such as school records, diaries, and journals. With the exception of school records, portions of artifacts are included in this thesis. The subject exhibited unusual abilities to comprehend complex written and oral material, relate information across disciplines, and adapt to instructional requirements and methodologies. Based on the results of this case study, three hypotheses were generated: 1) Listening skills and memory/recall, or auditory memory, appear to be essential to the subject's academic success. 2) General information about learning styles and strategies may be less useful than specific strategy application in academic situations for

Bridging the Gap: Teaching a Basic Public Speaking Course over Satellite Television.

Abstract: A study examined a pilot program, begun by the State of West Virginia,'offering fully accredited first and second year core college courses via satellite television to state residents who either had not attended college or who had "stopped out" of academic studies for a period of time. The study explored a course based on CMM 103, Fundamentals of Speech Communication, which enrolled 26 students, 24 women and 2 men, and the methods of teaching, using on-camera lecturers and on-site facilitators. The study reviewed the difficulties encountered, including problems with equipment, workbooks, broadcast times, and delays with feedback on completed work. The study finds that, in spite of these difficulties, student response to the course was exceedingly enthusiastic. Results indicated that the quality of student work was comparable to that of non-traditional students in evening sections of the basic course, with more than 607. of the students earning grades of B or better, no grades lower than C, and 2 students withdrawing in the first 2 weeks of the term. Findings suggest that audio reception between the remote sites and the broadcast studio need improvement for clear and effective use of student responses which would also allow questions and issues to be dealt with immediately, and that greater preparation time was needed to create visuals, examples, and vignettes to enhance the presentation of subject matter. (CR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** BRIDGING THE GAP: TEACHING A BASIC PUBLIC SPEAKING COURSE OVER SATELLITE TELEVISION -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY .,f \ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) William N. Denmar Marshall University Huntington, West Virginia U S DEPARTMENT OF EDUCATION On.ceotEcwcavoNiPesever.aflatfl,p,ewpc,v EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) I/This document has been reproduced as received from the person or organization otiginating it. 0 Minor changes have been made to improve reproduction quality Points vf view or opinions slated in this document do not necessarily represent official OERI position or policy Presented at the 1995 Annual Convention of the Speech Communication Association San Antonio, Texas November 18, 1995 9 BEST COPY AVAILABLE BRIDGING THE GAP: TEACHING A BASIC PuBLIC SPEAKING COURSE OVER SATELLITE TELEVISION

Focus Groups: An Active Learning Approach to Identifying Nontraditional Students' Needs.

Abstract: Thirty-one female psychology students with a mean age of 31 years (all enrolled at a public liberal arts institution at which 497. of all students are over the age of 25) were invited to partkcipate in a focus group to discover their perspective of the college experience and identify their concerns as nontraditional students. The group moderator used a four-question outline to guide the group's discussions while encouraging participants to direct the topics. Participants were encouraged to comment on all responses provided by the other group members. Four sessions were held, with an average of eight participants per session. Each session laste4 approximately 1.5 hours. The students indicated their overall positive perspective of the college; however, they expressed concerns regarding advisement, registration, and financial aid. Their goals were related more to attaining their degree and obtaining career counseling rather than participating in typical "college activities." The study findings replicated those of a previous study of evening students. The focus group approach was concluded to be both a valuable instructional tool and a useful source of information for the college's administrators. (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Focus Groups: An Active Learning Approach To Identifying Nontraditional Students' Needs Cynthia McCormick Armstrong State College U S DEPARTMENT OF EDUCATION office of Educattonal Research and Improvement E CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as feLeived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. e Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Presented at the 2nd Annual American Psychological Society Institute on the Teaching of Psychology, New York, July 1995.

Using Technology To Enhance Student Learning Outcomes.

Abstract: This practicum was designed to increase the use of computer technologies, which would enhance student learning outcomes. The primary goal was to improve the language arts skills of third, fourth, and fifth grade students by using specific software and related activities. A secondary goal was to raise teachers' computer comfort levels and skills. With the help of classroom teachers, software was selected and units of study were incorporated with the selected software. Software training sessions were conducted with teachers prior to using the software with their students. Teachers were also assisted in conducting computer lab sessions in which students published their writing. Positive results were perceived from the 12-week implementation. Teachers gained expertise and confidence in using computers. Students independently chose to access academic software programs, and the number of lesson plans including computer software as an instructional resource rose from less than 3% to more than 24%. Five expected outcomes are listed, all of which were met or exceeded through this practicum. Data is presented in seven tables, (Contains 19 references.) (MAS) Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************V*****V*** ******:C********* U.S DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER IER/C) 0 This document hes been reproduced as received from the person or organization Originating it C Minor changes have been made to improve reproduction Quality 0 Points of new or Opinions stated in thisdocu. ment do not necessarily represent "ow OERI position or policy Using Technology to Enhance Student Learning Outcomes

Changing Schools to Quality Work Cultures: Issues and Dilemmas.

Abstract: All too often, rhetoric has become the guide for change, rather than philosophical assumptions and value systems. This paper presents three organizational constructs to assist schools in successfully transforming their work cultures into learning organizations. The three components include systems thinking and quality concepts, social constructivism and poststructural decision-making processes, and the power-empowerment dichotomy. Each of the components frames philosophical issues of epistemology and ethics, which help to build a foundation for systemic change. Short of recognizing these foundational issues, schools usually will engage in short-lived change efforts to adopt "quality concepts" and end up in the history books as part of a "fad of the 1990s." The metaphor of environment versus ecology is used throughout the paper to highlight the distinction between "quick fix" educational change of the past decades and systemic reform that is required to transform schooling and its effects. Two tables and two figures are included. (Contains 46 references.) (Author/LMI) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Changing Schools to Quality Work Cultures: Issues and Dilemmas Karolyn J. Snyder Professor, Director Kristen M. Wolf Research Associate Michele Acker-Hocevar Research Associate A PAPER PRESENTATION Annual Conference British Educational Management and Administration Society U.S. DEPARTMENT OF EDUCATION Office ot Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ef

Teacher Traits Students Find Helpful or Bothersome: Implications for the Inclusive Classroom.

Abstract: MF01/PC01 Plus Postage. Behavior Problems; *Classroom Communication; Classroom Environment; Elementary Secondary Education; Emotional Response; *Inclusive Schools; Learning Experience; Learning Problems; *Mild Disabilities; *Student Attitudes; *Student Reaction; *Teacher Student Relationship The views of students with learning and behavior problems about how teachers can help them were investigated. The 40 students had mild cljsabilities and were in grades kindergarten through grade 12 in resource rooms, content mastery centers, and general education classes. Structured interviews addressed the following questions: What do you enjoy doing at school? What is the hardest thing for you at school? What kinds of things do teachers e) that help you? What kinds of things do teachers do that bother you? and What could we do at school to make things easier for you? Student responses are presented for each question. Results indicated that the major impact that teachers make on many students with learning problems is the personal relationship they develop with the student. The teacher who takes time to encourage or the teacher who gets frustrated because a student is slow in completing work has a major impact on how students feel about themselves and about their work :n general. It is suggested that if more students with disabilities are educated in inclusive settings, teachers need to be more aware of the way their tone of voice and quality of their interaction with students affects how well students learn and how frustrat...'d they become with the entire educational system. (SW) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPAITTMENT EDUCATrLIN Office ol Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) erl'his document has been reproduced as rectaved from the person or organizahon originating it 0 Minor changes have been made to improve reproduction Quality Points ol view or opinions stated inthis docu. ment do not necessarily represent official OERI posdion or policy TEACHER TRAITS STUDENTS FIND HELPFUL OR BOTHERSOME: IMPLICATIONS FOR THE INCLUSIVE CLASSROOM Dr. Sandra R. Lloyd University of Texas at El Paso Educational Psychology Department El Paso, TX 79968 Presented at the Annual Convention of International Council for Exceptional Children Indianapolis, Indiana April 6, 1995 BEST COPY AVAILABLE 2 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

A Generalizability Theory Approach To Examining Teaching Evaluation Instruments Completed by Students.

Abstract: Generalizability theory is used to examine the sources of variability present in a teacher and course evaluation instrument. Two studies were conducted. In the first study, four different forms commonly used by one specific college of a large midwestern university were examined using responses of 915 students. The analysis of variance performed on each form separately indicated that one form did not generilize well across students in comparison with the other three. In the second study, the performance of a five-item form across three levels of courses (734 students in undergraduate, intermediate, and graduate courses) in one specific college were examined. The course evaluations from graduate level students were found to be more reliable. In this case, evaluations of undergraduate level courses should not be considered as reliable and generalizable as those collected in higher level courses. (Contains nine tables and nine references.) (Author/SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** A GENERALIZABILTY THEORY APPROACH TO EXAMINING TEACHING EVALUATION INSTRUMENTS COMPLETED BY STUDENTS U.S. DEPARTMENT Of EDUCATION Office ot Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) (g/dus document has been reproduced as received Imm the person or organization originating it 0 Minor changes have been made to improve reproduction Quality Points of view or opinions stated ill this document do not necessarily represent officiat OE RI position or pohcy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY eYm7j1//A-aPutti1-ieou.51.1

The Community College Open-Door Philosophy: What Negative Outcomes Have Developed?.

Abstract: MF01/PC01 Plus Postage. Academic Standards; *Access to Education; *Administrative Problems; *College Role; *Community Colleges; Educational Improvement; Educational Quality; Institutional Mission; Nontraditional Students; *Open Enrollment; Outcomes of Education; School Effectiveness; Two Year Colleges One of the most important elements of the community college is the open enrollment policy, providing students who may have performed poorly in high school with a fresh start. Serving academically underprepared students is an important objective of community colleges, but the practice is not without pitfalls. Negative outcomes of the open enrollment policy include: (1) enrichment courses offered for credit are being used in place of academic courses, resulting in increased retention and student satisfaction, but not in mastery of academic skills; (2) some students enroll primarily to collect unemployment benefits, attracting students with financial problems and/or a lack of direction who never complete their academic programs; (3) an academically-underdeveloped student base may result in a "watering down" of instruction which can later result in transfer shock; (4) secondary schools expect community colleges to assume too much responsibility for teaching academic fundamentals, while student skills are at an all-time low despite higher high school grade point averages; (5) underprepared students mean extended orientation courses of larger size, shorter durations, with less faculty training; and (6) the open door policy is severely threatened by federal and state funding cuts. Rather than abolishing the open-door system, colleges should take steps to address these issues, including improving communication with secondary schools to help them meet college scholastic requirements, seeking new sources of revenue, and controlling enrollment in enrichment and learning skills courses. (Contains 31 references.) (KP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** THE COMMUNITY COLLEGE OPEN-DOOR PHILOSOPHY: WHAT NEGATIVE OUTCOMES HAVE DEVELOPED? -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY C. Oliver TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U DEPARTMENT OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTERiERICI AbsdocumeolhasbeenieprodoCedrts ...f.t.eceived Irom tne person or oigonilotiue originating d 0 Minor changes have been mode to improve reproduction quaAly

The Baldwin Effect: A Basis for Sex Differences in Attitudes toward Technology and Science.

Abstract: This paper explores alternative explanations for the persistence of difference between girls and boys in their attitudes toward technology and science. Reference is made to data from a project designed to introduce students in a science course to multimedia technOlogy in a manner that would be conducive to encouraging girls as well as boys to become competent and interested, and therefore willing to pursue further opportunities. The project was launched in a suburban high school in the Pacific Northwest, and involved a project-based, cooperative, student-centered biology course. Preand post-tests measured student attitudes toward computers and science, prior experience with computers, and students' sense of efficacy in learning the new technology. They also completed the Bem Scale of Masculinity/Femininity. It was discovered that this careful construction of a learning environment still left differences in ;Ittitudes between the sexes, raising the question about the meaning of.these differences and the efficacy of proposals to attain equality based on possibly incomplete explanations. A model for participation that emphasizes the importance of individual interests and perceptions of abilities is proposed. Data is presented in four tables and one figure. One figure illustrates the model for the relationship between variables predicting continued participation in science and technology. (Contains 49 references.) (Author/MAS) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office Educationai Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as meceoned from the person or organization onchnaling C MInor Changes have been made fo imProve r eproduction Quality Pongs 01 view or OpinlOns stated In th.5000urnen1 Ors not neCeSsaray represent ofhcial OE RI 005rhon or pohcy 00 ci) The Baldwin Effect: A Basis for Sex Differences in Attitudes toward Technology and Science Elizabeth C. Arch Pacific University Forest Grove, Oregon A paper presented at the Annual Meeting of the American Educational Research Association April, 1995 (`) BEST COPY AVAILABLE 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

Effects of Home and School Learning Environments on the Academic Achievement of Eighth-Grade Asian American Students.

Abstract: This study attempts to build on research that has already been conducted to explore some of the factors that differentiate learning environments that may influence the academic achievement of Asian-American students. Their learning environments, in terms of parent guidance, teacher support, class order, satisfaction, and teaching quality, were studied with attention to gender and language spoken at home. Subjects were 1,527 eighth-grade Asian Americans of differing ethnic backgrounds from the National Education Longitudinal Study of 1988. The student questionnaire and results from a battery of eighth -grade tests were used to gather student data. In general, Asian-American students had favorable learning environments at home and in school. Students reported good parent support, positive teacher support, good teaching quality, and satisfaction. Girls had a more favorable perception of parental guidance and class order than did boys. Language-minority students reported less parental guidance and lower class order than students from English-speaking families, and this was coupled with lower achievement in reading and science standardized test scores. The implications of these findings for educational policy and practice are discussed. Three tables present study findings, and the Student Learning Environment Survey is included. (Contains 44 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Effects of Home and School Learning Environments on the Academic Achievement of Eighth-Grade Asian American Students Shwu-yong L. Huang University of Houston and The National Center on Education in the Inner Cities A paper presented at the Annual Meeting of the American Educational Research Association San Francisco, April 21, 1995 U S DEPARTMENT OP EDUCATION Office Of Edii< Resew" . id Imordverm.ird EDUCATIONAL RESOUF INFORMATION CENTER (ERIC) eThis document tins been reproduced as s.-3 received from the person or organintion originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent OERI position or policy The research report was supported in part by the Office of Educational Research and Improvement (OERI) of the U. S. Department of Education through a grant to the National Ccliter on Education in the Inner Cities. The opinions expressed do not necessarily reflect the position, policy, or endorsement of the supporting agency.