Evaluating the Locational Attributes of Education Management Organizations (EMOs)

This study uses logistic and multinomial logistic regression models to analyze neighborhood factors affecting EMO(Education Management Organization)-operated schools’ locational attributes (using census tracts) in 41 states for the 2014–2015 school year. Our research combines market-based school reform, institutional theory, and resource dependency to explore one important issue regarding EMO location: What are the factors associated with the presence of varied types and sizes of EMOs in neighborhoods? To our knowledge, this is the first multistate study of neighborhood characteristics associated with the location of EMO-operated schools. The results show that the locational patterns of EMO-operated schools are sensitive to high minority areas, as expected, but also to socioeconomic characteristics of the neighborhood. Our findings also suggest that larger EMOs tend to gravitate to areas where they can mobilize resources. For those concerned about spatial efficiency-equity trade-offs in EMO location policies, our results suggest a need for close monitoring of the distributive patterns of EMO expansion across neighborhoods, racial/ethnic and income groups, and the net effect of EMO location on neighborhood attributes.     

The Profile of Multiple Language Proficiencies: A Measure for Evaluating Language Samples of Deaf Children

This article reports the process of creating a developmental measure that assesses the multilingual capabilities of deaf children and the problems that were encountered. Because deaf children may be using more than one method of communication (e.g., sign language skills and spoken language skills), it is important to evaluate their skills as completely as possible. In a pilot study, we used a nominal scale that assessed language skills based on a single continuum, with good English and good American Sign Language (ASL) skills as its two extremes and approximately equal skills in both as the midpoint. In the main study, a more complete measure was created, the Profile of Multiple Language Proficiencies (PMLP). The PMLP uses a single scale that represents the different stages of language development that can be observed in both English and ASL. The PMLP showed reasonable initial reliability and has good promise as an easy-to-use measure of developing language skills in children who use multiple modalities of communication. Using the PMLP as a prototype, we discuss some of the issues that influence the reliability and validity in evaluating such a scale and how these can be overcome or avoided.     

The European Higher Education Area: A New Framework for the Development of Higher Education

Hand in hand with European integration, European higher education must also integrate itself so as to better prepare the highly trained workforce that Europe needs if it is to become the most dynamic and competitive knowledge-based economy in the world. The Bologna Process will lead to the required integration of European higher education while preserving the diversity of European cultures and guaranteeing the assurance of quality. The research role of European higher education is also to be preserved and expanded. Higher education, as the author concludes, must be unified at European level while remaining differentiated at world level.     

A Report from the Higher Education Review Board (HERB): Assessment of Undergraduate Student Learning Outcomes in Food Science

For the past 15 years, Institute of Food Technologists (IFT) has mandated assessment of undergraduate student learning outcomes as the basis for approving food science (FS) programs. No longer is a check‐off course system sufficient to be an IFT‐approved program. The 4 steps to gaining IFT approval include developing learning outcomes for all required FS courses, developing outcomes for the program as a whole, assessing student learning through a comprehensive series of assessment tools, and developing and reporting a plan to use the assessment data collected for continuous program improvement. This article reviews these steps in some detail, providing guidance on possible approaches that may be used. In the end, the aim of the IFT requirements is to improve student learning in FS to advance the field.     

准确定位办出特色——关于高教大众化条件下教育学院发展路径的思考

在教师教育逐步由封闭走向开放,师范教育层次结构重心上移的高教大众化条件下,本文结合江苏教育学院的实际探讨了教育学院的发展路径问题。认为发展是硬道理,定位是关键,特色是生命,不管形势如何变化,不论选择何种发展路径,作为教育学院人,必须把发展放在首位,抓住机遇,准确定位,因校制宜,办出特色。     

属性测度μx(A)的算子研究

提出了属性测度μx的几个算子概念。给出了它们的运算及性质，推广了[1]中的两个估计式。     

优先发展教育科学事业:民族复兴的战略举措

《中共中央关于加强党的执政能力建设的决定》再次强调：“优先发展教育和科学事业，提高全民族的科学文化素质。”要提高全社会对优先发展教育科学事业的再认识，并采取有力措施确保优先发展教育和科学事业的战略落到实处．因为这项工作关系到经济社会的可持续发展，关系党的执政能力建设，关系社会主义现代化建设全局．、     

Evaluating the Implications of Complex Interprofessional Education for Improvements in Collaborative Practice: A multidimensional model

This article questions the notion that interprofessional education necessarily leads to interprofessional learning and improved collaborative practice, and argues in favour of evaluation that sets out to examine these issues. It outlines some of the key theoretical and methodological debates that currently inform potential evaluation models, and seeks to illustrate their relevance by outlining their incorporation into the development of an existing evaluation of a programme of interprofessional education. To demonstrate how this design ‘works’, the article also offers some selected findings, relating these specifically to the methodological issues previously presented.     

Performance Funding in Higher Education: The Effects of Student Motivation on the Use of Outcomes Tests to Measure Institutional Effectiveness

This study obtained data from 1,633 students who took the Collegiate Assessment of Academic Proficiency (CAAP) to evaluate whether the English, math, and critical thinking exams should be used as performance funding measures in the state. Analysis of Covariance (ANCOVA) was utilized to demonstrate that the use of the exams was problematic because students failed to give the assessments their best effort. Other variables in the analysis included level of English and math completed, grade point averages for English and math, cumulative grade point averages, and student characteristics. Policy implications for performance funding are also addressed in the study.     

Relating to Older People Evaluation (ROPE): A Measure of Self-Reported Ageism

The Relating to Older People Evaluation (ROPE) is a 20-item questionnaire that measures positive and negative ageist behaviors that people may engage in during everyday life. In this article, we report the first findings from several administrations of the ROPE along with initial psychometric information on the instrument. Respondents were college students, community-dwelling older adults, and persons affiliated with a university community. Results indicate that most people of all ages readily admit to positive ageist behaviors. Younger and older adults appear to participate in similar amounts of ageist behavior. Analyses by gender indicated that women endorsed the positive ageism items more often than did men. Psychometric analyses yielded estimates of adequate test-retest reliability and internal consistency reliability. Implications for current views of ageism as a social phenomenon and strategies for reducing ageist behaviors in everyday life are discussed.     

Literary Studies: A Preparation for Tertiary Education (and Life Beyond)

My argument is that a literary education should build on a primary level of responsivity towards literature, involving empathy and immersion in the world of the text. To engage with literary works from the past involves a play between familiarity and strangeness, and this play should be located as part of a reader’s response to texts, rather than expecting students to imbibe the ‘dead knowledge’ about literary periods and authors in which textbooks and literary guides traffic. Literary responsiveness involves sensitivity towards the specific character of the text, which means locating it in relation to other texts belonging to that genre without reducing it to being merely illustrative of a genre’s so-called characteristics. In all these respects, contemporary educational standards reflect questionable assumptions about the development of a capacity to respond to literary texts, especially the supposition that a ‘mature’ response to literature somehow involves moving beyond personal response to more analytical forms of engagement.     

人教A版高中数学新教材特色分析及使用建议

教材是教学的蓝本,认清教材是使用好教材的前提。人教版高中数学新教材在编写理念、教材结构、知识内容编排、例题设置和习题设置五个方面具有特色,教师应关注教材新增内容,充分发挥教材特色板块的作用,重视数学建模的教学,有效用好教材中的问题,以及合理使用教材中的例题和习题。     

Schr(o)dinger方程的高精度加权差分格式

利用二阶微商的四阶精度紧致差分逼近公式,给出解Schr(o)dinger方程的精度为O((1-2θ)τ+τ2+h4)的一个新的加权差分格式,当1/2≤θ≤1时格式绝对稳定.特别地,当θ=1/2时,文章所给出的差分格式可高达四阶精度,数值结果与理论分析相一致.     

A cross-cultural validity of the E-learning Acceptance Measure (ElAM) in Lebanon and England: A confirmatory factor analysis

Despite the prevalence and significance of e-learning in education, there is a dearth of published instruments for educational researchers and practitioners that measure users’ acceptance of e-learning. To meet this need, Teo (2010) developed the E-learning Acceptance Measure (ElAM). The main objective of this paper is to validate the ElAM (Teo, 2010) across two cultures, one is from a European country: England, and the other from Asia: Lebanon. A total sample of 461 university students from two private universities in Lebanon (n?=?209) and one university in England (n?=?252) participated in this study. Using confirmatory factor analyses, our findings revealed that the original 3-factor solution for ElAM (Teo, 2010) was supported and found to be adequate for the British sample, whereas the results revealed a bad fit for the Lebanese sample. Despite the differences, the ElAM was found to possess an acceptable level of internal consistency and item reliability for the pooled sample. Theoretical and practical implications are discussed at the end of the paper.     

Higher Education and Women: Deconstructing the Rhetoric of the Education for All (EFA) Policy

The Education for All initiative is one of the best known and most widely referenced policies in the development field. This paper investigates the extent to which the most recent EFA conference in Dakar (2000) addresses the complex issue of women and higher education. Two questions guide this inquiry. First, what are the basic concepts and definitions used in a feminist policy analysis? Second, to what extent, and in what ways is the topic of higher education and women referenced in the document (Dakar Framework for Action, 2000).2 2. Full text available at ?http://www.unesco.org/education/efa/ed_for_all/dakfram_eng.shtml?. View all notes Employing content analysis, this paper reveals the EFA policy's minimal attention to tertiary education for women throughout the world.     

Inclusive Education for Disabled Refugee Children: A (Re)Conceptualization through Krip-Hop

Abstract

Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey. Ultimately, this paper offers teachers recommendations to anchor disabled migrant culture in educational practices.     

NSSE Benchmarks and Institutional Outcomes: A Note on the Importance of Considering the Intended Uses of a Measure in Validity Studies

Surveys play a prominent role in assessment and institutional research, and the NSSE College Student Report is one of the most popular surveys of enrolled undergraduates. Recent studies have raised questions about the validity of the NSSE survey. Although these studies have themselves been criticized, documenting the validity of an instrument requires an affirmative finding regarding the adequacy and appropriateness of score interpretation and use. Using national data from NSSE 2008, the present study found that the NSSE benchmarks provided dependable means for 50 or more students and were significantly related to important institutional outcomes such as retention and graduation rates.