A national survey of comparative criminal justice courses in universities in the United States

In recent years there has been growing interest in comparative/international criminal justice issues. Consequently, a number of scholars and professional organizations have encouraged course offerings in these areas. In this article, results are reported from a national survey carried out to determine the prevalence of courses addressing comparative criminal justice and the course content, structure and the characteristics of faculty who teach them. A questionnaire was mailed to 381 heads of four-year criminal justice programs in the United States; 169 (44%) usable returns were received from four-year institutions. The results indicated that 58 (34%) of the criminal justice programs provide some comparative/international courses. Faculty who are actively involved in these are usually at the upper ranks and have primary interests in England and Japan. Analysis of course content revealed that most emphasize writing skills and critical thinking about comparative issues, and that there appears to be a developing consensus on certain core concepts involved in the teaching of such topics.     

A four-year follow-up of means-end outcomes from outdoor adventure programs

Means-end theory was used to analyze differences in outcomes from original interviews and follow-up interviews occurring four years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) 2006 course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N = 510) completed their course. In 2010, semi-structured telephone interviews were conducted from a convenience sample of the original participants (N = 200). Results of this study show how OB and NOLS programs continued to increase participant self-respect/esteem/confidence, impart transferable lessons and skills, and provide a sense of self-awareness four years after course participation. Understanding such participant outcomes allows program managers to effectively market programs, comprehend relationships between program attributes and participant outcomes, and design programs for specific outcomes.     

The learning outcomes race: the value of self-reported gains in large research universities

This article explores the geographies of difference at LI-NSU, a Mexican university program where English is the predominant language of instruction. The interactions between LI-NSU students and students from other programs are marked by themes of national identity and symbolically charged views of English, creating a contested ‘poetics of space’ within the classroom and beyond. The article questions the impact that English-only classrooms may have on student identity in contexts where English is not the official or dominant language.     

Measuring innovation in education: The outcomes of a national education sector innovation survey

This article presents the results of a national education sector innovation survey in Hungary. A conceptual and analytical framework for studying innovation processes in the education sector and a data collection tool were created in the framework of a research project on the emergence and spread of local/school level innovations (“Innova research”). Using this tool, data were collected from close to 5,000 educational units from all sub-subsystems of the national education system. A composite education indicator was created, allowing for the comparison of innovation activity across various groups of educational units. The educational unit (e.g., schools, university departments) was used as the primary unit of analysis. Data show a relatively high level of innovation activity in all subsystems with significant differences between various groups (e.g., units with higher and lower organisational capacities or participating in top-down development interventions with higher or lower intensity). Connecting the Innova database with data from the regular national pupil achievement survey also made it possible to analyse the relationship between innovation activity and performance.     

A tale of two women leaders: Diversity policies and practices in enterprise universities

This paper explores the ways in which senior female academics’ leadership practices are informed and negotiated in relation to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain, there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic, entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices they produce. Drawing on a larger study of representations of women’s leadership in the media and academia, this paper examines how two leading female academics drew upon a range of logics of practices within the different fields of academia, feminism and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice underpinning the contemporary Australian academic field. Such contestation can be considered one of the “subaltern” consequences of policy regimes and forms an integral part of policy fields.     

Daily activities of school psychologists: A national survey

A national survey of 335 school psychologists, asking them to record their activities on a specific school day, found that assessment activities comprised nearly 40% of the work time, and consultative activities another one-third of the day. Data were collected on a number of other work activities, as well as characteristics of the respondents: age, ethnic status, graduate degrees held, languages spoken, and characteristics of district served.     

Early career outcomes of baccalaureate recipients: A study of native four-year and transfer two-year college students

This study explores differences in the job status, stability, and satisfaction of recent four-year college graduates with varying lengths of attendance at two-year institutions. A longitudinal design with controls for salient pre-college characteristics is employed. Results of the multivariate analysis of covariance indicate no differences in the early career outcome measures between students whose undergraduate preparation was solely in four-year colleges and those whose preparation was at both two- and four-year colleges. The administrative and research implications of these results are discussed.     

Men in academic school psychology: A national survey

There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare these results with a previous survey conducted with women in similar positions. A total of 146 male school psychology academicians (41% response rate) completed the 48‐item survey entitled, “Men in School Psychology: Academia Questionnaire.'' The findings suggested that men were more likely than women to indicate that climate and opportunities within their department were equal, whereas women indicated that the climate and opportunities tend to favor men. When men indicated that inequalities exist, they reported believing that women were favored. Results are discussed in terms of implications for faculty in school psychology. © 2012 Wiley Periodicals, Inc.     

Politics,policies and practice: assessing the impact of sexual harassment policies in UK universities

Since sexual harassment was first named and identified as an obstacle to women's equality in the mid 1970s, concern about both its prevalence and its damaging effects has resulted in the widespread introduction of anti‐harassment policies in UK universities, as in other work and educational settings. The study reported here sought to assess the impact of these policies, in the context of criticisms of the effectiveness of universities' implementation of equal opportunities policies more generally. Its findings indicate that key differences in how policies are both conceived and implemented influence the degree of impact they have. In discussing these different approaches to tackling harassment I highlight the significance of adopting a ‘proactive’, rather than merely ‘reactive’ strategy and consider the reasons why many universities appear to be resisting doing so.     

Serving the gifted: A national survey of school psychologists

Gifted students are among the most underserved population in American schools and are some of the most underperforming in the world, ranking last in Biology, Chemistry, Physics, Algebra, and Geometry among 13 other developed countries. To improve services for the gifted, possible gaps in training and service delivery must be identified. There is a lack of research addressing many of the practical aspects of the delivery of services to the gifted. There is also a lack of research examining how well school psychologists are prepared to provide services to gifted and talented students. We conducted a national survey of school psychologists to evaluate the amount of time school psychologists allocate for gifted assessment and consultation. We also collected information about graduate school and professional development on gifted topics, familiarity with prominent figures in the gifted field, and gifted assessment methods. © 2011 Wiley Periodicals, Inc.     

Evaluative reviews in universities: The influence of public policies

This article addresses issues raised by the conduct of evaluative review processes in the context of public policies. Some examples and outcomes of evaluative reviewing are discussed. The first sections deal with: the necessity for evaluative reviews, their parameters (including their scope and initiation, the levels at which they are conducted, the composition of review committees, information for evaluative reviews, completion of the review process) and the implementation of review recommendations. The significance is examined of evaluative reviews in universities for public policy, inter-institutional and intra-institutional arrangements and for the activities of individual staff members. It is concluded that if universities are to avoid having dramatic change imposed on them by governments through control of finances, they should initiate a continuous review of their role, structure and function designed to maintain access to and the quality of university education.     

Effects of minimum competency testing for minority students: A review of expectations and outcomes

As a new approach to educational accountability, minimum competency testing (MCT) has created considerable controversy. While its supporters believe that the new policy will be of particular value to students from minority and low-income backgrounds, critics are concerned about the possible adverse consequences for these groups. A review of research evidence and results of statewide MCT programs indicate that there is a substantial discrepancy between the initial test performances of black students and their white classmates and that, in some cases, post-test remediation seems relatively ineffective for blacks. Moreover, blacks may be receiving a disproportionate share of all diploma sanctions imposed on repeated MCT failers. It is proposed that some problems currently associated with competency testing can be avoided by emphasizing the remedial rather than the punitive function of these programs.     

高校少数民族大学生英语学习动机探究

英语课程不仅在初高中阶段成为少数民族大学生升学的拦路虎,在大学里同样占有极高的比重从大学里英语课所占的学分就可以窥见一斑,而且大学里英语不仅有读写课还有听说课,与这样显著的重视水平相比学生的学习动力各不相同,本文收集了新疆农业大学2014届至2015届少数民族学生学习英语的情况,就此高校少数民族大学生这一群体进行采访,探索高校里少数民族大学生对于英语学习动机的特殊性,用于了解我国少数民族大学生群体对英语学习的动力,希望促进少数民族对英语的学习和掌握,以便更好的发展。     

Critical competencies in early childhood administration: A national survey

There has been little consensus to date about the skills needed to administer early childhood facilities. A national survey of state education and child welfare agencies attempted to rate competencies.Rosemarie Slavenas is an Assistant Professor and Charles A. Sloan is a Professor at Northern Illinois University in Dekalb.     

School-psychological providers: A national survey of state departments of education

To identify professional groups that are providing psychological services in the schools, the present national survey of state departments of education was conducted. Fifty-nine percent of states currently mandate services of school psychologists by law, and a variety of allied professional groups were identified as also providing psychological services in the schools. Specific information about provider groups and service mandates is reported. Recommendations relevant to the provision of quality school-psychological services and utilization of multiple providers are given.