Secondary Education and Emancipation: Secondary Schools for Freed Slaves in the American South, 1862–1875

Slavery in the United States denied education to the enslaved. Yet within fifteen years of the beginning of the American Civil War and the freeing of four million American slaves, the freed people and their supporters elaborated a full system of universal education in the South, including over 120 secondary and higher institutions. Historians have overlooked black secondary education as a distinctive part of early black schooling. This article documents the competing ends of black secondary education during Reconstruction, the forms of secondary education that emerged during that period, and the curriculum and pedagogy of the schools. An appendix lists the schools of secondary and higher grade known to have been in operation by 1876.     

审视美国院校研究及其与我国高教研究之不同

追溯美国院校研究的起源、定义、研究内容与特征,可以发现它与我国高教研究是有区别的。我国的高教研究机构若要成为本校举足轻重的部门,需向美国学习．定位院校研究。只有紧密结合本校的实际情况开展富有价值的微观应用研究,宏观理论研究挂靠在政府教育部门,才符合政府宏观指导和调控高等教育、高校拥有充分办学自主权的教育规律。     

A multi-level modeling approach to investigating students’ critical thinking at higher education institutions

Twenty-first century and higher-learning skills such as critical thinking are highly desired for new college graduates entering the workplace, especially with rapid changing technology and a more globalized economy. As a result, the importance of critical thinking development at higher education institutions has increased. The purpose of this study was to examine the effect of student and institutional variables on the difference in critical thinking scores between first-year and third/fourth-year students at higher education institutions. We examined the extent to which institutional variables moderate the relationship between student variables and the critical thinking score difference. We used a multi-level modeling approach to account for the clustering of students in institutions. Results of this study showed that: (a) institutional variability accounted for 15% of the variance in estimated critical thinking scores, (b) third/fourth-year students had higher critical thinking scores as compared to their first-year peers even when controlling for college admissions score, and (c) in the final model, the main effects of college admission scores, student-faculty ratio, and percent Black/African American were statistically significant; however, retention was the only significant moderator of the relationship between critical thinking scores and class level. Implications and future research are discussed.     

New measures of college selectivity

Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Older scores were adjusted to reflect decreasing performance over time, and ACT scores were converted to SAT equivalents, resulting in a final measure that reflects 1973 performance levels and is expressed as an SAT Verbal plus Mathematical score (range 400–1,600). Actual scores were available for 1,803 schools; the remaining schools with missing values were given an imputed score based upon means from similar institutions among the 1,803. Correlations between scores from different years and between the final measure and 19 institutional attributes indicated substantial reliability and validity for the selectivity measure.     

Effects of key state policies on private colleges and universities: sustaining private-sector capacity in the face of the higher education access challenge

The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions.     

“肯定多样性”——美国族群政治与民族高等教育的新发展

“肯定多样性”是“肯定性行动”与“多元文化主义”相结合的产物,是美国族群政治与民族高等教育发展的第三阶段.它既是美国少数族群与主体族群之间政治和法律博弈的结果,也有着深刻的文化、教育和经济意蕴.其核心观点是:多样性不是问题,而是资源.这对于我们理解和处理民族及其文化多样性问题、发展民族教育都具有一定的启示意义.对于内地高等教育民族班(校)教育而言,我们应努力促进各民族大学生在教室内外的正式与非正式互动和交流.     

Progressivism,schools and schools of education: An American romance

This paper tells a story about progressivism, schools and schools of education in twentieth‐century America. Depending on one's position in the politics of education, this story can assume the form of a tragedy or a romance, or perhaps even a comedy. The heart of the tale is the struggle for control of American education in the early twentieth century between two factions of the movement for progressive education. The administrative progressives won this struggle, and they reconstructed the organization and curriculum of American schools in a form that has lasted to the present day. Meanwhile the other group, the pedagogical progressives, who failed miserably in shaping what we do in schools, did at least succeed in shaping how we talk about schools. Professors in schools of education were caught in the middle of this dispute, and they ended up in an awkwardly compromised position. Their hands were busy—preparing teachers to work within the confines of the educational system established by the administrative progressives, and carrying out research to make this system work more efficiently. But their hearts were with the pedagogues. So they became the high priests of pedagogical progressivism, keeping this faith alive within the halls of the education school, and teaching the words of its credo to new generations of educators. Why is it that American education professors have such a longstanding, deeply rooted and widely shared rhetorical commitment to the progressive vision? The answer can be found in the convergence between the history of the education school and the history of the child‐centered strand of progressivism during the early twentieth century. Historical circumstances drew them together so strongly that they became inseparable. As a result, progressivism became the ideology of the education professor. Education schools have their own legend about how this happened, which is a stirring tale about a marriage made in heaven, between an ideal that would save education and a stalwart champion that would fight the forces of traditionalism to make this ideal a reality. As is the case with most legends, there is some truth in this account. But here a different story is told. In this story, the union between pedagogical progressivism and the education school is not the result of mutual attraction but of something more enduring: mutual need. It was not a marriage of the strong but a wedding of the weak. Both were losers in their respective arenas: child‐centered progressivism lost out in the struggle for control of American schools, and the education school lost out in the struggle for respect in American higher education. They needed each other, with one looking for a safe haven and the other looking for a righteous mission. As a result, education schools came to have a rhetorical commitment to progressivism that is so wide that, within these institutions, it is largely beyond challenge. At the same time, however, this progressive vision never came to dominate the practice of teaching and learning in schools—or even to reach deeply into the practice of teacher educators and researchers within education schools themselves.     

A Review and Evaluation of Doctoral Programs 2000-2004 by the American Academy of Kinesiology and Physical Education

The results from a U.S. national survey of doctoral programs in kinesiology and physical education covering the years 2000-2004 are presented. The survey was conducted by the American Academy of Kinesiology and Physical Education with all 61 institutions with doctoral programs (32 institutions provided complete data, 52%) invited to participate. Results of the survey included an overall final T-score used for ranking of institutions. Quantitative data on faculty (weighted 66% in the scoring) and student indices (weighted 34% in the scoring) were used to develop the final T-scores as well as T-scores for component data. In addition, average data for all variables are presented by the T-score categories of 60 and above, 50-59, 40-49, and below 40. The American Academy of Kinesiology and Physical Education plans to conduct this survey and reporting process at 5-year intervals.     

民国时期私立高等教育的简要评述

民国时期私立高等教育缘起于我国古代私立高等教育传统的演进、欧美各国私立大学的启示 ,以及教会在我国创办大学的影响。私学的创办者以复兴民族、富强国家、教育先行为指导思想。北京民国政府制定了私立高等教育的政策、法规 ,进行了较为认真监督、审核 ,但学校数量少 ,规模小 ,经费缺 ,设备差 ,教学不很正规 ,管理比较涣散。南京国民政府颁布了规范管理和帮助私立高等学校的各项法令与规定 ,私立高等教育的发展较快 ,成为高等教育体系的组成部分 ,配合公立高等学校 ,培育了许多专门人才 ,积累的办学经验对现时代私立高等学校建设和管理都有借鉴意义     

Short-cycle higher education: Purposes and issues

This article deals with a worldwide movement called short-cycle higher education - a level of education placed between post-compulsory/post-secondary education and university degree completion. Three types of short-cycle institutions are examined and evaluated: (1) extensions of secondary education, (2) expansions of universities and other senior institutions, and (3) units separated from existing schools.Purposes of short-cycle higher education are next discussed, and finally, major issues are identified, and directions taken by various nations contrasted. Particular attention is given to the relationship between short-cycle and university education referred to as articulation and transfer.     

Making sense of institutional positioning in Finnish higher education

This paper examines how institutional positioning has emerged in the meaning-making activities between Finnish higher education institutions and the Ministry of Education and Culture. The study is based on a qualitative analysis of the performance agreement documents of all higher education institutions filed with the ministry for contract periods 2010–2012 and 2013–2016. The results show that, in the first cycle, higher education institutions used profiling vocabulary in vastly different ways, and their lists of priority areas were quite wide ranging. By the second cycle, profiling statements had become more specific and structurally more alike, but the lists of priority areas continued to have a wide scope. As a response, the Ministry has consistently demanded and rewarded more focused profiling efforts and used the concepts of profiling to support other steering measures.     

美国公立高校董事会的法律地位述评

董事会是美国高校的法定代表机关.按照美国公立高校或高校系统董事会的法律地位,可以将它们分为具有宪法权力的公立高校或高校系统董事会与具有普通法规权力的公立高校或高校系统董事会两种类型,前者享有较大的自治权,后者则受到较多的法律法规和立法机关等公共制度组织的规制.通常情况下,由宪法对公立高校或高校系统董事会进行规制比由普通法规进行规制具有更大的效率优势.     

A musing look at American higher education

American higher education has changed in the past century. Most institutions have changed through administrative leadership, but the increased emphasis on graduate education and research has influenced all. While studies call for renewed attention to undergraduate education and the liberal arts, graduate schools emphasize research. This essay is a commentary on the views and values involved. People are indeed funny. Professors are people. Collectively, they profess no obligation and confess no deficiency in educating youth.     

试析“高等教育院校有效性”的概念及其价值

“高等教育院校有效性”(简称‘院校有效性’)已成为美国高等院校内的通用语。本文认为,“院校有效性”是一个系统的、不断进行的、对院校在朝向其使命与目标过程中,收集、分析有关达标情况与成果的指标、数据与信息,并加以度量与表达的过程,用此度量的结果帮助决策的制订和促进改革。这一概念的推广和使用对于指导院校自身的发展有着特别重要的应用价值,对于丰富和完善高等教育理论也将起到重要作用。     

Native American Mascots in Contemporary Higher Education: Part 1: Politically Acceptable or Ethnically Objectionable?

The battle of the Little Big Horn in 1876 was one of the last great wars fought by Native Americans on a grassy battlefield. The battle was fought over territory and the right to live in the Dakota and Montana territories. The Native Americans won the battle of Little Big Horn but eventually lost the war and were forced to live on a reservation away from their homeland. Today another great battle involving Native Americans is taking place, not on a grassy plain somewhere out West, but in courtrooms, classrooms, and tribal meetings across the country. The battle is over the use of historical Native American images and traditions as mascots and nicknames of higher education institutions. The research reported in this paper identified seven institutions of higher learning (not a complete list) which have abolished the use of Native American mascots on their campuses. Although these seven schools do not include a community college, much food for thought is presented for the benefit of community college educators who respect the thoughts and feelings of Native American Indians. The need is for this study to be replicated among community colleges with Native American mascots.     

Comparing Student Performance and Growth in 2- and 4-Year Institutions

This study examines the organizational characteristics of 51 higher education institutions in relationship to student performance and growth. The study first finds that organizational measures of mission, size, wealth, complexity, and selectivity are statistically represented by the 2-year versus 4-year college mission. Findings indicate that 2-year and 4-year campuses indeed do exert significantly different influences on undergraduate GPA and self-reported intellectual growth. Next, the study uses both OLS regression and HLM to examine these influences. High school percentile rank and college classroom experiences are better predictors of Cum GPA at 4-year institutions, while student effort is a better predictor of GPA at 2-year institutions. Whereas the most important predictors of Cum GPA include precollege measures such as high school percentile rank and SAT score, the most influential predictors of student intellectual growth are campus experiences including classroom vitality, peer support, student effort, commitment, and involvement. Controlling for all other variables, students at 2-year institutions receive higher grades, and students at 4-year campuses experience more growth.     

Bodies displayed on walls: are children’s bodies represented in an inclusive way in the pictures on the walls in their early childhood educational environments?

The messages conveyed by visual representations in the early childhood education (ECE) environment are critical to ensuring the success of inclusive practices. Given that anti-bias education permeates and affects everything which takes place in ECE institutions, the challenge for early childhood educators is to think creatively about how classroom walls can be used effectively as part of an educational environment rather than for purely decorative purposes. Our research aimed to examine, through a content analysis of the illustrations, the representation of the body taking into account the different categories as they are portrayed on nine different ECE classroom walls in Spanish public schools. Results show that the ECE walls are teaching gender equality to young children, with no single predominant role for girls or boys, but that they are not contributing to children learning about corporal diversity related to disability and ageing.     

Distance education copyright,intellectual property,and antitrust concerns

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.