How do exemplary Chinese and U.S. mathematics teachers view instructional coherence?

The purpose of this cross-national study is to understand teachers’ views about the meaning of instructional coherence and the ways to achieve instructional coherence. With respect to the meaning of instructional coherence, whereas the majority of U.S. teachers paid attention to connections between teaching activities, lessons, or topics, the majority of Chinese teachers emphasized the interconnected nature of mathematical knowledge beyond the teaching flow. U.S. teachers expressed their views about ways to achieve instructional coherence through managing a complete lesson structure. In contrast, Chinese teachers emphasized pre-design of teaching sequences, transitional language and questioning based on the study of textbooks and students beforehand. Moreover, they emphasized addressing student thinking and dealing with emerging events in order to achieve “real” coherence. The findings of the study contribute to our understanding about the meaning of instructional coherence and ways to achieve instructional coherence in different cultural contexts.     

Are U.S. Colleges and Universities Applying Marketing Techniques Properly and Within the Context of an Overall Marketing Plan?

This article analyzes the use and effectiveness of marketing techniques in the higher education environment, concentrating specifically on the lack of consistency in the application of different techniques. Questionnaires were sent to the 2,039 members of the American Association of Collegiate Registrars and Admissions Officers (AA-CRAO). The admissions officers were asked to report the use and perceived effectiveness of the following fifteen marketing techniques: publicity, target marketing, market segmentation, advertising, program development, market positioning, market research, access, marketing plan, pricing, marketing committee, advertising research, consultants, marketing audit, and marketing director. The results clearly indicate an increase in the acceptance, use and perceived effectiveness of the fifteen techniques. However, the data also indicate that many institutions are not consistent in their use of the marketing techniques. For example, many institutions use target marketing without first applying market segmentation, and then neglect to develop a positioning strategy vis-a-vis their competition. The very low use rate of developing marketing plans, using marketing directors, committees, or consultants points to a lack of integration of marketing throughout the organization as well as a lack of a strategic marketing focus. While marketing certainly has become more accepted, it is still in its infancy at many institutions. Marketing is viewed as an excellent way to attract students and yet is not commonly seen as a way to increase student satisfaction, lower attrition, and develop strategic and competitive advantages in the marketplace. For many institutions it remains caught in the admissions office, and fulfills strictly a sales and promotional function.     

Where do colleges advertise? Demographic targeting by U.S. colleges

In this paper, we assess the correlation between advertising spending by U.S. higher education institutions and metropolitan area demographics. We explore whether demographic targeting by colleges differs by sector (for-profit, not-for-profit, and public colleges), as well as for predominantly online institutions and multi-campus chains. Our data include spending on television, radio, Internet, print, and outdoor advertising by degree-granting institutions in the United States. We find that advertising spending is positively correlated with the share of Black residents in a local area for all types of institutions. For-profit institutions advertise in communities with larger shares of military service members and Hispanic residents, relative to their public and private not-for-profit counterparts. Campus location plays an important mediating role in college advertising, but cannot fully account for the patterns we observe. More research is needed to understand the welfare implications of our findings, but they raise concerns in light of research showing relatively poor outcomes for students in for-profit institutions.     

Is the U.S.Next?

联合国粮农组织总干事迪乌夫警告说,全世界有100多个国家面临“疯牛病”危险。我国由于管理严格和没有传染途径,目前没有发现疯牛病。美国由于早年的一些措施,使“疯牛病”没有进入本土,但美国并没有因此感到轻松,因为与“疯牛病”类似的“疯鹿病”正在西部兴风作浪。在“疯牛病”恐慌蔓延欧洲乃至世界的今天,美国学者忧心忡忡:“美国会是下一个吗?”     

What Catalyzes Research Universities to Commit to Interdisciplinary Research?

Research in Higher Education - For decades, science policy has been promoting interdisciplinary research (IDR), but universities have not responded uniformly. To explain this variation, we...     

Career Incentives and “Publish or Perish” in German and U.S. Universities

Increasingly, faculty members are rewarded financially for prestige-maximizing publications. As a result, the balance between publishing and other activities such as teaching or public service may collapse, as argued by Leisyte, Enders, and de Boer (2009). In our paper, we focus on career-related rewards and study their impact on publication productivity to see whether economic incentives do indeed affect faculty behavior, as measured empirically. We compare economic incentives resulting from two different career systems, namely those within the German and the U.S. university systems. We derive three hypotheses regarding expected publication patterns and test them by comparing the lifetime publication patterns of German and U.S. business and economics faculty members.     

Who are Rural Students? How Definitions of Rurality Affect Research on College Completion

Research in Higher Education - Given a revived national discourse about rural populations, more educational research on rural students is necessary, including ways that rural students transition to...     

How do apes ape?

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.     

How do people radicalize?

Very little is known about how violent extremist practices are learned, and the role of educational channels through which they are spread. This empirical study extrapolates insights specific to the Bosnian and Herzegovinian context to demonstrate how one ultraconservative ideology, Salafism, can radically alter the dominant thinking and behavior of ordinary individuals once they feel displaced from the mainstream institutions and particularly from the formal education. At the core of the displacement and replacement model of radicalization is an informal and tactful teacher, influencer, or a mentor that individuals connect with either online or in person. Using the primary data collected in Bosnia and Herzegovina through 20 in-depth and semi-structured interviews with radicalized persons, the study sequences a ten-step radicalization model through which the interviewees have transformed from ordinary citizens into radicalized actors with a potential to engage in violent extremism.     

How did I do?

A rookie police officer was out for his first ride in a cruiser with an experienced partner. A call came in telling them to     

Future skill shortages in the U.S. economy?

The impending retirement of the baby boom cohort represents the first time in the history of the United States that such a large and well-educated group of workers will exit the labor force. This could imply skill shortages in the U.S. economy. We develop near-term labor force projections of the educational demands on the workforce and the supply of workers by education to assess the potential for skill imbalances to emerge. Based on our formal projections, we see little likelihood of skill shortages emerging by the end of this decade. More tentatively, though, skill shortages are more likely as all of the baby boomers retire in later years, and skill shortages are more likely in the near-term in states with large and growing immigrant populations.     

“How do you do?”&“How are you?”

一、意义的区别: “How are you?”为问句,意为“你好吗”,而“How do you do?”形式上是问句,实际上为问候语,意为“你好”。二、使用场合的区别: “How are you?”用以询问对方的身体健康状况,多用于朋友或熟人之间:“How do you do?”则用于两个人初次见面时的相互问候。     

Science and Engineering Education: Europe?U.S.A.

A definition of basic philosophy for our future education is given, and the implications with regard to our future teaching system are analyzed. Then the European primary and secondary education, and automatic selection in the precollege year are discussed. The teaching system in a European engineering school is explained, and a discussion of the main results of the 1957 International Conference on Engineering Education and Training, in Paris, is included. Finally, it is explained why, in many fields of science and engineering, the European university education appears superior to ours.     

How Does Literature Affect Empathy in Students?

Scholars have suggested that reading literature can foster empathy. However, learning empathy through literature in the classroom is understudied. The primary objective of this study was to assess whether affective and cognitive empathy, as demonstrated in student writing, relates to textual attributes, the style of writing prompt, student writing ability, and whether it changes over time. Students in a college literature classroom were asked to assess texts according to a series of attributes related to engagement and textual difficulty, followed by a series of analytical and creative writing prompts. These responses were scored on a comparative scale according to metrics of empathy and compared with textual attributes, strength of writing, and time using a general linear model. Textual difficulty was identified as the greatest predictor of empathy (inverse relationship) followed by assignment grade (positive relationship). These results indicate that textual attributes, strength of writing ability, and style of writing response play a central role in explaining empathetic responses in students. The furthest-reaching implications of this study may, however, rest in the findings that empathy didn't change over the short time period and that textual accessibility may trump all other aspects in facilitating empathetic responses.     

How much do M&M's weigh?

This article presents activities appropriate for the first half of a general introductory statistics course. All activities revolve around the same data set collected early in the course. The activities require students to make decisions about how they should proceed.     

How do wings generate lift?

A cambered surface that is moving forward in a fluid generates lift. To explain this interesting fact in terms of simpler models, some preparatory concepts were discussed in the first part of this article. We also agreed on what is an acceptable explanation. Then some popular models were discussed. Some quantitative theories will be discussed in this concluding part. Finally we will tie up all these ideas together and connect them to the rigorous momentum theorem.     

How do gems cure diseases?

Our body is composed of seven primary colors of the solar ranges: violet,indigo(靛蓝色)blue, green, yellow and red These are called primary colors and mixing one or two primary colors makes other hues (色调)and shades. When there is deficiency or absence of any one of these primary colors,our bodies were attacked with the disease caused by that shortage.     

How do wings generate lift?

How lift is generated by a moving wing is understood satisfactorily. But the rigorous explanation requires elaborate theoretical background, and hence there are many simpler explanations in the popular literature. In the first part of this article, some such popular models are discussed after briefly dealing with some required preliminary ideas. The concluding part of the article will deal with some simple quantitative models and then tie up many of these simple ideas and propositions together to the rigorous momentum conservation principle placing these popular models in perspective.     

How do you teach learning?

The question ‘How do you teach ‘learning'?’ is located within the domain of professional adult education practice and is dealt with through a series of ‘stock‐taking’ moves through the field of practice. First, we offer a high‐level overview of standard answers to the question imbedded in contemporary educational practice. Second, we examine the adult education case in particular, focussing on the peculiarly idealised role the ‘adult learner’ has come to assume in international practitioner discourse. Third, we narrow the focus sharply to present a brief case‐study of our own attempts to teach ‘learning’ within the Advanced Diploma Course for Educators of Adults at the University of Cape Town. Finally, we attempt to clarify our present assumptions about the requirements of a ‘curriculum for learning’. (1) 1. An earlier version of this paper was presented at the Kenton Educational Conference, University of the Witwatersrand, Johannesburg, South Africa, in November 1992.

     

How do I learn English?

When I was very young, with my mother's influence, I fell in love with English. I liked it so much that my parents sent me to an English class when I was eight. I was young and I couldn't fit at first. The strange English words were hard for me to accept. And then, the teacher taught me the basic English-phonetic, symbols and ABC. They helped me to learn English words