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41.
The annual Community College Futures Assembly is usually a trend-setting experience and this year was no exception. This special issue highlights lessons learned from the institutions who competitively presented and broke new ground at the 2002 Assembly. The theme, Trends in the New Economy , was evident in each presentation and the vehicle of web-casting demonstrated how the community college could be reshaped by technology. Attendees were introduced to the ideas reshaping the new economy by the keynote speaker Britt Beemer and the Bellwether Finalists presented viable examples of college adaptation to these reshaping trends. Important pre-assembly workshops introduced innovative concepts relating to the future of community colleges, including access to baccalaureate degrees. The stimulating presentations, enthusiastic camaraderie, and great meals set the stage for all attendees to take home trend-setting information to their institutions and communities. This introduction focuses on the experience of attending the 2002 Community College Futures Assembly. Approximately 200 community college trustees, presidents, vice-presidents, deans, faculty members, and other decision makers representing 25 states attended the Assembly which was held in Orlando, Florida. The Assembly is sponsored annually by the Institute of Higher Education (IHE), University of Florida (UF) and cosponsored this year by Dell Computers, Saville & Holdsworth, and the numerous organizations identified in this introduction. The assembly has provided quality learning experiences since 1995 and is proud to be an independent national policy forum recognized by the Association of Community College Trustees for its Trustee Education Recognition Program. 相似文献
42.
Phillip A. Morris Dale F. Campbell 《Community College Journal of Research & Practice》2013,37(11):839-842
The Community College Futures Assembly has served as a national, independent policy thinktank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize innovative programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are vetted. The focus for the 2008 Community College Futures Assembly was change, a theme taken from the book, Change or Die. This special focus issue of the Community College Journal of Research and Practice highlights the best practices of 30 Bellwether trend-setting institutions. 相似文献
43.
Matthew J. Basham Dale F. Campbell Pilar Mendoza 《Community College Journal of Research & Practice》2013,37(11):857-870
Three focus groups consisting of board of trustee members, community college presidents, senior administrators, administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, and finance; and workforce development. Thereafter, the delegation of more than 200 voted on various aspects of the most critical issue divulged in the 2008 Community College Futures Assembly: general education assessment is coming. The findings, including opportunities and challenges, potential implications for community college administrators, and future research topics are also discussed, mostly in the context of workforce development opportunities. 相似文献
44.
Dale F. Campbell Tina M. O'Daniels 《Community College Journal of Research & Practice》2013,37(6):437-440
The Community College Futures Assembly has served as a national independent policy think tank since 1995. Its purpose is to articulate the critical issues facing American community colleges and recognize leading-edge trendsetting programs. Convening annually in January in Orlando, Florida, the Assembly offers a learning environment where tough questions are raised, critical issues are discussed, and policy implications are challenged. The 2006 Community College Futures Assembly focused on “The New Rules of Business.” This special focus issue of the Community College Journal of Research and Practice highlights the “best practices” of 30 Bellwether trend-setting institutions. These institutions competitively presented their “lessons learned” to representatives of colleges interested in replicating their award winning programs. In each of the three award categories, Instructional Program and Services; Planning, Governance and Finance; and Workforce Development; 10 Bellwether finalists were competitively selected. Finalists were featured as presenters at the assembly to share their leading-edge ideas with participants. Three institutions then won the prestigious Bellwether Award in their respective category. 相似文献
45.
Dale N. Glaser 《Structural equation modeling》2013,20(2):205-209
LISREL Issues, Debates, and Strategies. Leslie A. Hayduk. Baltimore, MD: The Johns Hopkins University Press, 1996, 256 pages (cloth), $39.95. 相似文献
46.
47.
Dale Lynn Cusumano Kathleen Armstrong Rachel Cohen Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. 相似文献
48.
Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
49.
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations 总被引:1,自引:1,他引:0
Dale H. Schunk 《Educational Psychology Review》2008,20(4):463-467
Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this
special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear
definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes
with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional
methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated
learning and will lead to solid implications for educational policy and practice. 相似文献
50.
Objective: The present study compared reported histories and severity of child sexual abuse, child physical abuse, and both, in college men and women.Method: Four hundred and eighty-six consenting undergraduates completed measures of suicidality, sexual abuse (SA), and physical abuse (PA). Based on their responses, they were categorized into 12 mutually exclusive groups: no PA/no SA (n = 234), moderate PA/no SA (n = 78), severe PA/no SA (n = 34), no PA/mild SA (n = 21), moderate PA/mild SA (n = 12), severe PA/mild SA (n = 5), no PA/moderate SA (n = 20), moderate PA/moderate SA (n = 15), and severe PA/moderate SA (n = 10).Results: Participants who reported both severe sexual and severe physical abuse reported more lifetime suicidality than participants who reported either mild sexual and/or physical abuse. Those who reported sexual abuse involving invasive sexual acts such as rape, and physical abuse involving behaviors that resulted in physical injury to the child, were more suicidal than those who reported less severe abuse. In addition, although combined sexual and physical abuse correlated with increased suicidality, unexpectedly, there was no interaction. Finally, women students endorsed more reasons for living than men and about the same level of suicidal ideas and global suicidality, despite a greater likelihood of having been abused.Conclusions: The absence of an interaction between sexual and physical abuse suggests that this increased suicidality is additive rather than multiplicative. An implication is that college counseling personnel need to be aware of the suicidal risk of women and men students reporting either sexual or physical abuse. 相似文献