Enhancing Community/Junior College Professors' Questioning Strategies and Interaction with Students

Abstract

The author was interested in identifying and changing the interaction behavior and questioning techniques of fourteen community/junior college professors enrolled in his summer institute. Modern technological facilities, including microteaching laboratories with complete videotaping capabilities, were used in training the professors in the use of Flanders Interaction Analysis and questioning strategies. Pre- and posttraining videotapes were used to collect data. The differences between pre- and posttraining lessons for the total class were significant for eight variables.     

Study of Extended Opportunity Programs and Services in California Community Colleges

Abstract

A two-phase study of Extended Opportunity Programs and Services (EOPS) in California Community Colleges, involving comprehensive questionnaire surveys in 93 EOPS-funded colleges and site visits at 12 colleges, reveals that EOPS has proven successful in providing assistance to many who would not otherwise have been able to attend college. However, existing resources are not sufficient to meet the financial needs of many students in the colleges and many more potential students in the communities. The survey concludes that the colleges are successfully balancing the competing demands of financial assistance, to enable students to attend school, and services and assistance, to help students once they get to school.     

Delphi-Process Evaluation of the Effectiveness of Selected In-Service Training Techniques to Improve Community/Junior College Instruction

Abstract

Teaching modalities and in-service training activities that show promise of increasing student learning and teaching effectiveness are identified. The subjects were 25 community/junior college instructors with an average of 5.08 yr of college teaching experience and at least a master's degree, who participated in a 6-wk institute. Modern educational technology facilities, including fully equipped microteaching labs, were used to train the participants in Flanders Interaction Analysis and questioning strategies. The Delphi process, surveys involving the Likert scale, and follow-up visits to campuses were used to collect data. The participants identified several modalities and training techniques as effective.     

El uso de una tecnología interactiva de vídeo-disco para la enseñanza en el lenguaje por señas americano y en inglés escrito

La simultaneidad de códigos y lenguajes es una de las potencialidades más sugerentes del ordenador y su uso resulta decisivo en las didácticas de segundos lenguaces o de sistemas de comunicación alternativos.     

A behavior-genetic study of the legacy of early caregiving experiences: academic skills, social competence, and externalizing behavior in kindergarten

A critique of research examining whether early experiences with primary caregivers are reflected in adaptation is that relevant longitudinal studies have generally not employed genetically informed research designs capable of unconfounding shared genes and environments. Using the twin subsample (N = 485 pairs) of the Early Childhood Longitudinal Study-Birth Cohort, the current study provides evidence that early parental support (derived from observations at 24 months and around age 4, in prekindergarten) is associated with academic skills (r = .32), social competence (r = .15), and externalizing behavior (r = -.11) in kindergarten. Crucially, the shared environment accounted for virtually all of the correlation between parenting and academic skills, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior.     

Tutorial Programs for Freshman Engineering Students

The purpose of this study was to examine the potential of a 1-year tutorial program to reduce the incidence of academic failure and attrition problems among freshman engineering students. A year-long program in English, mathematics, and physics plus general tutoring was provided for freshman engineering students (ninety-four fall, ninety-four winter, and ninety-three spring quarters) throughout the 1967-68 school year.

In eleven of the nineteen comparisons between tutored and non-tutored, the tutored group’s mean adjusted grade point average (GPA) was either significantly higher or approached significance. A higher percentage of tutored students were achieving at above a 2. 00 GPA after 1 year when compared with two separate non-tutored samples (51% - 43% - 22%). A lower percentage of tutored students withdrew during the first year when compared with two separate non-tutored samples (14% - 24% - 35%). The results support the use of a tutoring program at the freshman level as a means of reducing the number of academic and attrition problems.     

Managerial Work,Organizational Perspectives,and the Training of Managers 1

Hultman, G. 1984. Managerial Work, Organizational Perspectives, and the Training of Managers. Scandinavian Journal of Educational Research 28, 199‐210. Managers are often looked upon as men of action with an ability to promote change, but research sometimes seems to reveal the opposite. The article addresses itself to the area of planned change and the training of managers. The phenomenon of leadership and leader competence is seen in a new light by means of a discussion about the growing knowledge from research on managerial work and perspectives of organizations. It is suggested that knowledge of the work and the behavior of managers and an awareness of different organizational perspectives can promote understanding about leadership.

     

Equity and marketisation: emerging policies and practices in Australian education

The conjunction of equity and market logics in contemporary education has created new and different conditions of possibility for equity, both as conceived in policy discourses and as a related set of educational practices. In this editorial introduction, we examine how equity is being drawn into new policy assemblages and how, in the context of marketisation, equity is evolving and being enacted in new ways across education sectors. Different conceptions of equity are considered, including the increasingly influential human capital perspective promoted by the Organisation for Economic Cooperation and Development (OECD). We argue that, separate from critiques of neoliberalism and its deleterious effects on equity in education, it is necessary to analyse carefully the increasing rationalisation of equity agendas in economic terms, the associated effects on education governance and policy-making, as well as on the work of educational institutions and educators. Providing an overview of the contributions to this Special Issue, we direct particular attention to the multiple, complex and often contradictory effects of the current education reform agenda in Australia, which has prioritised equity objectives and intensified performance measurement, comparison and accountability as means to drive educational improvement and reduce disadvantage.     

Early Neglect Is Associated With Alterations in White Matter Integrity and Cognitive Functioning

Cognitive deficits have been reported in children who experienced early neglect, especially children raised in institutionalized settings. Previous research suggests that early neglect may differentially affect the directional organization of white matter in the prefrontal cortex (PFC). This may be one mechanism to explain cognitive deficits associated with neglect. To test this idea, properties of white matter and neurocognitive performance were assessed in children who suffered early neglect and those raised in typical environments (n = 63, M_age = 11.75 years). As predicted, prefrontal white matter microstructure was affected, consistent with more diffuse organization, in children that suffered early neglect and this was related to neurocognitive deficits. Such findings underscore how early adversity may affect the PFC and explain cognitive deficits associated with neglect.