Work–Life Balance Among Community College Faculty Members: Generational and Life Course Theory Lenses

Generational and life course theory lenses were placed upon one finding of a large-scale qualitative interview-based study focused on if and how community college faculty members construct work–life balance. Twenty-eight interviews with faculty members at a midwestern community college were conducted. Differences regarding to work-life balance approaches between Baby Boomer (n = 15) and Generation X (n = 13) faculty and as mediated by position within the life course are elucidated. We termed this finding tides of life, which is comprised of three subfindings: roles, tenure, and gender performance. Practical implications of this finding are put forward. Better understanding of the nuanced ways in which community college faculty construct work–life balance can inform policy decisions that impact faculty work. Moreover, better understanding of faculty life in a general sense is critical as community college leaders craft policies and refine practices related to faculty employment contracts, work environments, support mechanisms, professional development, and mentoring.     

Consistency of Angoff-Based Predictions of Item Performance: Evidence of Technical Quality of Results From the Angoff Standard Setting Method

Judgmental standard-setting methods, such as the Angoff(1971) method, use item performance estimates as the basis for determining the minimum passing score (MPS). Therefore, the accuracy, of these item peformance estimates is crucial to the validity of the resulting MPS. Recent researchers (Shepard, 1995; Impara & Plake, 1998; National Research Council. 1999) have called into question the ability of judges to make accurate item performance estimates for target subgroups of candidates, such as minimally competent candidates. The propose of this study was to examine the intra- and inter-rater consistency of item performance estimates from an Angoff standard setting. Results provide evidence that item pelformance estimates were consistent within and across panels within and across years. Factors that might have influenced this high degree of reliability, in the item performance estimates in a standard setting study are discussed.     

Interactive Television (ITV) Instructor Behaviors: Implications of Frequency and Importance

Two hundred students majoring in education responded to the Validation of Effective Behaviors of Distance Instructors Inventory (McKenzie, Kirby, & Mims, 1997). The 41 items measured two dimensions: frequency and importance of effective behaviors in delivering distance instruction. A two-way within-subjects ANOVA was conducted. Of the 41 items, 14 were rated higher in importance than in frequency. The 14 items were then analyzed using Principal Component Analysis with Varimax rotation, which yielded two factors: Effective Learning Methods and Student Guidance. This study suggests that the behaviors of Interactive Television (ITV) instructors may be lacking in these two important factors.     

A RE‐EXAMINATION OF THE PAST: SOME ORIGINS OF THE “SECOND BEST” NOTION

A premise of the current criticism that community colleges are institutions that promote social tracking and inhibit social mobility was reviewed and analyzed. The relationship between the roles of the two‐year college and the research university as proposed by Harper and Lange was examined. The thesis that junior colleges emerged when universities supported their growth as feeder institutions was tested by the case history of the development of community colleges in Wyoming. Findings of this study were that: (a) the University's opposition did not halt the development of community colleges, (b) community colleges were comprehensive and community‐based from the outset in Wyoming, and (c) establishment of the transfer function was not predominant in the rationale for the community college movement. It was concluded that the stereotypic explanation of two‐year college development from transfer‐oriented “junior” colleges to comprehensive institutions may be incorrect, and that many two‐year colleges may have been comprehensive from inception.     

THE EMERGENCE OF DISTRIBUTED LEADERSHIP IN EDUCATION: WHY NOW?

ABSTRACT:  The recent emergence of distributed leadership has been very marked. In England, it has received official endorsement. But the evidence-base which supports this endorsement is weak: there is little evidence of a direct causal relationship between distributed leadership and pupil attainment.What therefore might explain its rise to prominence? Here three possible explanations are considered: first, it accords with the contemporary reform of the public services; second, it is legitimated by an appeal to a culture wherein all categories and classifications are rendered increasingly permeable; and third, it is regarded as functional for the 'new work order'.     

Teaching primary mathematics with challenging tasks: How should lessons be structured?

Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains.     

Book reviews

Lifelong learning is recognized as an important tool to reduce social exclusion, but out of the many investigations into the provision of lifelong learning in Europe none has yet sought to examine the specific situation of mental health care service users. This study examines the provision of lifelong learning for this disadvantaged group; it identifies current policies and explores the access to, and nature of, lifelong learning practices for mental health care service users in eight European countries. Data have been collected through a literature and policy review and through questionnaires completed by mental health practitioners in the eight countries. The study found broad compliance amongst the eight countries with the Lisbon policy goals on lifelong learning, but evidence of specific lifelong learning provision for mental health care service users is patchy and sporadic. The study identified the main benefits of, and the barriers to, the participation in lifelong learning for mental health care service users from the viewpoint of mental health professionals and practitioners. The implications for practice were described, and suggestions for actions were made for improving the lifelong learning provision for the target group.