Institutional Research: Knowledge,Skills, and Perceptions of Effectiveness

Terenzini (1993) approached the issue of institutional research effectiveness by articulating three tiers of organizational intelligence necessary for effective institutional researchers. Responses (n = 601) from a nationwide survey of AIR members provided for an empirical investigation based on this concept. The study examined the existence and acquisition of examples of institutional research knowledge and skills and how they relate to perceptions of effectiveness. Participants indicated that they were effective in their functions and reported that they possessed examples of the technical, issues, and (to a lesser extent) contextual knowledge and skills articulated by Terenzini. Multiple regression revealed the relationships between background characteristics, knowledge and skills in institutional research, and perceptions of effectiveness to be minimal, however. The authors conclude that an institutional researcher's effectiveness can perhaps only be adequately evaluated relative to institutional culture and expectations and leaders' personalities and orientation toward decision making.     

Faculty writing: Redirection and renewal

Faculty devote their lives to higher education because of an early commitment to intellectual pursuits. Often, their interests narrow over time, as a result of publishing pressure, which may result in faculty writing burnout. Few university programs support more senior faculty to continue their writing. These faculty should be encouraged to provide their informed perspective through the popular media of the cultural, political and scientific dilemmas facing the twenty-first century. Because of the dialogue, not only will faculty feel renewed, but energy will be provided for their other scholarly pursuits. Strategies for regeneration are easily incorporated into faculty development programs.     

Preparing students for college admissions tests

Attaining successful outcomes on the SAT can have profound educational and financial consequences for college-bound students. Using archival data from a private tutoring centre, we investigated variables we hypothesised to contribute to SAT score increases. Our analyses revealed significant effects of time on task and rate of SAT homework completion. Starting preparation earlier in the junior year and distributing tutoring sessions over larger intervals contributed to higher SAT score improvements. Testing effects were significant: more frequent practice tests significantly increased SAT scores. Official SAT administrations contributed more to score increases than did unofficial practice tests. Individual tutoring hours yielded greater increases than did group tutoring hours. Student characteristics such as gender, SES, or private or public school attendance were not significant. Implications for improving test preparation for students as well as directions for future research are discussed.     

认知教学设计理论比较框架

认知领域的学习一直是教育研究的热点，不断有新的教学设计理论和模型出现。该提出了一个比较认知教学设计模型的框架，包含学习类型、学习控制、学习焦点、学习分组、学习交互、学习支持几个维度，可以用来作为理解各种教学设计模型的工具.     

高等教育腐败的代价

本文以高等教育领域的腐败问题为考察对象,揭示了该现象在中亚和东欧国家的普遍存在.文中的腐败既包括高校管理人员在认证、采购、录取和评分环节发生的行贿受贿行为,也包括学生和老师在评分、考试以及教科书购买环节发生的行贿受贿行为.腐败现象日益严重的原因在于,转型时期决策权的下放和高等院校相关经验的缺乏.本文运用中亚和东欧六国学生调查的数据,阐明了这些国家教育领域的腐败问题较之北美和西欧的严重程度.文章还对遏制腐败的措施、调查中的统计数据以及腐败给国家带来的损失进行了探讨.     

Urban African‐American middle school science students: Does standards‐based teaching make a difference?

The current reform movement in science education promotes standards‐based teaching, including the use of inquiry, problem solving, and open‐ended questioning, to improve student achievement. This study examines the influence of standards‐based teaching practices on the achievement of urban, African‐American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group‐administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards‐based teaching practices positively influenced urban, African‐American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards‐based teaching practices in the classroom. The findings support the efficacy of high‐quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000