Trying hard: Interdisciplinary programs at the Evergreen State College

The Evergreen State College is a new, nontraditional, state-supported, open-admission, four-year liberal arts college in Olympia, Washington. Approximately one-third of the students at Evergreen are enrolled in a full-time interdisciplinary program of 40 to 90 students, staffed by two to five faculty. This paper gives a general account of what these interdisciplinary programs are like, and what, in general, helps them to succeed or makes them fail.This paper was originally presented at the Annual Meeting of the American Association of Higher Education in Chicago, March 1976.     

“故事征集令”2009年全新改版

《海外英语》与加拿大合作开设全新读者互动栏目,现特向五湖四海读者征集您手中的好故事。只要您的故事够逗、英文够棒,您的胆量够大、文笔够炫,请您尽管放马将稿件交于我们。如果你能为自己的文章配上插图,一展你的绘画天赋,那就一并来吧!     

Multidimensional Scaling Analysis of Growth and Change

Latent growth curve modeling provides a powerful and flexible tool for researchers to study individual differences in change as well as the correlates and predictors of change. Recent developments in estimation and hypothesis testing procedures are largely based on confirmatory structural equation approaches. In this article, an alternative exploratory approach is proposed for the analysis of growth and change using multidimensional scaling (MDS). When applied to growth data, it is a growth pattern recognition technique that partitions individual differences into initial level and growth pattern components. When applied to other longitudinal data, it can be used to study change patterns. A math achievement data set is used to illustrate the growth modeling method and a mood variable is used to illustrate change modeling. The strengths and limitations of the MDS growth profile analysis are discussed.     

经济为何成为印第安纳大选的关键

Evelyn Salyer is the kind of voter Republicans desperately need to hang onto this fall.     

Building a framework for determining the authenticity of instructional tasks within teacher education programs

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation.