Reversal of visual discrimination problem and differential frustration effects in dominant and submissive rats

Two experiments are reported comparing performance in dominant and submissive rats as determined by a food-competition procedure. Ss in Experiment I were either trained to criterion or overtrained before being reversed on a visual discrimination task. Although the two groups did not differ significantly in learning the initial task, the dominant Ss were significantly slower on reversal than the submissives. Experiment II, which utilized a tandem runway, showed that when the reinforcer which maintained the running response was not available in the first goalbox, submissive rats responded with a greater increase in running speed in the second runway than dominant rats. These findings were discussed as reflecting motivational differences between dominant and submissive rats.     

Issues in the application of a conjunctive/compensatory standard-setting model to a criterion-referenced, classroom-based teacher certification assessment system: A state case study

Wheeling Jesuit College     

Social Media,Higher Education,and Community Colleges: A Research Synthesis and Implications for the Study of Two-Year Institutions

This research project used a large database to examine factors associated with full-time faculty at 2-year institutions who have secured or not secured external funds. Specifically, the research examined demographic characteristics and other variables of faculty at 2-year institutions.     

Predicting higher education outcomes and implications for a postsecondary institution ratings system

The accountability of colleges and universities is a high priority for those making policy decisions. The purpose of this study was to determine institutional characteristics predicting retention rates, graduation rates and transfer-out rates using publicly available data from the US Department of Education. Using regression analysis, it was determined there are 14 predictors of the full-time retention rate, 7 predictors of the part-time retention rate, 15 predictors of the graduation rate and 12 predictors of transfer-out rates. Institutions and policymakers could use the results of this analysis to determine the policies that would be beneficial to improving the analysed outcomes. All four analyses indicate good fit with R² ranging from .273 to .828. Some possible policy implications include addressing selectivity if institutions want to improve retention rates and addressing affordability to improve retention and graduation rates.