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41.
Charles D. Hale James L. Wattenbarger 《Community College Journal of Research & Practice》2013,37(3):199-211
The purpose of the present study was to explore the relationship between 10 independent variables and undergraduate academic participation within a weekend college environment. The four demographic variables were age, educational attainment, job type and work setting. The six variables contained in Cross' Chain of Response Model (self‐evaluation of ability, attitudes towards education, goals and expectancy, life transitions, opportunities and barriers, and information) were also investigated. Three levels of participation were identified low, medium, and high. An ex post facto design was employed in the present study. Data were gathered through the administration of a survey instrument to 220 adult students enrolled in a weekend‐degree program. Cronbach's alpha was used to assess instrument sub‐test internal consistency. Internal consistency coefficients ranged between .63 to .88. A statistically significant relationship was found under discriminant function analysis with alpha = .05 between participation and all variables except job type and work setting. Under chi‐square analysis, there was found no relationship between job type or work setting and paticipation. There were no differences found under univariate anaylsis of variance with alpha = .05 between the remaining eight variables and level of participation except self‐evaluation of ability where high participators exhibited greater self‐confidence in their ability than low participators. 相似文献
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James S. Taylor 《Tertiary Education and Management》2013,19(3):243-260
Governing boards have a long tradition and prominent role in U.S. higher education. The diversity of institutional types, and thus governing boards, represents a multifaceted tapestry of functions, roles, and responsibilities. This paper will attempt to define the parameters of public higher education governing boards in the USA and offer critical insights into their degree of effectiveness. It is the author’s position that both positive and negative lessons can be learned through an examination of these public governing boards in the USA. The recent emergence of university boards in Europe is examined and their characteristics are compared against the characteristics of public and private boards in the USA. 相似文献
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With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local decisions. Scores on Dynamic Indicators of Early Literacy Skills Oral Reading Fluency for 1,374 students in Grades 2 to 5 were used to predict outcomes the Georgia reading achievement test, the Criterion Referenced Competency Tests. Local norms were generated using logistic regression and receiver operator characteristic curve analysis. The generated cut scores were compared to the commercial norms for differences in diagnostic efficiency. The generated cut scores were lower than the commercial norms and had improved diagnostic efficiency. Implications related to educational policy and the use of R-CBM are discussed. 相似文献
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When an employee leaves a company, they leave behind not only a cost to replace the employee, but also an opportunity cost in the time it takes to hire and train another employee, or new employee, to come “up to speed” with the company's particular organizational culture and standards. In this paper, after reviewing common issues facing the healthcare environment, we conclude that skill-based leadership competency models should be used to address those issues alongside a comprehensive leadership development program that will not only address unique challenges that face healthcare workers, but will ultimately motivate, engage, and retain more healthcare workers. The unique challenges in healthcare are composed of research in psychology of motivation, leadership, and best industry practices. 相似文献
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Metacognition and self-regulation are important for developing effective learning in the classroom and beyond, but novice learners often lack effective metacognitive and self-regulatory skills. However, researchers have demonstrated that metacognitive processes can be developed through practice and appropriate scaffolding. Betty’s Brain, an open-ended computer-based learning environment, helps students practice their cognitive skills and develop related metacognitive strategies as they learn science topics. In this paper, we analyze students’ activity sequences in a study that compared different categories of adaptive scaffolding in Betty’s Brain. The analysis techniques for measuring students’ cognitive and metacognitive processes extend our previous work on using sequence mining methods to discover students’ frequently-used behavior patterns by (i) developing a systematic approach for interpreting derived behavior patterns using a cognitive/metacognitive task model and (ii) analyzing the evolution of students’ frequent behavior patterns over time. Our results show that it is possible to identify students’ learning behaviors and analyze their evolution as they work in the Betty’s Brain environment. Further, the results illustrate that changes in student behavior were generally consistent with the scaffolding provided, suggesting that these metacognitive strategies can be taught to middle school students in computer-based learning environments. 相似文献