THE HIGHER EDUCATION CURRICULUM CRISIS

After presenting data collected from national random samples of administrators and data collected from faculty members in a few selected junior colleges and universities, the authors contend that critics of the undergraduate curriculum may indeed have a basis for their indictments. A set of policy proposals are then presented for consideration.     

What Happens After the Age of 14? Mapping Transitions for Pupils with Profound and Complex Learning Difficulties

This article reports on part one of a three-part national survey of provision for pupils aged 14 and older, in England and Wales, who have profound and complex learning difficulties. The survey is part of the Enhancing the Quality of Life (EqoL), a three-year research project jointly awarded to Skill: the National Bureau for Students with Disabilities, and the University of Cambridge School of Education. The aim of the project is to construct a framework for learning which will support improvements in the quality of life for these young people. It is funded by the National Lottery Charities Board.     

从此幸福

还记得年少时那些萌动的思绪,还记得曾经同桌的他 / 她吗?从此幸福,我们一起拾起那些如烟往事。     

William Cullen Bryant's occasional addresses

Although most people know William Cullen Bryant as one of America's great nineteenth‐century poets, not many think of him as a leading editor of a New York newspaper. And few indeed realize that he was one of the leading public speakers of his time.     

More than merely monitoring

This paper by Dee Edwards, Project Officer in the Department of Earth Sciences at the Open University and Judith Metcalfe, Staff Tutor in Science in the Birmingham Region continues the debate on the University's system for monitoring tutor‐marked assignments. The authors focus firstly on the monitoring of grade reliability and then review ways of enhancing correspondence tuition skills through staff development meetings.     

TURNOVER INTENT IN AN URBAN COMMUNITY COLLEGE: STRATEGIES FOR FACULTY RETENTION

High rates of faculty turnover can be costly to the reputation of an institution and to the quality of instruction. Community colleges may expect high rates of faculty turnover as an aging workforce retires. Other sources of attrition, however, can be attributed to organizational characteristics and the structural properties of faculty work. This study examined non-retirement turnover intent in an urban community college. Specifically, the study utilized an expectancy theory framework to explore the relationship between turnover intent and faculty perceptions of autonomy, organizational support for innovation, and collegial communication. The study population included all full-time faculty members employed by an urban community college in the southeastern U.S. Survey responses from 66% (N = 149) of the invited population revealed that organizational support for innovation had the strongest effect on turnover intent. Faculty who reported higher levels of support for innovation were less likely to indicate intentions to leave. Findings suggest that community colleges can target innovation and organizational change as vehicles for enhancing faculty retention rates. Change initiatives related to curriculum, governance, and faculty development can be designed in ways that facilitate faculty commitment to the institution.