An Assessment of the Relative Importance of Criminal Justice Learning Objectives

This study examines the relative importance of the different learning objectives for criminal justice education as identified by the Academy of Criminal Justice Sciences (ACJS). Three different populations (students, faculty, and professionals) completed a survey exercise in which they were required to rank order hypothetical job applicants who varied in competency on each of the ACJS learning objectives. In addition, students completed the same exercise pre- and post-completion of their required internship to determine if experience in the field affected their responses. Conjoint analysis was used to identify the relative importance of different learning objectives. While results indicate some similarities in responses across all three populations, several interesting differences were observed, and these may have important curricular implications for criminal justice programs.     

QUALITY IN HIGHER EDUCATION FROM AN INTERNATIONAL POINT OF VIEW: THE ROLE OF UNESCO

Although admittedly quality is very hard to define, UNESCO, particularly its European Centre for Higher Education and its Division of Higher Education, have undertaken a number of actions to further quality in higher education. Thus CEPES created EGAA (European Group on Academic Assessment) and the Division of Higher Education stressed the questions of quality in higher education in a recently prepared UNESCO draft policy paper. A strong component of the UNESCO UNITWIN and UNESCO Chairs Programme is directed at improving the quality of universities and university programmes in developing countries. The effort in favour of quality thus dovetails into other policies and actions of UNESCO, such as those in favour of the development of Centres of Excellence in the academic world. Yet quality improvement should not mean the imposition of one university model throughout the world but drawing upon what is best in local customs and indigenous culture.

     

We all as a family are graduating tonight: a case for mathematical knowledge for parental involvement

The researchers in this study investigated the impact of mathematics-focused parental involvement on Kindergarten to Grade 8 children and parents as well as factors prompting that impact. Qualitative analysis consisting of parent, child, and teacher interviews and 3-year quantitative testing showed significant improvements in students’ mathematics understanding and achievement. Moreover parents and teachers improved on measures of content knowledge. We hypothesize that improved parent content and pedagogical knowledge and improved parent-child interactions around mathematics stimulate children to learn at school. Furthermore, we found aspects of parent knowledge and dispositions gained to be analogous to teacher MKT; we termed these aspects Mathematical Knowledge for Parental Involvement. Such aspects include content knowledge, valuing students’ own strategies, and listening to students’ explanations and may boost student achievement in mathematics.     

A needs assessment of primary school pupils of the Yi nationality in the Sichuan Province of China

This research was sponsored by Brigham Young University and the State Nationalities Affairs Commission of the Government of China.     

African American Academic Librarians: An Evidence Map Case Study Using Rapid Review Methodology

ABSTRACT

This article explores rapid review and evidence mapping methodology to map library literature on the presence of, status of, or support for African American academic librarians. Rapid reviews include transparent steps and are completed in a short time frame. Evidence mapping is emerging as a way to summarize evidence. A chronological map indicated topics and impacts of papers. Additional analysis also showed four broad themes: diversity, recruitment, retention, and racism. In our view, rapid review and evidence mapping methods should be considered by academic librarians. Further research should look at racism that still seems apparent in academic libraries.     

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaës on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.