单词趣谈

①The most selfish one-letter word is "I". Avoid it. 最自私的一个字母单词是"我".避开它.     

Joseph Willits and the Rockefeller's European Programme in the Social Sciences

The Rockefeller Foundation'spost-war social science programme in Europe wasdirected by Joseph Willits. In 1946, Willitsdecided to focus his Division's efforts onFrance, and to offer fellowships to a newgeneration of social scientists. TheFoundation's social science activity in Europetapered off after 1955. This paper examinesWillits' initiatives, and considers theirconsequences.     

Quality assurance of higher education in transition countries: Accreditation ‐ accountability and assessment

Abstract

One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries?     

Promoting Evidence-based Education Practice and Better Student Outcomes through Improved Consumer Reporting

The past two decades have seen an increased need for better consumer reporting in education. This has resulted in part from a variety of education initiatives sponsored by the US Department of Education (ED) and others. The initiatives have increased the number of school improvement options available to educators and encouraged—or sometimes required—that choices be guided by “scientifically-based research.”     

Using the College Outcome Measures Project to measure college outcomes

This article describes one institution's use of the College Outcome Measures Project (COMP) in comparing outcomes for graduates of traditional and non-traditional programs. The study was designed to answer three questions concerning the use of COMP in evaluating traditional and non-traditional programs. Results obtained in a study of 96 University of Minnesota graduating seniors suggest greater potential usefulness in distinguishing among institutions than in comparing outcomes of programs within an institution. The authors conclude that as new approaches and instruments for measuring college outcomes become available, criteria for instrument selection need to be shared among individuals charged with conducting outcome studies.     

聪明的一休

从前,日本安国寺里有个叫一休的小和尚．他机智过人,常常帮人排忧解难．一位将军听了不以为然,决定试一试他．于是,将军让人去请一休,说是要宴请他和他的师兄弟们．     

An interview with Jerry Pinkney

Darwin Henderson teaches children's literature at the University of Cincinnati. His research interests lie in 20th century African-American literature for youth.     

Personality characteristics of students enrolled in an elective studies degree program

Personality characteristics of students choosing an elected studies degree option are compared with characteristics of conventional degree candidates on the Omnibus Personality Inventory (OPI). The current status of nontraditional degree programs is briefly reviewed. Results are discussed in terms of published findings for three other student groups: students in other nontraditional degree programs, students who withdraw voluntarily, and upperclass students. Elected studies students are found to have in common with all three groups the general characteristics of intellectual liberalism. The comparison with traditional students in this study shows differences between the two groups on 7 of 14 OPI scales, with the most outstanding differences being the degree of intellectual liberalism. A finding unique to this study appears to be the greater degree of self-confidence shown by the elected studies students. Several explanations are proposed for this result.     

Solving the quandary between questionnaire length and response rate in educational research

A controversial issue exists in questionnaire survey techniques as to the relationship between questionnaire length and rate of returns. Questionnaire return rates were, therefore, examined under the following six controlled methodological conditions: (1) a large random sample, 1,650; (2) no follow-up procedures; (3) same type of mailout procedures and instructions for each questionnaire length; (4) no incentives or high interest factors; (5) same type of questionnaire for each of the three questionnaire lengths; (6) questionnaires of appropriate lengths (1, 3, and 5 pages); and (7) a daily tally of returns kept for each type of questionnaire. There was a difference in the rate of return among the three types of questionnaires when other influences on rate of return were held to a minimum. The variant results between the study and previous studies referred to in the review of literature can be explained by the fact that the controlled conditions were maintained for this study and not for previous studies.