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Reviewed by Trudy H. Bers 《Community College Journal of Research & Practice》2013,37(7):579-582
Scholarship matters. It allows faculty to fulfill the responsibilities of their three academic citizenships--in their institutions, in their disciplines, and in higher education in general. Current standards for community college faculty scholarship, however, have excluded faculty from exercising academic citizenship outside of their institutions. The sector claim to a unique teaching mission has been used to exempt or exclude community college faculty from the scholarly obligations and responsibilities understood elsewhere in higher education. The absence of generally accepted norms for scholarly production and validation at most community colleges continues to set them apart from other institutions, including those also serving non-traditional open admissions students. By discouraging externally validated scholarship, community colleges deny their faculty an appropriate voice in higher education and deny the rest of higher education the important voice of community college faculty. By encouraging scholarship that meets the tests of external scrutiny, community colleges can provide their faculty with legitimate higher education citizenship beyond the institution. 相似文献
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Mail surveys are frequently used in higher education research as a means of collecting data relevant for college decision makers. Despite their prevalence, mail surveys have drawbacks, chief among them the potential for low response rates, which may compromise the credibility of research results and diminish their usefulness. Therefore, it is important for institutional researchers to plan and conduct mail surveys that achieve optimal response rates, especially in populations (i.e., alumni) where low response rates may be a problem. This research tested the effect of the survey procedures suggested by Dillman's (1978) Total Design Method on response rate to a mail survey of two-year college alumni. The method used was an experiment with four groups that varied in their degree of adherence to Dillman's procedures, i.e., amount of follow-up and degree of personalized approach. Subjects were randomly assigned to groups. Results provided a test of Dillman's techniques in an educational setting, further information for institutional researchers about ways to improve response rates, and an analysis of the costs and benefits of using Dillman's methods. 相似文献
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Unahalekhaka Apittha Bers Marina Umaschi 《Education and Information Technologies》2022,27(5):6577-6597
Education and Information Technologies - Project-based assessment has been used to evaluate coding projects created by students for a long time. Nevertheless, there is a lack of rigorously tested... 相似文献
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English proficiency,course patterns,and academic achievements of limited-English-proficient community college students 总被引:1,自引:0,他引:1
Trudy Bers 《Research in higher education》1994,35(2):209-234
Over the past decade minority students' access to and achievements in higher education have been of substantial interest to
educators and researchers. Students who are of limited English proficiency (LEP) may also be considered disadvantaged, although
few studies focus on them as a minority group. This research was conducted at a community college to examine the independent
and interactive effects of several key demographic and academic variables on academic achievements (persistence, credits earned,
and GPA). The primary independent variable, labeled GROUP, combined students' placement test results (English as a second
language, regular remedial English, or no test results) and course-taking patterns (registered or did not register for ESL
courses). Logit and other multivariate statistical techniques were employed. Results indicate some differences in achievement
by GROUP category in concert with age, sex, or ethnicity, but no consistent pattern was found. LEP students did not differ
significantly in academic achievement from the total student population. It is suggested that LEP students comprise an eclectic
population with diverse educational goals and competencies, who use the community college for a variety of reasons. As institutions
struggle to balance access and open enrollment, placement testing and registration requirements, and available resources,
the efficacy of treating all LEP students alike must be examined. 相似文献
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Relkin Emily de Ruiter Laura Bers Marina Umaschi 《Journal of Science Education and Technology》2020,29(4):482-498
Journal of Science Education and Technology - There is a need for developmentally appropriate Computational Thinking (CT) assessments that can be implemented in early childhood classrooms. We... 相似文献
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Strawhacker Amanda Bers Marina Umaschi 《Educational technology research and development : ETR & D》2019,67(3):541-575
Educational technology research and development - Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known... 相似文献
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Research shows the importance of social interaction between peers in child development. Although technology can foster peer interactions, teachers often struggle with teaching with technology. This study examined a sample of (n = 19) children participating in a kindergarten robotics summer workshop to determine the effect of teaching using a structured versus unstructured robotics curriculum on fostering peer-to-peer collaborative interactions. Results indicated that using a structured curriculum was associated with significantly less collaboration than an unstructured curriculum. Findings from this study indicated that to foster peer collaboration, a less structured learn-by-doing approach might be useful for teachers when integrating technology. 相似文献
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The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood 总被引:1,自引:0,他引:1
Elizabeth R. Kazakoff Amanda Sullivan Marina U. Bers 《Early Childhood Education Journal》2013,41(4):245-255
This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot’s behaviors. The study assessed 27 participants’ sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample t test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores. 相似文献