Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 15 of 15
Full-Text Articles in Education
Value Added Methods: Moving From Univariate To Multivariate Criteria, David Newman, Isadore Newman, Carolyn Ridenour, Jennifer Morales
Value Added Methods: Moving From Univariate To Multivariate Criteria, David Newman, Isadore Newman, Carolyn Ridenour, Jennifer Morales
Carolyn S. Ridenour
The authors describe five value-added methods (VAM) used in school assessment as the backdrop to their main thesis. Then they review the assumptions underlying measurement and evaluation, the foundation of all assessment systems, including value-added. They discuss the traditional criterion variable used in VAM: a standardized test score. Next, they challenge the univariate assumptions of VAMs, and argue that a multivariate paradigm of VAM is more advantageous for educators and stakeholders. Finally they describe a potential scenario whereby a multivariate VAM might be implemented.
The Experience And Meaning Of A Marianist Education Today: A National High School Study Of Mission And School Culture, Carolyn Ridenour, Alan Demmitt, Jill L. Lindsey-North
The Experience And Meaning Of A Marianist Education Today: A National High School Study Of Mission And School Culture, Carolyn Ridenour, Alan Demmitt, Jill L. Lindsey-North
Carolyn S. Ridenour
Focus groups conducted with students, parents, teachers, and alumni (N=540) at 13 Catholic Marianist high schools provided rich insights into the experience and meaning of the education provided at these institutions. While academic excellence was a common thread woven across meaning given by both parents and teachers, students and alumni articulated a meaning replete with images of belonging. That these schools valued persons holistically (rather than solely academically) permeated most groups. Using theories of organizational culture as the foundation, the relationship between missions and the meaning of life in these schools is discussed.
The Sacred And The Secular: Aligning A Marianist Mission With Professional Standards Of Practice In An Educational Leadership Doctorial Program, Darla J. Twale, Carolyn Ridenour
The Sacred And The Secular: Aligning A Marianist Mission With Professional Standards Of Practice In An Educational Leadership Doctorial Program, Darla J. Twale, Carolyn Ridenour
Carolyn S. Ridenour
This inquiry was conducted to explore how the characteristics of our university’s religious mission are interwoven into our educational leadership doctoral program and are manifest in the structure and learning experiences that our students encounter. We examined how these characteristics might correspond to or relate to the Interstate School Leaders Licensure Consortium (ISLLC) standards that resulted from national reform initiatives in educational leadership in the mid 1990s. We concluded that the foundations of the PhD program are built solidly on the distinctive characteristics and identity of our founders and are aligned with these professional standards as well. Implications for universities …
Theses And Dissertations: A Guide To Writing In Social And Physical Sciences, Isadore Newman, Carolyn Ridenour, David M. Weis, Keith Mcneil
Theses And Dissertations: A Guide To Writing In Social And Physical Sciences, Isadore Newman, Carolyn Ridenour, David M. Weis, Keith Mcneil
Carolyn S. Ridenour
This practical volume is designed to assist graduate students in planning, conducting, and writing theses or dissertations in the social and physical sciences. Numerous examples are provided and many tips are included to facilitate completion of the thesis or dissertation. This record contains Chapter 1, which discusses the components of what is usually found in chapter 1 of a dissertation or master's thesis.
Status Of Women In Higher Education: A Metanalysis Of Institutional Reports, Kathleen Brittamart Watters, Carolyn Ridenour
Status Of Women In Higher Education: A Metanalysis Of Institutional Reports, Kathleen Brittamart Watters, Carolyn Ridenour
Carolyn S. Ridenour
The authors examined twenty-one institutional reports on the status of women on American college and university campuses. The analysis revealed a dominant discourse of women positioned as dependent on men. Among the five emergent themes included, first, the reality that women were marginalized on these campuses and second, overrepresented in lower power positions. Third, evidence suggested an unequal distribution of salary and perquisites by gender. Fourth, adopting policies toward equity can lessen gender discrimination; however, not with a lack of a strong public and visible commitment to equity by campus leadership, the fifth theme. Additional findings include explanation of three …
New Conceptualizations Of Intelligence: An Interview With Robert Sternberg, Carolyn Ridenour
New Conceptualizations Of Intelligence: An Interview With Robert Sternberg, Carolyn Ridenour
Carolyn S. Ridenour
Robert J. Sternberg, IBM Professor of Psychology and Education, Yale University's Psychology Department has developed the triarchic theory of intelligence, which he discussed in this interview. A graduate of Yale and Stanford Universities, his research has dealt with theories of intelligence, individual differences in cognition, thinking and reasoning, problem solving, and multi, variate data analysis with latent variables and observable variables. He is a productive writer, having authored approximately 30 books, and authored or coauthored more than 300 articles and book chapters. His most recent book is Metaphors of the Mind (1990), published by Cambridge University Press.
Meanings Underlying Student Ratings Of Faculty, Carolyn Ridenour, Stephen J. Blatt
Meanings Underlying Student Ratings Of Faculty, Carolyn Ridenour, Stephen J. Blatt
Carolyn S. Ridenour
The purpose of this study was to examine how undergraduate students interpret the items on a faculty evaluation instrument. Most research on faculty evaluation is quantitative (Marsh and Bailey 1993). Our first study was also quantitative. After we produced a profile of quantitative ratings of faculty by students across all departments in our university in an earlier study, we wanted to go beneath the numbers to their meaning. We designed the present qualitative study to investigate what the items on that form meant to students.
Review: 'Women In Catholic Higher Education: Border Work, Living Experiences, And Social Justice', Carolyn Ridenour
Review: 'Women In Catholic Higher Education: Border Work, Living Experiences, And Social Justice', Carolyn Ridenour
Carolyn S. Ridenour
Twelve writers challenge the structures and priorities of traditional Catholic colleges and universities: contemporary “reality TV” for anyone who values social justice in Catholic education. Throughout the book the writers confront the status quo of Catholic universities, questioning even those who have embraced feminist theology. The editors divided the book into three parts with subheadings that overstate their contents: “Feminist Border Work: Tensions and Contradictions” (3 chapters), “Living Experiences: Identity, Empowerment, and Action” (4 chapters), and “Social Justice: The Ideal, the Reality, and the Quest” (3 chapters). Like bookends, the editors have constructed two additional chapters: one at the beginning …
School Choice: Structured Through Markets And Morality, Thomas J. Lasley, Carolyn Ridenour
School Choice: Structured Through Markets And Morality, Thomas J. Lasley, Carolyn Ridenour
Carolyn S. Ridenour
School choice is increasingly promulgated as a promising education reform policy for failing urban schools, but no solid evidence has yet shown the promise fulfilled. The authors argue that choice based on market theory without a moral center is insufficient. Without a moral foundation, such market-driven choice programs may actually disadvantage some children further. A market approach, absent a moral perspective, fails to encompass all the necessary dimensions for an educational system that can fulfill the traditional commitment to the common good and effectively serve all urban children, their families, and society. Six moral principles are offered along with examples …
Issues Of Racial, Ethnic, And Gender Diversity In Preparing School Administrators, Carolyn Ridenour, Patricia F. First, Angela Lydon, Michelle C. Partlow
Issues Of Racial, Ethnic, And Gender Diversity In Preparing School Administrators, Carolyn Ridenour, Patricia F. First, Angela Lydon, Michelle C. Partlow
Carolyn S. Ridenour
The four authors teach in the Department of Educational Leadership at the University of Dayton. Each taught a new course that addressed issues of diversity in schools, focusing on race, ethnicity, and gender. Each developed the course in a unique way and in distinct settings, though each involved: 1. Reflecting holistically on the experience of teaching the course in order to generate common themes explaining what the experience meant to the faculty as individuals and as women (Blackmore & Kenway, 1993). 2. Examining students' work, behaviors, communication, and attitudes in order to infer level of, as well as changes in, …
Frequency Of Principal Turnover In Ohio’S Elementary Schools, Michelle Chaplin Partlow, Carolyn Ridenour
Frequency Of Principal Turnover In Ohio’S Elementary Schools, Michelle Chaplin Partlow, Carolyn Ridenour
Carolyn S. Ridenour
One remedy for Ohio schools that fail to meet the state’s test score criteria for “effectiveness” is to force a change in the principalship. Concerns have been raised that such a remedy may simultaneously undermine the organizational stability of the school. The researchers in this study examined the frequency with which elementary building principals in 109 southwest Ohio schools changed during the 7-year period of 1996-1997 (FY 1997) through 2002-2003 (FY 2003). The researchers found that urban and rural schools had a significantly higher turnover frequency than did suburban schools. Ways to counter frequent principal turnover while, at the same …
Factors Underlying Effective College Teaching: What Students Tell Us, Carolyn Ridenour, Stephen J. Blatt
Factors Underlying Effective College Teaching: What Students Tell Us, Carolyn Ridenour, Stephen J. Blatt
Carolyn S. Ridenour
The researchers analyzed 28,000 student evaluations of faculty across 46 departments for one academic term. A 27-item instrument on which students rated faculty was used. One global item assessing overall instructor effectiveness was predicted most strongly by three items: namely, students' perception that the instructor was prepared, presented subject matter clearly, and was interesting. The predictors of students, perceiving that they "learned a lot" were the ratings on three items: the instructor was interesting, the course met the objectives, and the instructor was well-prepared. Being prepared and being interesting seem to be critical characteristics for university faculty in the classroom.
Adolescent Suicide: The Implication Of Coping, Family Functioning And Their Interactions For Prevention And Intervention, Ronald F. Bobner, David M. Weis, Carolyn Ridenour, Pam Gulley Smith, Kathy Kormos, Ben E. Lanpher
Adolescent Suicide: The Implication Of Coping, Family Functioning And Their Interactions For Prevention And Intervention, Ronald F. Bobner, David M. Weis, Carolyn Ridenour, Pam Gulley Smith, Kathy Kormos, Ben E. Lanpher
Carolyn S. Ridenour
It has become apparent over the past ten years that the role of the family has been identified as an increasingly significant variable with regard to adolescent suicide. Some authors go as far as to say that "family related factors appear to be, very little information is available about the family characteristics of youths that kill themselves. Furthermore, family characteristics of youths who attempt suicide are often described as a side feature of investigations of other factors, and these generally focus on the family characteristics only after an attempt has occurred. Little is known about those family factors that are …
Academic Generations: Exploring Intellectual Risk Taking In An Educational Leadership Program, Carolyn Ridenour, Darla J. Twale
Academic Generations: Exploring Intellectual Risk Taking In An Educational Leadership Program, Carolyn Ridenour, Darla J. Twale
Carolyn S. Ridenour
We examined intellectual risk and risk-taking behavior in educational leadership preparation programs and investigated the intersection of academic generations within a community of practice, that is, doctoral students and faculty. The literature review examines several perspectives on risk and risk-taking which includes cultural milieu and gender and ethnic differences. We offer suggestions for addressing risk and for further research.
'Divertual' Learning In Education Leadership: Implications Of Teaching Cultural Diversity Online Vs. Face To Face, Carolyn Ridenour, A. Llewellyn Simmons, Timothy J. Ilg, A. William Place
'Divertual' Learning In Education Leadership: Implications Of Teaching Cultural Diversity Online Vs. Face To Face, Carolyn Ridenour, A. Llewellyn Simmons, Timothy J. Ilg, A. William Place
Carolyn S. Ridenour
What are the consequences of this teaching-learning situation when graduate students in a Department of Educational Leadership are enrolled in a course on cultural diversity? Might the words on the computer screen be completely unrelated to the humanity, personality, style, interpersonal behaviors, and dispositions of the student writing them, as Menand suggests? Or, might the detachment provide a security in which the most honest and unadulterated discourse can be shared between teacher and students, as some proponents hope? In this chapter we explore responses to this dilemma. We attempt to capture this situation in our label: "divertual learning," a neologism …