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Articles 1 - 19 of 19

Full-Text Articles in Education

University Reporter - Vol. 07, No. 04 - December 2002, University Of Massachusetts Boston Dec 2002

University Reporter - Vol. 07, No. 04 - December 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


University Reporter - Vol. 07, No. 03.2 (Special Edition) - December 2002, University Of Massachusetts Boston Dec 2002

University Reporter - Vol. 07, No. 03.2 (Special Edition) - December 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


University Reporter - Vol. 07, No. 03.1 - November 2002, University Of Massachusetts Boston Nov 2002

University Reporter - Vol. 07, No. 03.1 - November 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Brief 15: Developing Students: Associate Academic Deans Weigh In, New England Resource Center For Higher Education, University Of Massachusetts Boston Nov 2002

Brief 15: Developing Students: Associate Academic Deans Weigh In, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

Perhaps more than most academic issues, remedial education evokes fervent emotions and unyielding opinions. Consensus is hard to reach even about the nomenclature, with remedial conveying a sense of deficiency in need of correction pitted against the developmental approach that focuses on change and growth. On campus, the many aspects of the controversy often get voiced in questions rather than answers: What can we do to help these students? Why were these students accepted? Who should and who will teach in these remedial programs? Should we in higher education, at the beginning of the twenty-first century, still be talking about ...


University Reporter - Vol. 07, No. 02 - October 2002, University Of Massachusetts Boston Oct 2002

University Reporter - Vol. 07, No. 02 - October 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


University Reporter - Vol. 07, No. 01 - September 2002, University Of Massachusetts Boston Sep 2002

University Reporter - Vol. 07, No. 01 - September 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Brief 14: Risk Management, New England Resource Center For Higher Education, University Of Massachusetts Boston Sep 2002

Brief 14: Risk Management, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

The development office accepts a gift of a house from a prestigious donor. The faculty has developed and approved a new core curriculum. The institution recently constructed a new campus center. While these circumstances sound no alarms, all involve elements of risk. The welcome gift of the house, later discovered to be contaminated with mold, will involve a costly clean up. A revised curriculum cannot guarantee that the changes will yield the expected results. The construction of a new building has significant implications for maintenance of the physical plant. In a recent meeting NERCHE’s Chief Financial Officers Think Tank ...


University Reporter - Vol. 06, No. 10 - June 2002, University Of Massachusetts Boston Jun 2002

University Reporter - Vol. 06, No. 10 - June 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


University Reporter - Vol. 06, No. 09 - May 2002, University Of Massachusetts Boston May 2002

University Reporter - Vol. 06, No. 09 - May 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Brief 13: The Critical Connection: Department Chairs' And Associate Deans' Strategies For Involving Faculty In Outcomes Assessment, New England Resource Center For Higher Education, University Of Massachusetts Boston May 2002

Brief 13: The Critical Connection: Department Chairs' And Associate Deans' Strategies For Involving Faculty In Outcomes Assessment, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

Assessment, with a capital “A”, has become in the academy a politically loaded buzzword that closes many more doors than it opens. Assessment, with a small “a”, however, is a necessary part of any attempt to find the best path forward in environments that change. At meetings this spring, Members of NERCHE’s Departments Chairs Think Tank and Associate Academic Deans Think Tank discussed this controversial issue, focusing on ways to foster climates in which faculty and administrators are collaborative partners in assessment with the intention of strengthening teaching and learning.


University Reporter - Vol. 06, No. 08 - April 2002, University Of Massachusetts Boston Apr 2002

University Reporter - Vol. 06, No. 08 - April 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


University Reporter - Vol. 06, No. 07 - March 2002, University Of Massachusetts Boston Mar 2002

University Reporter - Vol. 06, No. 07 - March 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Brief 12: Global Citizenship: A Role For Higher Education, New England Resource Center For Higher Education, University Of Massachusetts Boston Mar 2002

Brief 12: Global Citizenship: A Role For Higher Education, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

Immediately after the events of September 11, the US was stunned by horror and disbelief, angry at the perpetrators of such awful violence, puzzled by the country’s inability to recognize itself in the eyes of the world, and eager to learn more about other cultures from which it felt so alien. Our college campuses reflected this range of responses. At their first meetings of the academic year, members of NERCHE’s Think Tanks, who represent faculty and administrators in New England, and SAGES (Senior Academics Guiding Educational Strategies), retired presidents and provosts, described their reactions and the range of ...


University Reporter - Vol. 06, No. 06 - February 2002, University Of Massachusetts Boston Feb 2002

University Reporter - Vol. 06, No. 06 - February 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Race, Ethnicity, Class, And School Dropouts: A Policy Perspective, Richard C. Verdugo Jan 2002

Race, Ethnicity, Class, And School Dropouts: A Policy Perspective, Richard C. Verdugo

Trotter Review

The author presents a review of literature on conditions and circumstances that cause youth to drop out before finishing high school. The essay explains the key features of both cultural and structural theories of low academic performance, and the author argues these theories might profitably be fused in order to formulate effective dropout prevention/intervention policies. The author recommends use of the public health model for prevention and intervention and synthesizes the findings of three recent reports on effective dropout programs.


Alternative School Administrators "At Risk": What Does It Mean For Children?, Christopher Dunbar Jr. Jan 2002

Alternative School Administrators "At Risk": What Does It Mean For Children?, Christopher Dunbar Jr.

Trotter Review

Alternative public schools have evolved from their origins in school choice and the progressive education movement of the 1920's into a system of schools that have become the assigned "dumping ground" for a population of ill-prepared, behaviorally disruptive youth, a population that is also disproportionately composed of minority students. Research suggests these schools fall short of providing an optimal educational opportunity for their students. There are multiple factors that place alternative school administrators "at risk" of failing in their charge to educate. Using a case study from a Midwestern alternative school, the author focuses on policy and the role ...


The Impact Of A Culturally Responsive School Environment On Pre-Service Teachers' Willingness To Teach In A School, Delois Maxwell Jan 2002

The Impact Of A Culturally Responsive School Environment On Pre-Service Teachers' Willingness To Teach In A School, Delois Maxwell

Trotter Review

In a climate that acknowledges the need for teacher educators to prepare new teachers for culturally diverse student bodies, the study examines the extent to which selected features of an urban school environment affect a preservice teacher's willingness to teach in the school. A survey was administered to 48 preservice teachers after they completed a 7-week student teaching experience in a large urban school district. The survey sample was drawn from a northeastern university which enrolls 90% Caucasian education students. The study pursues the following research questions: does race/ethnicity, gender, program level, school location and major relate to ...


University Reporter - Vol. 06, No. 05 - January 2002, University Of Massachusetts Boston Jan 2002

University Reporter - Vol. 06, No. 05 - January 2002, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Brief 11: Partnering For Accountability: The Role Of The Chief Financial Officer At An Academic Institution, New England Resource Center For Higher Education, University Of Massachusetts Boston Jan 2002

Brief 11: Partnering For Accountability: The Role Of The Chief Financial Officer At An Academic Institution, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

There is rarely a perception in colleges and universities that everyone owns the financial plan. Deans, department chairs, and division heads are most concerned with their own budgets, rather than the aggregate. Mythologies about how the academic and financial sides of the house operate create artificial divisions and compromise the development of shared responsibility. Driven by myth, each side tends to view the other as a threat to its values and priorities. These views often stereotype the other in ways that become self-fulfilling prophesies. For example, Chief Financial Officers (CFOs) believe that academics are inefficient and that CFOs, with their ...