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Articles 1 - 30 of 53
Full-Text Articles in Education
Friday Report - Vol. 03, No. 27 - December 16, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 27 - December 16, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 03, No. 26 - December 2, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 26 - December 2, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Using Science Misconceptions For Developing Critical Thinking In Learners And Teachers, Neuza M. Defigueredo
Using Science Misconceptions For Developing Critical Thinking In Learners And Teachers, Neuza M. Defigueredo
Critical and Creative Thinking Capstones Collection
Students' poor interest and academic achievement in science as well as their inability to master situations in their everyday life seem to be related to their lack of skills in critical and creative thinking. However, teaching such skills within both primary and secondary curricula is not mandatory. The consensus is much more toward teaching thinking skills through content than as a separate course. In this thesis the conflict between students' prior conceptions about the natural world and scientific concepts is viewed as a resource for teaching thinking skills. A review of the literature on science misconceptions in mechanics suggests that …
Teaching Thinking Skills In The Content Area: A Workshop For Secondary School Teachers, Evelyn Ryan
Teaching Thinking Skills In The Content Area: A Workshop For Secondary School Teachers, Evelyn Ryan
Critical and Creative Thinking Capstones Collection
This thesis presents a curriculum for a workshop on teaching thinking skills in the content area designed for secondary school teachers. In-service time for the workshop is twenty hours. The first fifteen hours are scheduled for one week in the summer. Two follow-up sessions, each two and a half hours in length, are scheduled during the school year. The purpose of this curriculum is to establish a foundation for skillful thinking-purposeful thought that is aware not only of its objective but of its own processes. In order to accomplish this purpose the workshop has two goals. The first goal is …
Friday Report - Vol. 03, No. 25 - November 11, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 25 - November 11, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 03, No. 24 - October 21, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 24 - October 21, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 03, No. 23 - September 30, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 23 - September 30, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Implementing Retrenchment Strategies: A Comparison Of State Governments And Public Higher Education, Marvin Druker, Betty Robinson
Implementing Retrenchment Strategies: A Comparison Of State Governments And Public Higher Education, Marvin Druker, Betty Robinson
New England Journal of Public Policy
The authors present a comparative analysis of the processes and strategies by which public organizations implement retrenchment in the face of continued budget shortfalls. The focus is on the governments of the fifty United States and public institutions of higher education in the nine states of the Northeast. Special consideration is given to the programs that have been tried, sources of ideas for the strategies adopted, and constraints that institutions face when dealing with financial crises. While similarities were found for state governments and colleges and universities in use of past strategies and short-term fixes, differences were found in the …
Leadership In Higher Education: A Changing Paradigm, Allen L. Sessoms
Leadership In Higher Education: A Changing Paradigm, Allen L. Sessoms
Trotter Review
Senior administrators at public colleges and universities have previously been in the enviable position of managing reasonably stable institutions that have enjoyed an essential place in society. These institutions were born of society's desire to ensure access to the fruits of learning by a broad spectrum of citizens and to ensure that the knowledge developed was put at the service of industry and of the nation. In the past, and particularly after World War II, public institutions of higher education enjoyed explosive growth in both the numbers of students and in terms of public support. In addition, after the launch …
Retaining Students Of Color: The Office Of Ahana Student Programs At Boston College, Donald Brown
Retaining Students Of Color: The Office Of Ahana Student Programs At Boston College, Donald Brown
Trotter Review
On September 1, 1978, I assumed responsibility for what was then known as the Office of Minority Student Programs at Boston College. The charge given to me was to alter an embarrassingly high attrition rate of 83 percent for a target group of black and Latino students who had been identified by the university's Admissions Office as having high levels of motivation and potential, but who would require assistance if they were to succeed at the university.
Over the course of the past sixteen years, a great deal has transpired at Boston College. An important change was made in the …
Role Models And Mentors For Blacks At Predominantly White Campuses, Clarence G. Williams
Role Models And Mentors For Blacks At Predominantly White Campuses, Clarence G. Williams
Trotter Review
Educators must begin to revisit the topic of mentoring and role models in higher education, especially as it relates to blacks at predominantly white college campuses. There are two major facets of this topic; namely, the existence of role models and mentors for young black administrators, faculty members, and students at predominantly white campuses; and, the objectives and goals of providing role models and mentors for these individuals.
An Interview With Gloria Bonilla-Santiago, Director Of The Center For Strategic Urban Community Leadership, Rutgers University, Harold Horton
An Interview With Gloria Bonilla-Santiago, Director Of The Center For Strategic Urban Community Leadership, Rutgers University, Harold Horton
Trotter Review
This article is an interview with Gloria Bonilla-Santiago, who was the Director of the Center for Strategic Urban Community Leadership at Rutgers University at the time.
Educational Opportunity Programs For Students Of Color In Graduate And Professional Schools, Sheila Gregory, Harold Horton
Educational Opportunity Programs For Students Of Color In Graduate And Professional Schools, Sheila Gregory, Harold Horton
Trotter Review
The significant underrepresentation of people of color in all occupational fields is clearly indicative of the exceptionally low percent of people of color in graduate and professional schools in America. Unless drastic actions are taken by universities across the nation to identify and recruit a significant number of students of color in undergraduate colleges it is unlikely that significant numbers of people of color will be available in the near future for potential employment.
Women As Leaders In Higher Education: Blending Personal Experience With A Sociological Viewpoint, Dolores E. Cross
Women As Leaders In Higher Education: Blending Personal Experience With A Sociological Viewpoint, Dolores E. Cross
Trotter Review
A theme often repeated in the writings of C. Wright Mills is that of the "sociological imagination." What prompts our sociological imagination, he says, is a blending of our knowledge about the social sciences with our personal history. In my experience, it is important for leaders to have a sociological imagination. What follows are observations of my experience during my tenure as president of the New York State Higher Education Services Corporation (HESC), and in my current position as president of Chicago State University.
Expanding The Pool Of Women And Minority Students Pursuing Graduate Study: The Development Of A National Model, Bernard W. Harleston
Expanding The Pool Of Women And Minority Students Pursuing Graduate Study: The Development Of A National Model, Bernard W. Harleston
Trotter Review
The underrepresentation of women and minority students in certain disciplines in the graduate schools of American colleges and universities is a matter of great national concern. This concern has been intensified by the decline during the last fifteen years, especially from 1978 to 1988, in graduate school enrollments of all categories of American students. But, even before this most recent period of decline and during a time when the enrollment of women and minority students was at its highest (between 1968 and 1974, as a consequence, primarily, of the civil rights movement), the representation of women and minorities in the …
Friday Report - Vol. 03, No. 22 - September 9, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 22 - September 9, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 03, No. 21 - August 12, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 21 - August 12, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 03, No. 20 - July 15, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 20 - July 15, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Friday Report - Vol. 03, No. 19 - June 24, 1994, University Of Massachusetts Boston
Friday Report - Vol. 03, No. 19 - June 24, 1994, University Of Massachusetts Boston
1991-1996, Friday Report
No abstract provided.
Better High Schools: What Would Create Them?, Theodore R. Sizer
Better High Schools: What Would Create Them?, Theodore R. Sizer
New England Journal of Public Policy
The American desire to improve education has set off a flurry of activity to reform schools. In such a climate of restructuring, Sizer explores what better secondary schools might "look like" if indeed they existed. His consideration of the improved high school is based on five particular conditions — all of which support teachers and students in their engagement with the serious stuff of learning and all of which must exist in one form or another for schools to be effective. The conditions are cast as questions. Sizer locates the responsibility for school reform broadly, from the heart of a …
Parent Involvement In Urban Schools: The View From The Front Of The Classroom, Frances Gamer, Kathleen Mccarthy Mastaby
Parent Involvement In Urban Schools: The View From The Front Of The Classroom, Frances Gamer, Kathleen Mccarthy Mastaby
New England Journal of Public Policy
American educational reform movements focus on efforts to restructure our schools to include all interested parties, especially parents, in the decision-making process. Nowhere is involvement more crucial than in America's inner-city urban neighborhoods. As parents are given a greater voice in their child's school, educators must join them as collaborators. This article identifies elements that impeded parental involvement and recognizes positive and encouraging techniques leading toward successful family-school-community partnerships. An alliance between groups too long seen as opponents rather than proponents must be established.
The Impact Of School Spending On Student Achievement: Results Of Meap Statewide Tests, Robert D. Gaudet
The Impact Of School Spending On Student Achievement: Results Of Meap Statewide Tests, Robert D. Gaudet
New England Journal of Public Policy
Examining school spending and student achievement as measured by the Massachusetts Educational Assessment Program tests on a community-by-community basis indicates that high spending in and of itself does not ensure achievement. While every community must have adequate funding to deliver an acceptable level of education services, there is a wide variation in achievement in similar communities with similar spending. The data suggest that other factors influence outcomes at least as much as spending.
Violence Prevention In The Schools, Deborah B. Prothrow-Stith
Violence Prevention In The Schools, Deborah B. Prothrow-Stith
New England Journal of Public Policy
Violence and its consequent injury and death represent a major health problem in this country. The United States has one of the highest homicide rates in the industrialized world: ten times higher than that of England and twenty times higher than that of Spain. Fatalities from violence represent only the tip of the iceberg: nonfatal intentional injuries occur as many as one hundred times more frequently: assault and intentional injuries identified in medical studies can be four times those reported to the police, suggesting that medical institutions are a primary site for identification of individuals with violence-related problems. Violence and …
The Suffolk County Sheriff's Department: Correctional Education Program, Robert C. Rufo, Stefan F. Lobuglio
The Suffolk County Sheriff's Department: Correctional Education Program, Robert C. Rufo, Stefan F. Lobuglio
New England Journal of Public Policy
This article describes the Sheriff's Department correctional education programs at the Suffolk County House of Correction and Jail. It points out the tremendous need for educational services given that more than 60 percent of those incarcerated in these institutions are high school drop-outs, and a much higher percentage are functionally illiterate. Because 95 percent of those incarcerated at this facility will return to their communities within three years, educating prisoners serves as a constructive and cost-effective means of preventing recidivism and an effective investment in public safety. The authors also discusses the new Mandatory Literacy Law, which essentially links literacy …
New Directions In Juvenile Justice: School-Based Crime Prevention, Paul F. Walsh Jr.
New Directions In Juvenile Justice: School-Based Crime Prevention, Paul F. Walsh Jr.
New England Journal of Public Policy
This article considers the role of the district attorney as a catalyst for aggressive school-based educational programs to help young people avoid trouble with the legal system. Walsh argues that while it may be unfair to burden classroom teachers with additional responsibilities concerning drug and alcohol issues, school is the logical site at which to provide these services and that a district attorney is well suited to act as a catalyst and resource for providing these additional services.
Naep State Reports In Mathematics: Valuable Information For Monitoring Education Reform, Ronald K. Hambleton, Sharon F. Cadman
Naep State Reports In Mathematics: Valuable Information For Monitoring Education Reform, Ronald K. Hambleton, Sharon F. Cadman
New England Journal of Public Policy
The National Assessment of Educational Progress (NAEP), a congressionally mandated program, can provide valuable data to educational policymakers in Massachusetts and other New England states about the status of their educational reform initiatives and their performance standards. The three purposes of this article are to describe NAEP and its goals and structure, to present some of the results of the 1992 Mathematics NAEP Assessment as an example of the utility of this national assessment program, and to highlight ways in which background data collected by NAEP can be helpful in interpreting assessment results and monitoring educational reform. The six New …
Why Is Boston University Still In Chelsea?, Glenn Jacobs
Why Is Boston University Still In Chelsea?, Glenn Jacobs
New England Journal of Public Policy
In the face of obdurate social, educational, and political failures, problems, and obstacles, Boston University persists in its management of the Chelsea public schools. It also persists in its refusal to share power with such Chelsea citizenry as the resistant Latinos whose leadership the university seeks to discredit. Jacobs examines the historical background of the city and its schools to decipher Chelsea's economic dependency and repeated fall into receivership and privatization.
Notes On Higher Education In The 1990s, Zelda F. Gamson
Notes On Higher Education In The 1990s, Zelda F. Gamson
New England Journal of Public Policy
This article consists of a series of essays written for The Academic Workplace, the newsletter of the New England Resource Center for Higher Education, since 1990. The backdrop for the essays is the increasing inequality in higher education caused by changes in the political economy of higher education, especially in New England. The first essay analyzes the roots of contemporary faculty dissatisfaction with their work lives by tracing the impacts of the expansion of higher education, changes in the student body, and greater government involvement in higher education. Subsequent essays discuss multicultural education, faculty shortages, political correctness, responses to …
A Thoughtful Approach To Public Education Reform, John C. Rennie
A Thoughtful Approach To Public Education Reform, John C. Rennie
New England Journal of Public Policy
This article restates the underlying rationale for the importance of high-quality K-12 public education. The author describes some of the difficulties reformers encounter in engendering support for and determining the most cogent elements of reform. The differences between the aims and capabilities of school-business partnerships, which essentially assist the current system, and systemic reform, which aims to change the system, led to the formation of the Massachusetts Business Alliance for Education. Rennie summarizes the process followed by MBAE in developing a framework for reform and meeting its objectives.
Education And Falling Wages, Lester C. Thurow
Education And Falling Wages, Lester C. Thurow
New England Journal of Public Policy
Start with a statistic that should be burned into the brain of every American. If one looks at young males eighteen to twenty-five years of age who work full-time for a full year — eight hours a day, five days a week, fifty-two weeks a year — 18 percent of them could not earn a poverty-line income ($12,183 in 1990 dollars) in 1980. Ten years later, in 1990, that number had risen to 40 percent. Among young female workers eighteen to twenty-four years of age, the percentage unable to earn a poverty-line income despite full-time, full-year work rises from 29 …