Education Commons^™

B.A. In History Curriculum 2015-2016, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

B.S. In General Studies Curriculum 2015, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

B. S. In Computer Science 2015 Curriculum, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

B. S. Communication Studies 2015-2016 Curriculum, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

B.S. In Business Administration 2015 Curriculum, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

Bs In Behavioral Neuroscience Curriculum 2015-2016, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

Bs In Biology 2015 Curriculum, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

Ba In Art Curriculum 2015-2016, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

Bs In Applied Professional Studies 2015-2016 Curriculum, Nova Southeastern University

Undergraduate Programs Course Catalogs

No abstract provided.

Bridging The Research-To-Practice Gap: Factors Affecting Teachers' Efficacy About Instruction, Tiana J. Tucker

Doctor of Education (EdD)

No abstract provided.

Investing In Teachers, Australian Department Of Foreign Affairs And Trade Office Of Development Effectiveness, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs

Initial Teacher education

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …

Monitoring Trends In Educational Growth: A Partnership Service To Monitor The Educational Growth Of Students In The Early To Middle Years Of Schooling, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

Monitoring Trends in Educational Growth (MTEG) offers a flexible, collaborative approach to developing and implementing an assessment of learning outcomes that yields high-quality, nationally relevant data. MTEG is a service that involves ACER staff working closely with each country to develop an assessment program that meets the country’s monitoring needs while being based as closely as possible on a set of defined design principles and quality standards.

The Southern And Eastern Africa Consortium For Monitoring Educational Quality (Superseded Version), Australian Council For Educational Research

Assessment GEMS

The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) carries out large-scale cross-national research studies in member countries in the Southern and Eastern Africa region. It aims to assess the conditions of schooling and performance levels of learners and teachers in the areas of literacy and numeracy. SACMEQ has completed three cross-national educational research projects so far at five- to six-year intervals (SACMEQ I, 1995-1999, SACMEQ II, 1998-2004 and SACMEQ III, 2005-2010). It is currently implementing the fourth project.

Mteg Afghanistan 2013 : Preliminary Database For Grade 6, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This is the the preliminary database for the Grade 6 Afghanistan Monitoring Trends in Educational Growth (MTEG) results. Published also at: https://www.acer.edu.au/files/AFG_MTEG_G6_DATABASE.zip

Robustness And Power Comparison Of The Mood-Westenberg And Siegel-Tukey Tests, Linda Candy Lowenstein

Wayne State University Dissertations

The author examined how, in the context of experimental design, one might become aware of the Behrens-Fisher problem (heteroscedasticity) in order to apply an approximate solution, such as the Yuen's statistic (1974). It was expected that both the Mood-Westenberg dispersion test (1948) and the Siegel-Tukey test (1960) would remain robust with respect to Type I and Type II error properties (and associated power levels) for detecting variance changes when their assumptions of equal means was slightly violated (i.e., the Behrens-Fisher problem). With the use of Monte Carlo Simulations, the author reviewed 34,606 permutations composed of interactions between various sample sizes, …

An Evaluation Of Wayne State University's Educational Evaluation And Research Program, Willie L. White Ii

Wayne State University Dissertations

This is a mixed-methods evaluation of the Educational Evaluation and Research program at Wayne State University. The process of evaluation involved determining the efficacy of triangulating qualitative and quantitative methods of evaluation in order to access the EER program's goal acquisition. The process of evaluation commenced with a qualitative method of interviewing faculty members and was triangulated quantitatively with a likert scale survey that was modified from Wayne State University's Student Evaluation of Teaching Survey (SETS). The Student Evaluation of the Educational Evaluation and Research Program (SEEERP) was designed to measure graduate students' perspectives of EER goals and objectives acquisition. …

Do Your Homework First, And Then Go Play!, Larry Andrews

National Collegiate Honors Council Monographs: Chapters

In the fall of 2006, after five years of planning, the Kent State University Honors College inaugurated in the heart of the campus a new honors center: two residence halls framing an office, library, and classroom space came to life. The new center overlooked the Commons, an open green space home to student games and student protests. The hill above the Commons was the site of the National Guard shootings of May 4, 1970, and the relationship of this tragedy to honors at KSU became an important part of the thinking about this new location.

The Kent State University Honors …

Honors Housing: Castle Or Prison?, Richard Badenhausen

National Collegiate Honors Council Monographs: Chapters

In its “Basic Characteristics” of fully developed honors programs and colleges—lists that have become increasingly prescriptive over the years—the National Collegiate Honors Council (NCHC) identifies “best practices that are common to successful” honors programs and colleges (2014a). One of those practices includes the establishing of separate honors residential opportunities for students, despite the fact that such dedicated space is a bad idea in many instances. In light of the old saying that “one man’s castle is another man’s prison,” I will lay out some of the reasons why honors housing is not a good in itself. I hope to complicate …

Pick Your Battles: It Is Possible To Have Belonging Without A Space To Belong To, Mariah Birgen

National Collegiate Honors Council Monographs: Chapters

When Wartburg College began its new honors program 10 years ago, its architects thought they had done everything right. They sent a team to the National Collegiate Honors Council National Conference. They studied the “Basic Characteristics of a Fully Developed Honors Program” (National Collegiate Honors Council, 2014). They even decided to start small. Unfortunately, even meticulous preparation cannot overcome all difficulties. One of the characteristics, however, is to have a location to house the honors program. Wartburg’s 10-year saga of honors locations and lessons learned about honors space has produced this wisdom: honors directors and supporters should never give up …

We The Students: Surveying Spaces And Envisioning The Future, Tatiana Cody, Rachael Poe

National Collegiate Honors Council Monographs: Chapters

To apprehend the panoply of spaces that house honors on a national scale requires input from administrators and faculty. Nevertheless, one of the most important and often overlooked perspectives is that of honors students themselves. Admittedly, students are transient. After four or five years, most complete their undergraduate degrees, leaving their campuses, clubs, and honors programs behind after graduation. Despite their relatively brief time on campus, however, no one has more firsthand experience concerning housing honors students than honors students themselves, and some current honors students will certainly become honors administrators and faculty in the future. In the fall of …

What We Talk About When We Talk About Housing Honors, Linda Frost

National Collegiate Honors Council Monographs: Chapters

When I went to college in the early 1980s at Bowling Green State University in Ohio, I entered as a freshman in the honors program. I have very specific memories of those first classes I took as an honors student—a section of honors sociology in which I wrote a case study of my German immigrant grandfather; an honors seminar in 1930s avant garde theatre in which the students wrote and performed plays based on the dreams they recorded nightly in their dream journals; an honors marine biology lab that ended at the professor’s house with a dinner where the group …

Building Honors Community Through Honors Housing, Barry Falk

National Collegiate Honors Council Monographs: Chapters

A strong sense of honors community is a fundamentally important characteristic of a vibrant honors program or college. In fact, I am fond of saying that “community, community, community” are the three most important characteristics of a strong honors program. The idea of community does not appear, however, in the National Collegiate Honors Council’s “Basic Characteristics of a Fully Developed Honors College” or the “Basic Characteristics of a Fully Developed Honors Program.” Perhaps that absence is because this characteristic, regardless of how it is expressed, would be difficult to verify.

Living In Hogwarts: The Experience Of A Dean Of Honors And His Wife While Living In An Honors Residence Hall, Keith Garbutt, Christine Garbutt

National Collegiate Honors Council Monographs: Chapters

On Friday, May 17, 2013, we watched the class of 2013 Honors Scholars at West Virginia University (WVU) enter the Honors Convocation to the sound of Non Nobis Domine. While certainly not our first Honors Scholars graduation since Keith had been running honors at WVU, it was nonetheless special. This cohort of graduates was the first freshman class to live in the specially built residence hall that houses the honors college administrative offices, each new freshman class of the honors college, and an apartment for faculty living in-residence.

The Genesis Of Barrett, The Honors College At Arizona State University, Mark Jacobs

National Collegiate Honors Council Monographs: Chapters

The honors college at Arizona State University (ASU) had its roots in the distributed honors programs in departments and schools that began in 1958 as ASU became a university by a statewide popular vote. It started as an honors college when it was created in 1988 by order of the Arizona Board of Regents (ABOR), the only honors college in the state established in this way. The founding dean of what was at first called the ASU University Honors College was Ted Humphrey, who had earlier directed the university honors program. Professor Humphrey had very specific ideas about what the …

The Colliding Cultures Of Honors And Housing, Melissa L. Johnson, Elizabeth Mcneil, Cory Lee, Kathy Keeter

National Collegiate Honors Council Monographs: Chapters

The University of Florida’s honors residential college was completed in 2002. It remains the newest and most expensive residence hall on campus to this day, housing more than 600 honors students, a faculty-in-residence, a classroom, and a multiroom study lounge. On paper, the residential college is a beautiful partnership between Florida’s University Honors Program and the Department of Housing and Residential Education. In practice, however, two distinct cultures have emerged between the two offices.

Honors Students’ Perceptions Of The Value And Importance Of Honors Housing, Angela D. Mead, Samantha Rieger, Leslie Sargent Jones

National Collegiate Honors Council Monographs: Chapters

In 2011, we participated in a panel presentation, entitled “Where Honors Lives,” about the new honors college complex then under construction at Appalachian State University (ASU). This complex was to consist of two new buildings: a ten-story residence hall for the honors college students and a three-story building with honors offices and classrooms on the top two floors. Unfortunately, between initial planning in the mid-2000s and building five years later, University Housing changed its mind and decided freshmen would not be allowed to live there because suite-style housing was deemed inappropriate for that population. Current honors students could live there, …

It’S All In The Family: The (Honors) Ties That Bind Us, Jamaica Afiya Pouncy

National Collegiate Honors Council Monographs: Chapters

For many years, the Texas A&M Honors Program functioned in an extremely fluid manner. Students were deemed “honors eligible” according to their grade point average; if that average dropped below the set requirement, they became “honors ineligible.” If the GPA rose, they were eligible again. Under this policy, students continuously floated in and out of the honors community. The recent shift to an application-based process has created an official cohort of honors students as well as the challenge of building a community in a program that has had little sense of continuity.

The Place To Be: Designing A City-Connected Honors Residence In Rotterdam, Remko Remijnse

National Collegiate Honors Council Monographs: Chapters

Traditionally, university students in the Netherlands, even honors students, find accommodations on their own; they will rent a room in a house and live together with other students who have independently rented a room in that same building. The typical Dutch student residence is an old, centrally located house that will accommodate five to eight students. While these students would be complete strangers when they begin their time living together, they quickly become a cohesive community, deciding for themselves how their life in the space will be organized by setting up cooking schedules and other agreed-upon formats for using the …

“In An Old Nave’S Grime”: The Spencer Honors House, Rusty Rushton

National Collegiate Honors Council Monographs: Chapters

The University Honors Program (UHP) at the University of Alabama at Birmingham (UAB), its 200 or so students, and its four full-time staff members (Director, Associate Director, Program Coordinator, and Program Manager), all have the good fortune to call home a beautiful old church on the south side of UAB and Birmingham. The Spencer Honors House is where the UHP holds its classes and conducts its business and where the program’s students convene for the myriad reasons honors students convene: committee meetings, late-night study sessions, general recreation especially of the pool and ping pong sort, hanging out, or spending private …

Where Honors Lives: Old Central At Oklahoma State University, Robert Spurrier, Jessica Roark

National Collegiate Honors Council Monographs: Chapters

The story of where honors lives at Oklahoma State University is one of a series of twists and turns over the years and in many ways actually reenacts the proverbial rags to riches story.

Until 1988, honors space at Oklahoma State University (OSU) was limited to the office of the faculty member who had the title of Honors Director in the College of Arts and Sciences (A&S) and received 0.25 FTE reassigned time for his honors duties. When one of the co-authors of this chapter was asked to become A&S Honors Director in 1988, he already had an administrative office …