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Benchmarks in American Higher Education: Selected Approaches for Distance Education Copyright and Intellectual Property PoliciesSmith, Kenneth D. 12 1900 (has links)
An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.
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PERCEPTUAL CHANGE OF CULTURE AND BELIEF SYSTEM AMONG SELECTED UNIVERSITY AGE MEXICAN AND JAPANESE FOREIGN STUDENTS IN THE U.S.JOHNSTON, GARY WILKIN. January 1982 (has links)
The purpose of this study was to identify the changes in the perceptions of a selected group of Mexican and Japanese foreign students regarding own culture, target culture, and belief system over a time of sojourn in the United States. The total population of this study included 120 Japanese and Mexican students at the University of Arizona and at Pima College, Tucson, Arizona. The students were divided into six equal cells of twenty according to nationality and length of sojourn. The instrumentation employed in this study included: The Cultural Literacy Inventory, Rokeach Dogmatism Scale E, and a personal questionnaire. The following independent variables were also introduced into the study: age, sex, marital status, mobility of residence, past cross-cultural contact, and level of English proficiency. The following independent variables were identified as significant in affecting the target culture perceptions of the students: length of sojourn, sex, marital status in combination with nationality, age, residential mobility from house to house and level of English proficiency. The following independent variables were identified as significant in affecting the own cultural perceptions of the students: length of sojourn in its effect on the intragroup homogeneity of the Mexican students only, and level of English proficiency in its effect on the intragroup homogeneity for both nationalities. The following independent variables were identified as significant in affecting the degree of openness of belief system: nationality, age, residential mobility from house to house in combination with nationality, residential mobility from town to town in combination with nationality, and level of English proficiency. It was predicted that the Mexican students would face more cultural conflict in the areas of Interaction, Association, Subsistence, Temporality, and Learning. It was predicted that the Japanese students would face more cultural conflict in the areas of Interaction, Subsistence, Territoriality, Learning and Play. The researcher offered recommendations for further research and suggestions for the use of the findings of this study as a data base for orientation programs serving foreign students, Americans sojourning abroad, and in teacher education programs.
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PERSONAL AND ACADEMIC CHARACTERISTICS OF GI BILL RECIPIENTS.CHAPMAN, LARRY ARTHUR. January 1983 (has links)
The purposes of this study were to provide a profile of the veteran student in higher education and examine the theory that veteran students perform academically as well as nonveteran students. Research questions were categorized into two main areas of study, personal and academic characteristics, for three groups of college students: veteran GI Bill recipients, nonveteran non-aid recipients, and nonveteran aid recipients. The data for this study were drawn from the National Longitudinal Study of the High School Class of 1972 (NLS). It was found that veterans were older, predominantly white, single males from a lower socioeconomic status than nonveteran non-aid recipients. Veterans emerged from high school with lower aptitude composite, percentile rank, and grades than nonveterans. It was found that veterans enrolled more often in business programs in public, two-year colleges; completed more certificate programs than two-year or four-year degrees; and received grades comparable to nonveterans. Veterans were employed while students, did not change majors any more often than nonveterans, but did change schools more often. Veterans' reasons for changing majors and schools centered upon their jobs and careers. Fewer veterans continued their education after completion of a four-year degree. Fewer veterans changed their credit load status from full-time to part-time than nonveteran non-aid recipients. More often veterans moved from part-time to full-time status. It was concluded that veterans did perform as well academically as nonveterans in college, even though they did not do as well in high school. Further, there were numerous similarities between veterans who received the GI Bill and nonveterans who received federal financial aid. These results have implications for Congressional and educational leaders. Specific suggestions on ways to utilize the veterans' profile were provided.
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EFFECT OF TEACHER INSTRUCTION AND PEER MODELING ON SKILL ACQUISITION OF DEVELOPMENTALLY DISABLED PRESCHOOL CHILDRENSchnaps, Laura Sue Schwimmer January 1982 (has links)
No description available.
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DEMOCRACY AND THE EDUCATION OF THE DISADVANTAGED: A PRAGMATIC INQUIRYWashburn, David E., Washburn, David E. January 1970 (has links)
No description available.
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Nonprofit Corporate Colleges: a Description of Their Curricula, Faculty, and StudentsParker, Karen, 1960- 08 1900 (has links)
The purposes of this study were (1) to describe and analyze the organization and content of nonprofit corporate curricula, (2) to describe and analyze the background and status of nonprofit corporate college faculty, and (3) to describe and analyze the demographics, educational background, and employment characteristics of students in nonprofit corporate colleges. Institutional demographics on student enrollment, number of graduates, admission policy, tuition cost, types of financial aid programs, student housing, and schedule of classes were gathered as well. Data were collected from survey instruments returned by 12 nonprofit corporate college administrators. The data were treated to produce frequencies and percentages. The study revealed that the majority of nonprofit corporate colleges are specialized institutions which primarily offer graduate degree programs. Faculty are most likely full-time, non-tenured employees. White males between the ages of 25 and 40 constitute an overwhelming majority of the student population. Two major findings unrelated to the purposes of the study were revealed during this investigation. They are (1) the term corporate college and the definition are sometimes misunderstood and (2) three corporate colleges identified last year have ceased operating as post-secondary degree-granting institutions.
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The integration of the pre-school experience of the childHenry, Martha Unknown Date (has links)
No description available.
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Experiential learning in American educationGuettermann, Stephen January 2010 (has links)
Photocopy of typescript. / Digitized by Kansas Correctional Industries
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Gender bias & teachers : college students' perceptions of sexual discrimination in their high schoolHostetler, Catherine L. 02 May 1995 (has links)
The field of gender bias indicates that teachers are a significant
source of gender-role socialization for students. This study focuses on
post hoc recollections of college students' perceptions of gender bias
exhibited by their high school teachers. Specifically, this study asks
students to define sex discrimination, as well as describe instances of
sex discrimination they experienced or observed exhibited by their high
school teachers. Several unanswered questions emerged from a review of
the literature: (1) students' reports of the extent to which they
experience sex discrimination exhibited by their teachers; (2) students'
observations of sex discrimination exhibited toward students of the same
sex, as well as toward students of the opposite sex; (3) students' reports
of the sex of teacher involved in the sexually discriminative instances
they describe; (4) students' definitions of sex discrimination; and (5)
students' descriptions of their own experiences of sex discrimination.
Consequently, one hypothesis and five research questions are posed to
investigate these unanswered questions in the literature. A survey
instrument incorporating both closed and open-ended questions explores
the hypothesis and research questions. Participants for this study
include 149 undergraduate students (63 females, 86 males) in
introductory communication and psychology courses at a western
university. Results of the survey are analyzed using both qualitative and
quantitative methodologies. The closed-ended questions reveal that male
and female students experienced and observed sex discrimination
exhibited by their teachers with similar frequency (in this case 'Very
Rarely'). The open-ended questions indicate that males and females
experienced and observed their teachers exhibiting different types of
sexually discriminative behaviors toward male and female students (e.g.,
females described being treated as if they were unintelligent; males
described being disciplined more strictly than females). Both male and
female students' definitions of sex discrimination are very similar. In
addition, the sex of the teacher described exhibiting sex discrimination
appears to make a difference. Although previous research seems to
suggest that male and female teachers are equally biased in their display
of sexually discriminative behavior toward male and female students,
this study's results show that both male and female students perceived
male teachers to be more biased toward female students than female
teachers. / Graduation date: 1995
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An experimental study of reciprocal teaching of expository text with third, fourth, and fifth grade students enrolled in Chapter 1 ReadingGalbert, Judith Lynne Fischer 03 June 2011 (has links)
The purpose of the study was to determine if instructing and modeling reciprocal teaching comprehension monitoring strategy, using expository text, would have a significant effect on the reading comprehension achievement of third, fourth, and fifth grade Chapter 1 Reading students.The population of the study consisted of third, fourth, and fifth grade students enrolled in regular classrooms and in Chapter 1 Reading in two Midwestern school corporations. There were 266 students in the study.The experimental group received instruction and modeling in reciprocal teaching comprehension monitoring strategy by the Chapter 1 teachers. The control group did not receive instruction and modeling of the strategy.The Iowa Test of Basic Skills, Form G (Levels 9, 10, 11), was administered as the pretest and posttest. An analysis of covariance (ANCOVA) was used to evaluate differences between the experimental group and the control group which may have resulted from the treatment effect. The hypotheses tested the reading comprehension achievement gain, science achievement gain, and social science achievement gain.Findings1. It was found that there were significant differences in third, fourth, and fifth grade students in science achievement gain when they had instruction and modeling of reciprocal teaching.2. It was found that there were significant differences in third grade students in reading comprehension achievement and social science achievement when they had instruction and modeling of reciprocal teaching.3. It was found that there were no significant differences in fourth and fifth grade students in reading comprehension achievement and social science achievement when they had instruction and modeling of reciprocal teaching.Conclusion This study has been one attempt to add to the body of knowledge concerning reciprocal teaching comprehension monitoring strategy.
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