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Remediation in postsecondary education continues to be an issue that is hotly debated by institutional leaders and state policymakers. The National Center for Education Statistics [The National Center for Education Statistics. (2003). Remedial education at higher education institutions in fall 2000. PEQIS. Washington, D.C.: U.S. Department of Education.] estimates that 98% of public 2-year and 80% of public 4-year institutions offered at least one remedial course. The need for remedial courses is also demonstrated by the growing number of students who enroll each year. Studies that examine students and placement are found in the literature, but few examine the faculty who teach in remedial programs [Boylan, H., Bonham, B. S., Jackson, J., & Saxon, D. P. (1995). Research in Developmental Education, 12(1), 42–52.]. The purpose of this study was to examine faculty who teach remedial courses. In particular, we were interested in faculty workload and the assessment techniques employed by faculty based upon type and level of institution. More specifically, data was analyzed using the NSOPF: 99 database on faculty at 2-year and 4-year institutions as well as faculty at private and public institutions. Some comparisons between faculty teaching remedial courses and nonremedial courses are presented.
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Research completed during this leave focused on the already collected data for an article outlining distinctions between language attrition and incomplete acquisition, and on a new project and new data for research on how literacy or its lack in a minority language affects the degree of language maintenance and development.
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"For each date, a diverse dozen speakers were chosen based on prominence; the quality of the quotation; the uniqueness of the speaker with relation to gender, time period, nationality and vocation; and conflicting social, political, religious or philosophical background. Includes a quotation from each person that allows a glimpse of their personality"--Provided by publisher.
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Synopsis of the lectures presented during the three-year program, together with a PowerPoint presentations on CD-ROM. This material can be used for preparation of classroom instructional program or directly in the classroom.
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When France Was King of Cartography investigates over a thousand maps and nearly two dozen map producers, analyzes the map as a cultural artifact, map producers as a group, and the array of map viewers over the course of two centuries in France. The book focuses on situated knowledge or 'localized' interests reflected in these geographical productions. Through the lens of mapmaking, it examines the relationship between power and the practice of patronage, geography, and commerce in early modern France.
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Paulson's timely and authoritative study incorporates the latest data from the 2000 and 2004 elections into his analysis, and it offers vital perspectives on the outlook for the 2008 election.--(Source of description unspecified.)
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