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In this article the authors describe a well-known framework for equity in mathematics education and explain how they integrate it into multiple aspects of a mathematics methods course, including the clinical experiences in elementary school classrooms.

An intent of many business programs is to enhance the critical thinking capabilities of their students. Since AACSB accreditation requires evidence that business schools fulfill their goals, our students were required to take the California Critical Thinking Skills Test (CCTST). As expected, the CCTST was significantly related to SAT performance and to Business Core GPA. Nonetheless, the especially strong relationships with components thought to emphasize critical thinking, such as performance in the business capstone course, were not observed. SAT scores alone predicted 56% of the variance in CCTST. None of our other predictors added significantly to this total.

For a quarter century, Kansas State University's College of Education has supported a Professional Development School (PDS) model involving professional collaboration with selected public school systems across Kansas. In that time, this relationship has proved to be an instrumental vehicle for educational change. The state of Kansas' adoption and school districts' subsequent implementation of the Common Core State Standards, specifically the mathematics standards (CCSS-M), have infused KSU's PDS model with added enthusiasm and vitality by engaging participants in a coherent conversation about teaching. This paper focuses on just one of many disciplines within the PDS model to discuss how the PDS model promotes simultaneous renewal in mathematics education.

Considering how long societies have been educating their youth, the history of teacher education is relatively brief. From the first teacher education innovation in the 17th century through those of the late 20th century--de la Salle, the American normal school, the flood of student teachers into public schools after World War II, the student teacher triad, the expansion of field experiences--all focused on the student teacher. It had become clear that this was no longer a viable way to approach teacher preparation. A new approach was needed. In the late 1990s Kansas State University (KSU) faculty, public school administrators, and teachers designed a new approach to teacher preparation. The new KSU program would focus on K-12 students instead of student teachers. This article explains in some detail the elements of supervision and co-teaching embedded in the program. The Kansas State University Professional Development Schools (KSU PDS) model involves a network of stakeholders engaged in a simultaneous renewal process whereby teachers, preservice teachers, and supervisors are collaborating to deepen their understanding of teaching and learning. This highlights a progressive approach to supervision and support of the student teacher, including a unique implementation of co-teaching opportunities involving the cooperating teacher and the preservice teacher sharing classroom instructional duties. The KSU PDS model represents a move toward enhancing the experience by having professionals in a more visible and supportive role for the preservice teacher, with the ultimate goal of improving education for K-12 students.

The goal of this study was to develop a self-report inventory that measures individual differences in the perceived value of mathematical literacy for general education students. The Mathematics Value Inventory (MVI) is grounded in the Eccles et al. model of achievement-related choices and surveys students' beliefs in four areas: interest, general utility, need for high achievement, and personal cost. This study describes the development and initial score validation of the MVI. As hypothesized, it was found that (a) MVI scores for students who were not majoring in math did not differ by gender, (b) students who had higher MVI scores had completed more college course work in math than did students with lower scores, and (c) MVI scores were not related to scores on a measure of social desirability. (Contains 2 tables.)

One of the most important aspects of growing and improving business education is replacing departed faculty members. As the baby-boom generation approaches retirement, the supply of available replacement faculty members is diminishing. The result is a competitive market for replacement faculty that features increasing starting salary levels. In particular, faculty lines that have been occupied for extended time periods need to be marked to market salary levels because annual salary increases rarely keep pace with inflation in the labor market. The authors report the results of a national survey to determine the amount of salary premium required to bring vacated management faculty lines back up to competitive market levels. As business schools struggle to replace retiring and departing faculty, budgets have to account for these premium increases to succeed in an increasingly competitive market for faculty labor. (Contains 4 tables.)

Previous research has indicated that instructor immediacy is associated with learning outcomes, satisfaction, and motivation. However, few researchers have examined instructor immediacy in the context of online learning. This study is the first large experiment (n = 433) to empirically investigate the effects of instructor immediacy behaviors (high versus low) and online delivery modality (audio versus video) on participant perceptions of instructor immediacy and social presence. Results demonstrated that participants assigned to the high-immediacy sessions indicated significantly higher perception of instructor immediacy and social presence than participants assigned to the low-immediacy sessions. Findings also established a strong correlation between participants' perception of instructor immediacy behaviors and their perception of the instructor's social presence. (Contains 4 tables and 3 figures.)

Accrediting bodies, including Association to Advance Collegiate Schools of Business-International (AACSB), require evidence that business schools fulfill their stated missions. This often involves using the Major Field Achievement Test in Business (MFAT-B). In this article, the authors studied MFAT-B performance for its relationship to grade point average (GPA) and to general intellect to determine if the correlations between the variables were significant, given that the test is intended to reflect business knowledge. As expected, business core GPA was a significant predictor of MFAT-B performance. However, contrary to expectations, other GPAs and intellectual aptitude predicted the test scores equally well. Most important, student motivation was also associated with MFAT-B performance, and it enhanced prediction even after the authors accounted for other indexes. (Contains 4 tables.)

Standardized questionnaires often have been used to elicit student opinions on issues regarding accreditation by the Association to Advance Collegiate Schools of Business--International (AACSB). These questionnaires require students to rate a wide range of items that may or may not be important to them. In this study, the authors supplemented these questionnaires by asking graduating business students to evaluate their university experiences by describing aspects that were especially successful and factors that needed improvement. This open-format, "critical incidents" approach to outcomes assessment readily generated recollections of incidents useful in guiding program change. The incidents provided additional perspective on data obtained from the College Student Experiences Questionnaire. (Contains 5 tables.)

Describes the development of a prototype Web-based outreach information system for a collection of educational resources in agriculture at the University of Illinois at Urbana-Champaign. Discusses distance education, student expectations, Web searching, testbed collections, metadata issues, indexing and searching full-text, and Dublin Core elements. (LRW)

Compares broadcasting curricula of two-year and four-year colleges. Finds that most broadcast programs implement a blend of practical and theoretical courses, and that students at two-year and four-year schools are subjected to comparable course work and internship/practicum experience. Suggests that many students are not receiving enough education in actual communication theory or ethics. (SR)

Describes a model for training instructional designers who will work as members of videodisc development teams. This model develops and integrates competencies relating to instructional design, project management, interpersonal skills, storyboarding and flowcharting, programming, video production, and interactive video system knowledge. Three projects are described around which course activities revolve. (MBR)

A study of the influence of clinical experiences on one medical school's students' choice of specialty found that neither early exposure to role models in family medicine nor the order in which specialty clerkships were taken significantly affected students' choice of family medicine. (MSE)

Outlines curriculum reforms being made in the master's level educational technology program at San Diego State University. Topics discussed include technological changes and the roles of educational product designers; human information processing; knowledge base design; student design of educational adventure games; interactive video design; and HyperCard. (25 references) (LRW)

Describes a model called EPOSODE (Enhanced Procedural Orchestration through Student Observation and Detection of Errors) that uses performance errors to teach and assess procedural knowledge via computer-based interactive video (CBIV) technology. Two prototypes based on EPOSODE are described, and Anderson's theory of procedural knowledge is discussed. (25 references) (LRW)

This undergraduate experiment shows that the inclusion of an appropriate additive can have a very marked effect on the physical properties of a polymer. The polymer used is polypropylene and the additives are 2-hydroxy-4-octyloxy-benzophenone and benzophenone. (BB)