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The article focuses on a tutoring program between high school students and preservice teacher students from a local college. The 10-week tutoring program, which involved two 1-hour tutoring sessions each week. On the first visit to the high school, the teachers and principal provided the preservice teachers with a 30-minute orientation and tour of the school. The preservice teachers had to submit a lesson plan for their tutoring that was reviewed by staff in the college's Education Lab. At the end of each week, the preservice teachers wrote a one-page reflection on their tutoring experience to include the lesson's objectives; the activities they used; an evaluation of whether they met the objectives; and what they learned about their tutees, themselves as tutors, and the process of tutoring. They were also encouraged to include any connections to the instructional design course in which they were currently enrolled as well as prior education courses. The tutoring program (renamed a mentoring program) helped preservice teachers realize the importance of looking at the whole person when evaluating their success. Conversations with the two high schools teachers and principal also established a clearer sense of purpose to the program around "seeing the child," including why some students, because of their race, class, and gender, are not seen.

Predictors of first-year undergraduate and graduate international students' adjustment to college were examined using an online survey in 2019. The research sample consisted of 95 international students attending two universities in the United States. Findings showed a statistically significant difference between first-year graduate and undergraduate international students, as related to college adjustment. Further analysis discovered significant relationships among the predictor variables - resilience, relational skills, acculturative stress - and the criterion variable, which is adjustment to college, explaining 55% of the variance. Implications of findings for educators, college counselors, and college administrators, are provided, as well as directions for future research.

For decades, researchers have attempted to define and measure what motivates individuals to achieve. Numerous attempts have sought to measure achievement motivation by using self-report tests. The concepts of motivation and achievement motivation have a rich history of being discussed among different cultures. The purpose of this study was to adapt and report psychometric properties of Turkish-language version of the Achievement Motivation Measure. We conducted confirmatory factor analyses and correlational analysis for factor structure and measurement invariance of Achievement Motivation Measure. Participants were 336 undergraduate students and CFA findings were acceptable for the sample, x[superscript 2] (62) = 155.94, p< 0.001, X[superscript 2] /df= 2.51; GFI= 0.93, CFI= 0.91, SRMR= 0.056, and RMSEA= 0.067 (90% CI= 0.054- 0.081), supporting the 13-item two factors model. Moreover, the Achievement Motivation Measure had partial measurement invariance across gender. Results were consistent with the original Achievement Motivation Measure.

This study investigated the factorial validity of the Contextual Achievement Motivation Scale, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, ?[superscript 2](182)= 348.10, p< 0.001; ?[superscript 2]/df = 1.91, Tucker-Lewis index (TLI)= 0.92, comparison fit index (CFI)= 0.93, root mean square error of approximation (RMSEA) [0.058, 0.080]= 0.069, and standardized root-mean square residual (SRMR)= 0.063. In addition, the scale showed partial scalar invariance between genders. The responses are subject to bias and increased the error in reliability and validity. Implications of the research, at a macro-level, draws attention to the importance of work; and one's performance within family, school and community settings.

Leadership has been increasingly distributed away from formal leaders towards more shared arrangements in Western educational contexts, wherein the vast majority of the existing research literature has been based. There is a dearth of literature on whether leadership strategies that originate in the West could be applied successfully to Asian contexts, especially in relation to China. The need to expand the literature beyond the Western context prompted the authors to conduct this study, which explores how the distinctive aspects of Chinese culture might influence educational leadership. Drawing upon empirical evidence from 42 semi-structured interviews with faculty members in a Chinese university, this study suggests that the development of leadership towards a more distributed or shared model is heavily influenced by cultural aspects such as harmony and socialism, but that even in organisations in which institutional leadership is hierarchical, it is possible for departmental leadership to be less so.

Student engagement is regarded as a critical educational outcome. However, it has proven to be elusive to educators within technical domains, such as marketing research and analytics, which has inspired the exploration of experiential course design elements. Client-sponsored projects (CSPs) have become a popular tactic to meet this objective in such courses. The authors utilize a mixed-methods design to examine CSPs and their effectiveness in marketing research and analytics courses. In Study 1, qualitative research yields student insights regarding the desired characteristics of a CSP. Study 2 illustrates that CSPs boost student engagement through perceptions of course relevance. However, students' subjective interest in the client represented a boundary condition for this effect. That is, CSPs did not offer value to students who lacked inherent interest in the client. In Study 3, a discrete choice model analysis outlined what attributes make clients interesting for students. Finally, Study 4 utilizes a field experiment to identify project-framing tactics that increase student interest through enhanced client familiarity. A series of recommendations are provided to maximize the efficacy of CSPs to marketing research and analytics courses.

Professors bemoan the great difficulty students have understanding the complexity of their disciplines or functional specializations. Many non-traditional students have work and family commitments that limit the time needed to reflect professionally and to master these concepts. This disconnect has persisted despite decades of work developing more integrated, interdisciplinary curricula. One potential, partial solution is to simply start sooner and partner with liberal arts courses to introduce business students to complexity and paradox before they arrive at the business school. Grounding these concepts in the Classics embeds them in great stories of passion, betrayal, commitment, and emotion normally absent in business courses. Business textbooks and cases are usually sanitized, simplified, and quantified, stripping them of the chaos normally experienced in reality. These classical tales are captivating and compelling, making the business concepts used to analyze them more memorable and hopefully retained until encountered again in the business curriculum. The classics deal with real and raw emotions, with powerful prose more likely to capture and engage students on a very personal level. This article explores how economics can be used to analyze Jane Austen's "Pride and Prejudice," how multi-stakeholder theory can be used to analyze Sophocles' "Antigone," and how business contract law can be used to analyze William Shakespeare's "The Merchant of Venice." Liberal Arts programs will gain additional relevance, commanding further student respect; business schools will stand a better chance of meeting AACSB gold-standard, interdisciplinary learning outcomes when students are exposed to these concepts before arriving at the business school.

The purpose of this study was to develop a theoretically-driven instrument of achievement motivation and determine its validation. The Achievement Motivation Measure (AMM) is closely aligned with Atkinson and McClelland's (1948, 1953, 1961) theoretical constructs of achievement thoughts and behaviours. Confirmatory and exploratory factor analysis (CFA and EFA) methods evaluated the structural validity of a newly developed instrument, the AMM, by assessing achievement thoughts and behaviours. Participants included 632 graduate and undergraduate university students. EFA supported two factors (Achievement Thoughts and Achievement Behaviours) with 13 items. Findings of a CFA supported the modified two-factor model as fitting the data. The theoretically supported AMM effectively measured achievement motivation by assessing achievement thoughts and behaviours.

The emerging concept of generative dialogue is accompanied by strong claims for its benefit. A literature review identified six dominant models of generative dialogue across the range of disciplines of education, business studies, counselling and psychology. Through the analysis, commonalities and differences between the different models are identified, with an ultimate goal of providing an overarching description of those crucial attributes that make generative dialogue and its implementation beneficial as a management tool in education.

Researchers explored the perspectives of third-grade students attending a 6-week science, technology, engineering, and mathematics (STEM) achievement motivation pilot program at a university's early childhood development center serving a Hispanic population. Researchers obtained data from interviews, observations, and a focus group. Four major themes emerged from this phenomenological qualitative investigation. Findings support the implementation by school counselors of STEM achievement motivation programs with young students, who in this study reported an understanding of concepts presented and their application to math and science projects. The findings have implications for counselors employed in school settings.

In this article, the authors argue that continued attacks by legislators on public education require that faculty become advocates. The authors examine the issue of advocacy by describing how Imig and Smith's work evolved from traditional research for a scholarly audience to a reactive research model responding to changes in educational policy in North Carolina. They then describe how Smith and Smith moved to more proactive, network-based advocacy work. Finally, they consider how teachers prepare their students and colleagues in colleges and universities to be advocates.

College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution's work to address the marketing analytics skills gap. Specifically, we describe how a focal marketing department developed an innovative curriculum based on foundational pillars of learning styles (Bloom's Taxonomy), experiential learning theory, and marketing analytics. The effectiveness of the curriculum is reviewed in light of criteria such as established learning goals and student satisfaction.

This paper reports on a preliminary Australian adoption and adaptation, in the North Coast region of New South Wales, Australia, of the Townsend and Adams' model of leadership growth for school improvement in Alberta. The Australian adaptation of this Alberta model has been named the North Coast Initiative for School Improvement (NCISI). The participants comprise nine university academics and almost one hundred regional school leaders. Leadership is developed through continuing and regular collaborative-inquiry and generative-dialogue meetings between the academics and school leaders. The aim is to improve school leadership with the primary purpose of improving student outcomes. Provisional evaluation records significant positive changes in school leadership across the region. Convergence and divergence of the Australian and Canadian models are explored. The Australian adaptation requires some modification to suit local education processes and context. In particular, there has been the development of some divergence in approaches, especially in working in individual schools or clusters of schools. While the program has only been running for a comparatively short time, and therefore formal program evaluation is only commencing, preliminary evidence suggests significant traction and success in the Australian context. The paper concludes with some tentative implications for the future development of this model in the Australian context: how can the model be conceptualised and delivered to a wider audience in the years ahead.

It can be difficult to interest students in academic topics if they have no prior exposure to or experience of the subject. The authors introduce and discuss a pedagogic innovation designed to trigger interest in entrepreneurship and "enterprise culture". They use fiction in the form of Gothic context and the vampire motif to move the student through Bloom's cognitive levels of learning. The vampire is a mythic creature spawned from the deepest recesses of folkloric imagination. The entrepreneur might be seen in a similar light. The authors therefore explore these "Byronic heroes" and vampirism as heuristic devices to help re-story and better understand entrepreneurial processes and narratives. They demonstrate that there are elements of enterprise discourse in contemporary narratives and images of vampires. The analysis is based on observations of the late 1990s early 2000s teenage television serial "Buffy the Vampire Slayer", which retains its popular and academic cult status. Through the identification of the familiar (vampires and Buffy) as examples of the entrepreneurial construct, the unfamiliar (the construct of entrepreneurship) is made more accessible because both students and faculty approach it from a shared understanding rather than from a position of inequality. Themes of morphology and transformation emerge, but the paper's main contribution lies in its account of a novel way of teaching entrepreneurship to a new generation of students. It offers insights into making entrepreneurship more interesting for students and so into developing an entrepreneurial mindset. At the same time, the process allows for discussion of how the student has become aware of the concepts of entrepreneurship, thus facilitating knowledge in a non-threatening way.

The rise of game development and game studies on university campuses prompts academic libraries to consider how to support teaching and research in this area. This article examines current issues and challenges in the development of game collections at academic libraries. The gaming ecosystem has become more complex and libraries may need to move beyond collections largely based on console video games. This article will advance the discussion by considering emerging issues to support access to the full range of games. The article will use examples from Carleton University Library, Ottawa, which has been developing a game collection since 2008.

We present the design, implementation, and preliminary evaluation of our Adaptive Educational System (AES): the Mobile Integrated and Individualized Course (MIIC). MIIC is a platform for personalized course delivery which integrates lecture videos, text, assessments, and social learning into a mobile native app, and collects clickstream-level behavioral measurements about each student as they interact with the material. These measurements can subsequently be used to update the student's user model, which can in turn be used to determine the content adaptation. Recruiting students from one of our Massive Open Online Courses (MOOCs), we have conducted two preliminary trials with MIIC, in which we found (i) that the majority of students (70 percent) preferred MIIC overall to a one-size-fits-all (OSFA) presentation of the same material; (ii) that the mean level of engagement, when quantified as the number of pages viewed, was statistically higher (by 72 percent) among students using MIIC than among OSFA; and (iii) that the integrated multimedia learning features were generally favorable among the students (e.g., 87 percent found the videos helpful).

Social workers are poised to play an important role in early childhood education and care (ECEC) settings; however, they need the knowledge and skills necessary to make a meaningful contribution. This article presents learning activities that infuse ECEC content, centered on the following four areas for social work education: (1) history of the profession, (2) observation of current practice, (3) culturally competent service delivery, and (4) advocacy to enhance social justice. Through this infusion of content, social work educators can better prepare their students for the growing field of ECEC practice and for social work practice more broadly. (Contains 1 table.)

Counseling is at an early stage of development in the Republic of Ecuador. A turbulent history, poverty, and unemployment have affected the growth of mental health services and counselor preparation programs. Yet, this country experiences problems of addictions, domestic violence, depression, suicide, gender inequity, and drug trafficking. The future of counseling will be influenced by economic conditions and leadership provided from within and outside the Republic of Ecuador.

A major curriculum redesign effort at the University of Maryland is infusing all levels of our undergraduate biological sciences curriculum with increased emphasis on interdisciplinary connections and quantitative approaches. The curriculum development efforts have largely been guided by recommendations in the National Research Council's "Bio 2010" report and have resulted in revisions to courses in biology, mathematics, and physics over a period of 10 years. Important components of this effort included (1) developing online modules to infuse more mathematical content into six biology courses taken by biological sciences majors during their first 2 years of study; (2) strengthening the interdisciplinary connections of ancillary courses in mathematics and physics to support the development of quantitative skills in biological contexts; and (3) creating more quantitatively intensive courses for the final 2 years of the bachelors of science programme. These efforts, carried out by a large, multidisciplinary team of faculty, have resulted in increased coherence in the undergraduate biological sciences curriculum, increased quantitative skills in first- and second-year students, and a greater appreciation among graduates for the essential relationship between mathematics and modern biology.

The effects of a stress management course on the stress knowledge and coping techniques of 101 graduate students in counseling were examined. Participants, drawn from various racial groups, were typically female (79%) and 21 to 55 years of age. Seven of the 8 null hypotheses were rejected. There were significant differences on 6 of the 7 dependent variables (overall knowledge of stress, perceived state and trait anxiety, stress response to positive and negative self-statements, and general and current stress level). The treatment group learned and implemented stress management strategies to better cope with stress. Recommendations and further directions for research are offered. (Contains 1 table.)

An interdisciplinary and engaging practical is detailed which offers great versatility in the study of a qualitative and quantitative metabolism of azo-dyes by "Staphylococcus aureus". This practical has broad scope for adaptation in the number and depth of variables to allow a focused practical experiment or small research project. Azo-dyes are an important group of dyes characterised by the presence of an azo-bond within the molecule. Many bacteria are able to produce azoreductases--enzymes which cleave the azo-bond of such dyes, decolourising them. This visual representation of metabolism offers a simple and inexpensive method to study bacterial metabolism and the variables which may affect this. The practical experiment combines basic microbiological and biochemical techniques whereby broth cultures are incubated with an azo-dye, and dye degradation is photometrically monitored. Microbiological methods may also be employed to monitor the resulting microbial growth. Example results are shown from student data to highlight the effects of differing broth media and how metabolism and growth may change over a 24-hour incubation period. The performance, analysis and interpretation of the findings may prove beneficial to test a variety of skills and aptitudes within both secondary and tertiary biological education. (Contains 1 table and 4 figures.)

Early colleges are one alternative to the traditional comprehensive high school. This article examines whether early college students are academically, socially and emotionally ready for university work at age 16. Preliminary data indicate enough promise in the innovation to revision not only the high school curriculum, but middle school and university curricula as well. (Contains 5 tables.)

This paper is based upon experiments developed as part of a Directed Research course designed to provide undergraduate biology students experience in the principles and processes of the scientific method used in biological research. The project involved the evaluation of herbal remedies used in many parts of the world in the treatment of diseases producing diarrhea as a major symptom. Methods used for testing the efficacy of these remedies vary greatly, and this provides an opportunity for inquiry in the classroom. The nematode "Caenorhabditis elegans" is used as the test organism. Survival of this worm is easily determined by assessing motility using a dissection microscope. The influence of two solvents commonly used for testing these treatments, M9 salt solution and purified water, on survival of worms is examined. The results were important to a graduate project evaluating the influence of these solvents on bioassay sensitivity testing partially purified extracts of the West African plant, "Anogeissus leiocarpus," used for treatment of diarrhea. Directed research projects allow undergraduate biology students to become engaged in science and develop a deeper understanding of science process skills. The experiments can be extended to examine other variables as directed research projects or modified to use as experimental case examples as part of a laboratory exercise. (Contains 2 figures and 5 tables.)

Institutions that prepare teachers have a clear need to extend their programs and assessments beyond current initiatives and to provide a greater focus on the intangible qualities of an "effective" teacher. This study deals with how a college of education that is part of a mid-sized north-eastern university developed and implemented a self-administered instrument to measure the degree to which its candidates believed their dispositions of good teaching changed over the course of their program. Utilizing the institutional mission of the university, the conceptual framework of the College of Education, and the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, a 21 item questionnaire was developed and administered to a sample comprised of 64 pre-service teacher candidates. The findings indicated that teacher candidates do believe that their dispositions change over the course of a teacher education program that provides both field-based and university-based instruction.

Attrition of doctoral students is costly to society. This study examines organizational and personal factors that contribute to the number of graduate students leaving their program of study prior to receiving the terminal degree. The authors make suggestions for program modification and present results from a stress-management intervention program implemented for doctoral students. (Contains 2 tables.)

This article presents the findings of two case studies of leadership and management in engineering departments in two British universities, one a chartered university and one a statutory university. The studies are the first in a series of "pairs" of such studies in departments of various academic discipline and size, in the two types of university. Data were collected by semi-structured interviews with the heads of the two departments and members of their staff who have leadership and/or management roles. The most striking feature of the study is the very different cultures and organizational structures of the two departments and their very different approaches to leadership and management. The studies also raises questions regarding the findings of other researches and writings, namely that heads of department have unreasonably high workloads, that large university departments are difficult to manage and that collegiality is the preferred model of decision-making.

Persuasive speeches are a common assignment in numerous public speaking and hybrid communication classes. One theme of persuasion is that the persuasive message should be tailored to the intended receiver. Not only do effective rhetors adapt to the circumstances in which they find themselves, but persuasive efforts are much more likely to be successful if they take into account the beliefs, attitudes, and values of the persuadee. This "receiver-oriented approach" to persuasion is one way in which students are provided with the opportunity to practice audience analysis and to create receiver-oriented persuasive strategies. A list of references and suggested readings is included.

Presents survey data from departmental heads in one "old" or chartered university and one "new" or statutory university. Compares the heads' roles in the two types of university and compares the results with those of a previous study in l995-96. Although the role has become more similar, differences remain, most notably relating to the perceived importance of personal research. (Contains 55 references.) (MLF)

Describes a quasi-experimental study at Western Kentucky University that compared a traditional required, for-credit class in library skills with a Web-based course. Discusses skills level, satisfaction, and demographics, and includes a copy of the student survey used. (LRW)

Presents exercises in which students can explore Type I and Type II errors using sporangia diameter measurements as a means of differentiating between two species. Examines the influence of sample size and significance level on the outcome of the analysis. (SAH)

Examined the impact of preservice teachers' backgrounds on their multicultural perspectives in teaching secondary social studies, highlighting two student teachers with widely different backgrounds and beliefs. Data from papers, interviews, and observations showed significant differences in perspectives. Student teacher race, gender, and social class; prior experience with diversity; and support for ideologies of individualism partially explained the differences. (SM)

This study used preservice teachers' autobiographical essays to explore their beliefs about race, class, and gender. Findings indicated that, although some students were taught equality and still held views of equality, four factors helped initiate change in their beliefs toward greater equality (education, travel, experience with discrimination, and exposure to different cultures). (SM)