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Author: Judy H. Katz
Publisher: University of Oklahoma Press
ISBN: 9780806114668
Category : Social Science
Languages : en
Pages : 228
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Book Description
Stage 1.
Author: Judy H. Katz
Publisher: University of Oklahoma Press
ISBN: 9780806114668
Category : Social Science
Languages : en
Pages : 228
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Book Description
Stage 1.
Author: Arthur M. Cohen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 480
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Book Description
This book is about American community colleges, during the period from 1965-1980, and presents a comprehensive study useful for everyone concerned with higher education. It includes data summaries on students, faculty, curriculum, and many other quantifiable dimensions of the institutions. The data, descriptions, and analyses can be used by administrators--to learn about practices that have proved effective; curriculum planners--who anticipated program revision; faculty members--seeking ideas to modify their classes; and trustees and policy makers--for interesting financial and administrative guidelines.
Author: Curtis Van Voorhees
Publisher:
ISBN:
Category : Community and school
Languages : en
Pages : 72
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Book Description
Author: Jesse Parker Bogue
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442
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Book Description
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on Departments of Labor, and Health, Education, and Welfare, and Related Agencies
Publisher:
ISBN:
Category :
Languages : en
Pages : 876
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Book Description
Author: Eugenia Cruzen Loder
Publisher:
ISBN:
Category :
Languages : en
Pages : 396
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Book Description
Author: Community Education Program (U.S. Dept. of Education)
Publisher:
ISBN:
Category : Community and school
Languages : en
Pages : 40
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Book Description
Author: Kristin Bailey Wilson
Publisher: John Wiley & Sons
ISBN: 1119487641
Category : Education
Languages : en
Pages : 113
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Book Description
Historically, community colleges have served societal and functional missions that expanded over time, with the result of trying to achieve multiple goals for multiple audiences. This volume explores the forces currently shaping community college missions and the resulting tension between stated goals, assumed goals, and achievement of those goals. In an era of increasing accountability, tighter coupling, and the need to do ever more with fewer resources, mission focus is vital to college survival. Explore such issues as: the unspoken social contract, transfer, developmental education, noncredit education, dual enrollment, workforce development, the free college movement, and planning for the future. The topics are explored thoughtfully from both scholarly and practical perspectives, highlighting the forces that shape community college missions. This is the 180th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Heather Pham
Publisher:
ISBN: 9780578259055
Category :
Languages : en
Pages :
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Book Description
Based on a true story when WWI Veteran Dr. Frank Boston, along with his team of volunteers, sprang into action to save lives during a massive flood. Doc Boston is a new type of hero, an African American doctor, surgeon, and veteran who accomplished heroic things almost 100 years ago and leads a team of diverse volunteers, including an Asian, Middle Eastern, African, and European as they all work together under the leadership of Doc Boston. Marvel and DC Comics Illustrator, Khoi Pham (The Mighty Avengers, X-Men, Daredevil, Teen Titans) along with Heather Wilson Pham, a therapist, and George Whitehair, researcher, developed a fun, yet inspiring comic book. Perfect for middle schoolers, Doc Boston Adventures promotes STEM, teamwork, problem-solving, and shows that all of us can become heroes.
Author: Marvin Wesley Weiss
Publisher:
ISBN:
Category : Municipal universities and colleges
Languages : en
Pages : 284
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Book Description
The most important purposes of this study were to: (1) determine the extent of cooperation and coordination that currently exists in selected community colleges which have community school programs in their college districts, and (2) clarify the multi-roles of community schools and of community education in community colleges. Other purposes of the study were to: (1) examine the present educational philosophy regarding community schools and community colleges, (2) determine if duplication of programs exists, and (3) encourage educational administrators to develop a realistic plan for cooperation and coordination between community schools and community colleges. Procedures A. questionnaire with 46 items was developed to obtain opinions from educational administrators regarding organization, administration, finance, instruction and the level of cooperation between community schools and community colleges. The questionnaire was sent to community school directors or coordinators and community college administrators who supervised adult, community or continuing education. Five states were selected for this study--Oregon, Washington, California, Michigan and Florida. Each community college selected had at Least one community school program operating in the college district. Seventy respondents (35 community college and 35 community school administrators) participated in the study by reacting to the 46 items which were assigned values of one to five on a Likerttype scale with one being strong disagreement and five being strong agreement. All items on the returned questionnaire were analyzed by utilizing the analysis of variance technique. Selected Findings Selected findings were: 1. Fifteen items (32. 6%) showed significant differences among mean score responses for community college and community school personnel. 2. Except for three items, no differences existed between mean score responses among states. 3. Except for four items, no interaction effect differences existed in mean responses between college/schooLs and states. 4. The greatest number of rejected items (71. 4%) were found in the section on instruction. 5. The finance section had 66% of its items rejected. 6. There were no significant differences in the responses on all items in the general question section. 7. Of the 35 community schools surveyed, the length of time these schools were in operation varied from one to seven years. Thirteen of the schools were in operation just one year. 8. The greatest number of community schools in one college district was 25. Conclusions and Recommendations The following selected conclusions were based on a review of literature, the questionnaire and results of statistical analysis. They are: 1. There is an urgent need for cooperation and coordination between community colleges and community schools in college districts. 2. State laws do not prevent the community colleges and community schools from cooperating in the five states surveyed in this study. 3. State certification and qualifications of instructors in community colleges and community schools were issues which did not prevent cooperation and coordination between those two institutions. 4. Considerable disagreement exists between community colleges and community schools with regard to whether or not the community college should pay part of the community school director's salary. 5. Competition for tax dollars by community colleges and community schools is not the reason for the lack of cooperation between these institutions in the five states surveyed. 6. Community college and community school personnel must come to an agreement regarding who should be responsible for coordinating community education in a community college district. 7. Much disagreement was found between community schools and community colleges in the areas of instruction and finance. 8. A need exists for a "model" for cooperation and coordination between community schools and community colleges. The following recommendations are made: 1. Have the community college develop a training program for community school para-professionals, directors/ coordinators and other related personnel. 2. Develop formal guidelines for cooperation and coordination between community schools and community colleges. 3. Further delineate the role and function of the multiplicity of agencies providing community education in a community college district. 4. Develop a "model" for cooperation and coordination between community schools and community colleges.
