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- Creator:
- Wakelee, Daniel and Cordeiro, William
- Description:
- Hiring tenure track faculty is one of the most important decisions in higher education. Hiring outcomes shape faculty careers, the process is costly and time consuming and, ultimately, hiring significantly impacts the character of academic departments and institutions. Despite its central importance, hiring is often driven by past practices with little regard for empirical data concerning "successful" hiring. The hiring process at California State University Channel Islands, a startup campus with an alternative approach to faculty hiring, may offer useful contrasts to traditional practices. This paper examines several years of experience using our alternative approach and suggests avenues for additional research.
- Resource Type:
- Postprint
- Identifier:
- 1546-2609
- Campus Tesim:
- Channel Islands
- Creator:
- Wakelee, Daniel
- Description:
- Simulation activities have been used in teaching various topics in political science. Most literature on this methodology focuses on elaborate, time consuming activities. This article examines the creation and use of a one-session budget balancing simulation exercise. The experience with this simulation suggests that it is a useful and practical teaching tool.
- Resource Type:
- Postprint
- Identifier:
- 1096-1453
- Campus Tesim:
- Channel Islands
- Creator:
- Simon, Steven R., Day, Shelley, Volkan, Kevin, Berti, David, and Bui, Anh
- Description:
- Rationale, aims and objectives: A valid tool to measure clinical competency early in medical school could identify students who may require special educational attention. The overall aim is to assess the relationship between students’ scores on an objective structured clinical examination (OSCE) given in the second year of medical school and their subsequent performance on Step 2 of the United States Medical Licensing Examination (USMLE Step 2). Methods: Participants were 390 second-year medical students participating in a required OSCE; complete data (Medical College Admission Test, OSCE, USMLE Step 1 and Step 2 scores) were available for 340 students (87%). Univariate correlations and linear regression analyses were performed. Results: Total OSCE score was moderately correlated with USMLE Step 2 score (r = 0.395, P < 0.001), as were two skills subscores of the OSCE, differential diagnosis (r = 0.343, P< 0.001) and identification of abnormality (r = 0.322, P < 0.001). In linear regression analysis, neither OSCE total score nor any of the subscores independently predicted Step 2 scores; only Step 1 score (β = 0.687, P < 0.001) and female sex (β= 0.152, P < 0.001) remained independent correlates of Step 2 score. Conclusion: OSCEs early in medical school can be useful in the early assessment of clinical competence.
- Resource Type:
- Postprint
- Campus Tesim:
- Channel Islands
- Creator:
- Quiocho Alice M.L., Ulanoff, Sharon H., and Vega-Castañeda, Lillian
- Description:
- This article explores the process through which teachers go as they engage in teacher research that attempts to answer ‘burning questions’ about their practice. It reports on the experiences of 45 in-service teachers enrolled in an MA in Education program as they develop an inquiry ethic while engaging in research projects that require them to collect and analyze data, interact with instructors and peers, engage in dialogue surrounding inquiry, and draw conclusions from their data collection and analysis during semester-long course. Based on data collected over a two-year period, the authors attempt to pose a framework for the development of such an ethic, positing the dimensions of the stance that teacher researchers demonstrate as they begin to view themselves as part of the ongoing dialogue between theory and practice. It further describes the nature of each dimension as well as the products of the teacher research projects.
- Resource Type:
- Postprint
- Identifier:
- 1366-4530, 1747-5120
- Campus Tesim:
- Channel Islands
- Creator:
- Trent, Allen, Rios, Francisco, and Vega-Castañeda, Lillian
- Description:
- Discusses the results of a study of two cohorts of preservice teachers, placing them in structured situations in which they are asked to respond to film clips focusing upon linguistic exclusion in schools. Model for learning activities; Attitude and orientations of preservice teachers toward multicultural education; Future of social perspective-taking.
- Resource Type:
- Postprint
- Identifier:
- 1066-5684
- Campus Tesim:
- Channel Islands
- Creator:
- Stratton, Stephen
- Description:
- Purpose - The purpose of this article is to present a series of reflections on future scenarios distributed to Taiga Forum participants in March 2006. Design/methodology approach - Permission was obtained to reprint the scenarios, and select national library leaders, seasoned professionals and mid-career librarians were invited to respond to these scenarios. Findings - Taiga scenarios focus on broad areas - internal organizational structures, advances in information technology, changing user expectations. Local engagement with these scenarios will help staff prepare for the future. Scenarios lend themselves to a variety of uses, including in-service training, staff development, team building. Scenario planning can easily be tailored to the specific needs of an institution. Originality/value - The Taiga Forum was an invitation-only event. Broader dissemination of the scenarios provides others not only with the opportunity to move beyond their borders in technical services, public services, collection development, or information technology, and transcend the traditional library organization, but also with the opportunity to develop new solutions.
- Resource Type:
- Postprint
- Identifier:
- 0090-7324
- Campus Tesim:
- Channel Islands
- Creator:
- Paiva, Claudio
- Description:
- This paper provides the first comprehensive empirical analysis of agricultural trade using a gravity model. The data set covers bilateral trade in agricultural goods for 152 countries over the periods 1990–1993 and 1999–2002. The estimations support claims that protectionism and distortive subsidies to agriculture remain widespread among industrialised nations, which are shown to import fewer and export more agricultural products than expected given other economic, political and geographic determinants of trade. However, some developing regions which are often thought to be the main victims of industrial-country protectionism are also found to be relatively closed to agricultural trade.
- Resource Type:
- Postprint
- Identifier:
- 1099-1328
- Campus Tesim:
- Channel Islands
- Creator:
- Wilkins, Richard, Milburn, Trudy, and Wolf, Karen
- Description:
- As students participate in corporate communication classes, they may, on occasion, use the term culture to make sense of their experiences. The authors use Mino's idea of a learning paradigm to shift the emphasis away from teaching traditional theories of culture and use student-centered experiences to teach culture as an expressive practice. Using instances drawn from their own classrooms, the authors show how students can recognize the value of understanding their role in creating culture each time they choose how to act, how to evaluate others' behavior, and whether to label what is going on as cultural
- Resource Type:
- Postprint
- Identifier:
- 1552-4191
- Campus Tesim:
- Channel Islands
- Creator:
- Jahnukainen, Markku and Itkonen, Tiina
- Description:
- (Discussion): We began by discussing the ideological traditions of Finland and the US. In essence, equal opportunity and equity are grounded on different types of goals for schooling. These goals in turn shape policy design. For example, in a system in which responsibility is collective and schooling is grounded on the notion of absolute success, students who experience difficulties or deviate from some pre-determined norm, are provided extra resources. As we showed in the case of Finland, students are constructed from an educational stand point in this type of a system. We also showed that the originating institution of the policy shapes policy design, as courts and schools operate from a different set of assumptions. The role of courts is to protect citizens’ rights, whereas the role of schools is to educate informed citizens (and a future work force). Therefore, policy originating in courts is expected to be rights-based (as in special education or desegregation policies in the US) whereas a policy initiated by the school system would be expected to be educationally based. In regard to the U.S. policy initiative to implement tiered interventions, it will be interesting to observe how this change in policy to one of local authority changes the 30-year practice. First, parent advocacy groups in the US have consistently advocated for increased federal oversight and vehemently resisted local control (Itkonen 2007). Second, the school system has an institutional history and memory which can be very difficult to change (March and Olsen 1989). Intervention model in essence would fundamentally change the way by which special education has been organized in the US. Another challenge with the proposed shift to an educational construction rests with the fact that it was first articulated in the special education statute, IDEA 2004. Since No Child Left Behind Act (NCLB) is still under reauthorization, intervention-based models are not included in the Elementary and Secondary Education Act (which was re-named to NCLB in 2002). Since a tiered model starts in the general classroom, and the first and biggest responsibility rests heavily on classroom teachers (not special educators), until such language is added to the education legislation, it is likely that RtI will remain as a choice only for schools where capacity (knowledge, time, resources) exists. Finally, our study has several limitations. First, our framework is preliminary and requires further empirical testing. Second, our findings should be examined with caution as many issues distinguishing these countries (e.g., cultural, linguistic, geographic diversity) were not included in this analysis. However, we believe that our application of construction of targets and our extension to institutional structures provide a way by which to conduct systematic cross-cultural comparisons by simultaneously examining the relationships among disability construction, policy design, and institutional arrangements at the micro-level.
- Resource Type:
- Postprint
- Identifier:
- 1569-1330
- Campus Tesim:
- Channel Islands
- Creator:
- Itkonen, Tiina
- Description:
- This study analyzes parent and professional organizations’ effectiveness in national special education policy from 1975 to present. Of specific interest are the relationships among groups’ policy victories, how groups construct their political messages, and organizational characteristics. The research is significant in that it is one of the first major studies of education client groups that examine group effectiveness over several decades. Drawing from coded Congressional testimonies and elite interviews with policy makers and organizational leaders, the major findings indicate that problem definition--how groups frame their interests, portray students with disabilities, and narrate their policy stories—is a significant determinant of effectiveness over-riding group resources. The implications for policy formulation are discussed.
- Resource Type:
- Postprint
- Identifier:
- 1552-3896
- Campus Tesim:
- Channel Islands
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