Community College Perspectives on Teacher Preparation in Virginia

The need for future teachers who are well versed in mathematics and science will not be provided by Virginia’s four-year institutions alone. A large portion of those students who complete their K-8 teacher preparation programs at Virginia’s four-year institutions have studied a significant portion, if not all, of their mathematics and science at community colleges. Therefore, if future teachers are to have completed appropriate mathematics and science courses these must be provided by the community colleges. In addition, community colleges can play a critical role in attracting people with a high potential for becoming excellent teachers. Two-year colleges are located in urban and rural areas, enroll a large portion of Virginia’s minority students, and welcome returning adults. We need to attract students from this source if we are to produce sufficient numbers of well prepared teachers in Virginia. A recent National Science Foundation workshop developed detailed recommendations conceming the role of two-year colleges. This paper will focus on these recommendations

Audit Quality Indicators: Perceptions of Junior-level Auditors

Purpose In an effort to develop an audit quality (AQ) framework specific to the US audit market, the Public Company Accounting Oversight Board (PCAOB) recently issued a concept release proposing 28 audit quality indicators (AQIs) along three dimensions: audit professionals, audit process and audit results. Using AQIs initially proposed by the PCAOB, as well as AQIs suggested by prior literature, the authors solicit perceptions from junior-level (senior and staff) auditors to investigate the current state of practice along many of the AQIs relating to audit professionals and audit process. Design/methodology/approach In the study, 78 junior-level auditors responded to the survey. Findings An analysis of the responses suggests auditors engage in activities and audit firms promote conditions that at times improve, and at other times, reduce audit quality. The authors find that individual auditors’ perceptions differ across experience level, gender and audit firm size for certain AQIs. Practical implications The study is useful to the PCAOB because it provides insights to help assess the value of potential AQIs in differentiating AQ. The study is also useful to other regulators because it describes audit staff and seniors’ perceptions of apparent firm and auditor compliance with accounting and auditing standards. Practitioners should find this information useful in helping to identify possible root causes of audit deficiencies, a challenge put forth to firms by the PCAOB. Originality/value This study provides academia with evidence on AQ from practicing auditors, which informs existing and future research along. The study complements existing work by showing how individual auditor characteristics (experience and gender) at the junior levels may impact AQ in practic

Experiencing Science, An Introduction to Real Methods of Science for the Preservice Teacher

The scientific method presented in the middle school classroom introduces the experimental approach of science in a way that may actually bear little resemblance to the processes actually used by working scientists. Teachers equipped with an insight into the motivations, philosophy, tools, and culture of science will better convey an accurate and positive picture of science as a critically important human endeavor. The Experiencing Science course was designed to answer the challenge of giving the pre-service teacher and decision-maker better insight into actual processes used by scientists, in the context of each of the major disciplines

Determinants of the Organic Farmers' Demand for Hired Farm Labor

Labor and Human Capital,

The effects of contextual factors on dyadic everyday problem solving in adulthood

The present study examined individual and dyadic everyday problem solving in 45 younger, middle-aged, and older adult married couples. The goal of the study was to investigate the effects of age, gender, collaboration, marital characteristics, and basic cognition on everyday problem-solving. Two research questions were addressed. First, were there group differences across three phases of problem solving? Second, what was the frequency of individual change, and which factors predicted improvement, stability, or decline? When addressing the first question, there was a significant four-way interaction, F (4, 78) = 2.83, p \u3c .05, eta = .12, between participant age, gender, problem-solving condition, and problem-solving phase, emphasizing the multidimensionality of everyday cognition. When addressing the second question, a larger percentage of individuals who collaborated reliably improved compared to individuals who worked alone. Furthermore, basic cognitive abilities, education, and marital factors significantly accounted for individual reliable change in everyday problem solving

The effects of age, instructions, and problem content on everyday problem -solving outcome using two scoring procedures

Prior literature has relied on varied methodology to infer conclusions about adult problem solvers; possibly leading to erroneous assumptions about everyday problem-solving performance in adulthood. The present study examined everyday problem-solving performance of 133 younger, middle-aged, and older adults. The goal of the study was to investigate whether different scoring procedures (number vs. strategy type) or participant instructions (self target vs. others target) affected how adults performed on two types of open-ended problem-solving vignettes (home vs. friend problem domains). Differential age patterns were found when comparing the number and types of strategies reported. When assessing total number of solutions generated, middle-aged adults tended to record the most solutions, particularly when completing home problems or after given the others-target instructions. In terms of strategy type, older adults reported a higher proportion of proactive responses (problem-focused and cognitive-analytical strategies) than younger adults on friend problems. Cluster analysis revealed three types of problem solvers (i.e., most proactive; commentary; least proactive) based on reported strategies. Individuals comprising the least proactive group performed better on an inductive reasoning task and generated more overall solutions than individuals in the most proactive group. Findings from the study should compel researchers to be cautious when focusing on a particular scoring method as an index for effective problem solving, as the findings can differ based on scoring

No Player is Ideal: Why Video Game Designers Cannot Ethically Ignore Players’ Real-World Identities

As video games flourish, designers have a responsibility to treat players and potential players justly. In deontological terms, designers are obliged to treat all of them as having intrinsic worth. Since players are a diverse group, designers must not simply focus on an idealized gamer, who is typically a straight white male. This creates a duty to consider whether design choices place unnecessary barriers to the ability of certain groups of players to achieve their ends in playing a game. I examine the design implication of this for the gameworld, avatar design, and accessibility to players with disabilities. I also consider the limits of designers\u27 control by examining responses to abusive player chat in multiplayer games. Ultimately, a careful balance must be found between what is necessary to create the game a designer envisions and what is necessary for treating all players as having intrinsic worth

Two Concepts of Community

Communities play an important role in many areas of philosophy, ranging from epistemology through social and political philosophy. However, two notions of community are often conflated. The descriptive concept of community takes a community to be a collection of individuals satisfying a particular description. The relational concept of community takes a community to consist of more than a set of members satisfying a particular trait; there must also be a relation of recognition among the members or between the members and the community as a whole. The descriptive concept is simpler, however, it does not provide a sufficiently robust concept of community. I argue instead that the relational notion is philosophically richer and more accurately captures the true nature of a community