The brokerage house and its investing public

Thesis (M.S.)--Boston Universit

The Relationship Between the Media and Higher Education: Married, Divorced, or Separated?

The media play an important role in shaping public debate about postsecondary education but the messages colleges and universities would like to send to the public may not be reaching them when transmitted through news outlets. In fact, many practicing and former journalists, campus administrators, campus communicators, and researchers have identified a significant disconnect between the media and institutions of postsecondary education. In light of the declining state support and other public policy issues regarding postsecondary education, it is important that policymakers and the public better understand the role of the media in shaping public discourse about these topics. This forum will bring together journalists, campus communicators, and administrators in hopes of forging a greater understanding of how this important dialogue can be encouraged

The empowerment of teachers : overcoming the crisis of confidence

xv, 133 p. ; 23 cm

Scholarship Assessed: Evaluation of Professoriate

Scholarship Assessed continues the exploration begun by Scholarship Reconsidered. It examines the changing nature of scholarship in today\u27s colleges and universities and proposes new standards with a special emphasis on methods for assessment and documentation.Begun under the oversight of Ernest L. Boyer, and based on the findings of the Carnegie Foundation\u27s National Survey on the Reexamination of Faculty Roles and Rewards, Scholarship Assessed provides a base of information for and gives focus to the debate of institutional standards of rigor and quality

Informal Mentors and Education: Complementary or Compensatory Resources?

Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox—that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor—particularly teacher mentors—in their lives