Education Policy Analysis Archives

Abstract Chief Academic Officer (CAO) is the most common position title before assuming the presidency of a college or university. Results from a national survey are used to develop a profile of the CAO in each respective Carnegie institutional classification. The typical CAO in four-year institutions is Caucasian, male, 54 years old, and married. He holds a doctoral degree, most likely in humanities or social sciences, and has held the CAO position for 5 or fewer years. Most often, the CAO served as a Dean or Associate Dean in the previous position. All CAOs have classroom experience, but 3% have never taught full-time. With only slight variances among the percentages, these characteristics are similar for each of the respective Carnegie classifications. Comparisons are also made between the characteristics of presidents and CAOs

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a

Winning the clash flow war: your ultimate survival guide to making money and keeping it

xxxii, 350 hal.: 24 c

Colorado water, April 1997

The scope of the newsletter is devoted to enhancing communication between Colorado water users and managers and faculty at the research universities in the state.Newsletter of the Colorado Water Resources Research Institute

Colorado water, February 1997

The scope of the newsletter is devoted to enhancing communication between Colorado water users and managers and faculty at the research universities in the state.Also has date January 1997.Newsletter of the Colorado Water Resources Research Institute

Final report for the 2000 NCSL Energy Institute on Distributed Resources, DOE Grant No. DE-FG0299EE35145 [National Conference of State Legislatures]

The Energy Institute was a seminar specifically designed for state legislators to learn about distributed resources and their potential to fundamentally alter the electric utility industry and its regulatory framework. In addition to the learning experience at the seminar itself, legislators and staff were given background material developed by NCSL and handouts developed by the speakers. Approximately 25 state officials attended

Effects of Scripted Cooperation and Knowledge Maps on the Processing of Technical Material

This Study Replicates and Extends Prior Investigations of Scripted Cooperation and Knowledge Maps by Examining (A) their Independent and Interactive Effects on Procedural Knowledge Acquisition and (B) the Transfer of These Effects to Individual Learning. One Hundred Four Subjects, Randomly Assigned to Knowledge Map/dyad, Knowledge Map/individual, Text/dyad, and Text/individual Conditions, Studied Two Acquisition Procedures in the Experimental Conditions and a Transfer-Text Procedure in an Individual, Unscripted Manner. Subjects Completed Delayed Free-Recall Tests over Each Procedure. during Acquisition, Knowledge Maps Had Positive Effects on Recall of Main and Intermediate Ideas. There Were No Significant Treatment Effects on Transfer Recall. the Instrumental Uses and Limitations of Knowledge Maps Are Discussed

Learning Concrete Procedures: Effects of Processing Strategies and Cooperative Learning

We Examined the Efficacy of a Previously Developed Script for Learning Concrete Procedures with More Complex Procedures Than Had Previously Been Studied. the Experiments Examined the Efficacy of Peer Cooperation in Learning Concrete Procedures, the Effects of Learning About the Necessary Equipment Prior to Practicing the Procedure, and the Retention of Procedural Information over a 6-Week Delay. One Hundred Fourteen Students Participated in One of the Following Groups: No-Script Individuals, No-Script Dyads, Simultaneous-Script Dyads, or Successive-Script Dyads. the Simultaneous Group Performed Better, Described the Procedure More Thoroughly, and Recalled More Information Than Other Groups. Thirty Nine of the Original Participants Completed the Second Experiment, in Which They Again Produced Written Recalls of the Instructions. the Pattern of Differences Observed after the Initial Experiment Was Maintained after a 6-Week Interval