Identification of the criteria to be used in evaluation of athletic programs in the Elkhorn Public Schools

The purpose of this study was to develop criteria for the evaluation of an interscholastic Athletic Program in the Elkhorn, Nebraska Public School District. The following questions were considered as major elements: A. What are the values of athletics? B. What items should be included in the evaluation of an athletic program? C. Who should evaluate the athletic program? D. How often should the athloetic program be evaluated

Identification of the Criteria to be Used in Evaluation of Athletic Programs in the Elkhorn Public Schools

It is not sheer coincidence that in a world divided by differing political ideologies and struggles for power, sport remains one of the few bridges between man as man. In sport, the accident of birth, race, creed or station is transcended by performance alone. Sport speaks a universal language of movement and morality recognized in every culture. School yearbooks, athletic association reports, and television rating polls redundantly confirm that Americans are deeply interested in and supportive of athletic programs. At the high school level, almost four million boys and eight hundred thousand girls participate in athletic programs. An estimated one hundred million spectators attend high school basketball games annually

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility

Generativity in College Students: Comparing and Explaining the Impact of Mentoring

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility

Collaborating on Web-Based Instruction in Higher Education: Benefifits and Risks

The United States spends $600 billion on education of all types each year, making it the second largest industry after health care. Dunn (2000) estimates that the typical citizen will need the equivalent of 30 semester credits of coursework every 10 years to stay current with coming changes in their fields and lives. Innovative ways of providing such access to education, an absolute imperative in the merging global knowledge society, are required. Distance education provides access through multiple technologies and oftentimes includes some on-site instruction (Dunn, 2000; LaCost, 1998). Networked education (in higher education often referred to as a virtual university) furnishes a web of educational providers that distribute services to the client at the time, place, pace and style desired by the client. In the 1997-98 academic year, postsecondary institutions reported that the most popular delivery technologies were ansynchronous Internet instruction (58Collaboration is a requirement for future on-line education. Collaboration provides multiple arrangements and flexible alliances among participants. There is now greater availability of grant money for forging collaborations between and among institutions and accrediting bodies For example, the Andrew W. Mellon Foundation is interested in funding collaborative technical projects (Young, 2000), and the U.S. Department of Education has announced$10 million in awards to higher education institutions and nonprofit organizations to assist in providing access to distance-learning opportunities (Confessore, 1999)

Collaborating on Web-Based Instruction in Higher Education: Benefifits and Risks

The United States spends $600 billion on education of all types each year, making it the second largest industry after health care. Dunn (2000) estimates that the typical citizen will need the equivalent of 30 semester credits of coursework every 10 years to stay current with coming changes in their fields and lives. Innovative ways of providing such access to education, an absolute imperative in the merging global knowledge society, are required. Distance education provides access through multiple technologies and oftentimes includes some on-site instruction (Dunn, 2000; LaCost, 1998). Networked education (in higher education often referred to as a virtual university) furnishes a web of educational providers that distribute services to the client at the time, place, pace and style desired by the client. In the 1997-98 academic year, postsecondary institutions reported that the most popular delivery technologies were ansynchronous Internet instruction (58Collaboration is a requirement for future on-line education. Collaboration provides multiple arrangements and flexible alliances among participants. There is now greater availability of grant money for forging collaborations between and among institutions and accrediting bodies For example, the Andrew W. Mellon Foundation is interested in funding collaborative technical projects (Young, 2000), and the U.S. Department of Education has announced$10 million in awards to higher education institutions and nonprofit organizations to assist in providing access to distance-learning opportunities (Confessore, 1999)