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Descriptors:
Research Reports; Computational Linguistics; Discourse Analysis; Intellectual Disciplines; Classification; Phrase Structure; Grammar

Abstract:
This article presents a group of lexical bundles identified in a corpus of research article introductions as the first step in the analysis of these expressions in the different sections of the research article. A one-million word corpus of research article introductions from various disciplines was compiled and the lexical bundles identified in it were classified grammatically and functionally. The findings of these analyses agreed with previous studies in the most frequent types of grammatical correlates for these bundles and the most frequent functions performed but showed several new qualities for these expressions (Biber, Johansson, Leech, Conrad, & Finegan, 1999; Biber & Conrad, 1999; Biber, Conrad, & Cortes, 2003, 2004). A further step in the analysis matched these lexical bundles to the moves and steps which are characteristic of research article introductions (Swales, 2004), discovering that a group of lexical bundles were exclusively linked to one move or step in a move while a second group occurred across several moves and steps. In addition, some of these expressions were used to trigger the steps that called for their use while others complemented other expressions and were used as comments. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comparative Analysis; Measurement Techniques; Meta Analysis; Elementary Secondary Education; Research Reports; Reading Writing Relationship; Writing Research; Reading Research; Reading Comprehension; Statistical Analysis; Reading Improvement

Abstract:
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1-12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Networks; Network Analysis; Transfer of Training; Social Environment; Educational Research; Research Reports; Organizations (Groups); Learning Processes; Cognitive Psychology; Social Psychology; Educational Psychology; Social Support Groups; Industrial Psychology

Abstract:
This article reviews studies which apply a social network perspective to examine transfer of training. The theory behind social networks focuses on the interpersonal mechanisms and social structures that exist among interacting units such as people within an organization. A premise of this perspective is that individual's behaviors and outcomes are significantly affected by how that individual is tied into the larger web of social connections. With regard to transfer of training, the investigation of social networks as a perspective can build in-depth understanding of how social support aids in transfer of training. Three groups of studies using a social network perspective are identified. A first group questions the role of the social network within the organisation for transfer of training. A second group of studies includes the network outside the organisation, hereby stretching the traditional idea of social support. A third group of studies sees the social network as an important outcome of itself. Through these studies, the potential value of the social network perspective for transfer of training research is identified and implications can be indicated. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Assisted Instruction; Self Efficacy; Epistemology; Effect Size; Transfer of Training; Longitudinal Studies; Meta Analysis; Time Factors (Learning); Research Reports; Cooperative Learning; Social Environment; Statistical Analysis; Instructional Effectiveness; Learning Processes; Educational Psychology

Abstract:
This meta-analysis (29 studies, k = 33, N = 4158) examined the longitudinal development of the relationship between performance self-efficacy and transfer before and after training. A specific focus was on training programs that afforded varying degrees of computer-supported collaborative learning (CSCL). Consistent with social cognitive theory, results suggested positive population correlation estimates between self-efficacy and transfer before (rho = 0.31) and after (rho = 0.39) training, and thus a small but positive increase. Three boundary conditions were estimated. First, effect sizes were higher in trainings with rather than without computer support. Second, effect sizes were higher in trainings without rather than with collaboration. Third, time lag had marginal effects. These findings are discussed in terms of their implications for theories of complex social and computer-mediated learning environments and their practical significance for scaffolding technology-enhanced learning and interaction. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Research Methodology; Counseling Techniques; Values; Periodicals; Journal Articles; Statistical Analysis; Authors; Gender Differences; Employment; Trend Analysis; College Faculty; Research Reports; Sample Size; Intervention

Abstract:
The authors reviewed publication patterns for articles published from 1990 to 2009 in the journal "Counseling and Values". Article content and author demographic characteristics (i.e., sex of authors, nation of domicile, employment setting of authors, frequently contributing individuals and universities) were analyzed by 5-year periods for trends over time. Specific attention was given to periodic changes in characteristics of research articles, including types of research designs, quantitative/qualitative approach, participant types, random assignment, sample size, intervention/nonintervention focus, and statistical procedures used. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Program Effectiveness; Scholarships; Graduate Students; STEM Education; Science Course Improvement Projects; Alternative Teacher Certification; Program Evaluation; Academic Records; Case Records; Student Records; Position Papers; Transcripts (Written Records); Recruitment; Teacher Recruitment; Science Teachers; Teacher Placement; Research Reports; Outcome Measures; Achievement Gains

Abstract:
California State University, Bakersfield (CSUB) received funding from National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944). The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools. This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors. In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices. The results show that the program quality is supported involvement of a group of award-winning faculty in STEM education, and significant GPA improvement has been observed among Noyce Scholars since last year. The program is also enriched by more research or internship experiences led by faculty of STEM education. Besides improvement of overall student experiences at CSUB, Noyce Scholars graduated from the program have demonstrated their success in supporting student learning at high-needs schools. Two appendixes include: (1) Questionnaire for Noyce Recipients Before Program Completion; and (2) Questionnaire for Noyce Recipients After Program Completion. (Contains 6 figures, 1 table, and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Equal Opportunities (Jobs); Minority Groups; Racial Discrimination; Public Agencies; Federal Government; African American Employment; Racial Composition; Position Papers; Change Strategies; Barriers; Employment Opportunities; Employment Patterns; Employment Practices; Employment Statistics; Social Justice; African American Organizations; Research Reports

Abstract:
The U.S. Department of Education Chapter of Blacks in Government (BIG) reviewed and responded to the EEOC [Equal Employment Opportunity Commission Office] African American Workgroup Report. The BIG ED Chapter considered whether: There is any evidence indicating that the number and percentage of African Americans employed by any federal government agency is a variable in the barriers described in the Report. Articulated another way, do barriers still exist in agencies with large numbers and percentages of African Americans relative to the total number of employees in an agency? Do barriers exist in those agencies with small numbers and percentages of African Americans? The recommendations were timely and strategic, given: (1) The Obama Administration; and (2) The increasing numbers of other groups of people of color along with the lower number of Blacks employed by some agencies in the federal government. While the Report included unconscious bias as a barrier, the ED Chapter recommendations urge monitoring out and out racial discrimination and subtle forms of intentional racism. Recommendations include tracking and monitoring the furloughs, layoffs and other adverse actions for Black employees in all agencies, given sequestration. An appendix presents: EEOC African American Workgroup Report. (Contains 7 tables, 38 endnotes, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prevention; Risk; Public Health; Adolescents; Correlation; Foreign Countries; Violence; Longitudinal Studies; Dating (Social); Financial Support; Attribution Theory; Program Effectiveness; Etiology; Program Development; Research Reports

Abstract:
Dating violence is a serious public health problem. In recent years, the U.S. Centers for Disease Control and Prevention and other entities have made funding available to community based agencies for dating violence prevention. Practitioners who are tasked with developing dating violence prevention strategies should pay particular attention to risk and protective factors for dating violence perpetration that have been established in longitudinal studies. This has been challenging to date because the scientific literature on the etiology of dating violence is somewhat limited, and because there have been no comprehensive reviews of the literature that clearly distinguish correlates of dating violence perpetration from risk or protective factors that have been established through longitudinal research. This is problematic because prevention programs may then target factors that are merely correlated with dating violence perpetration, and have no causal influence, which could potentially limit the effectiveness of the programs. In this article, we review the literature on risk and protective factors for adolescent dating violence perpetration and highlight those factors for which temporal precedence has been established by one or more studies. This review is intended as a guide for researchers and practitioners as they formulate prevention programs. We reviewed articles published between 2000 and 2010 that reported on adolescent dating violence perpetration using samples from the United States or Canada. In total, 53 risk factors and six protective factors were identified from 20 studies. Next steps for etiological research in adolescent dating violence are discussed, as well as future directions for prevention program developers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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