Joint Enrollment 2012

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Joint Enrollment 2008

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Joint Enrollment Report, 2009

The Iowa Department of Education collects information on joint enrollment in Iowa’s 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as PSEO (Postsecondary Enrollment Options) and concurrent enrollment. Others enroll independently by paying tuition or enrolling in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. For more information about Senior Year Plus programs, please refer to the department’s website. This report consists of fiscal year and trend data on joint enrollment including headcount enrollment, credit hours, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted.

Joint Enrollment 2010

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Joint Enrollment 2013

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Joint Enrollment 2014

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Élaboration d’un modèle théorique pour étudier le rapport au savoir en didactique de l’histoire et en éducation à la citoyenneté

Ce mémoire a pour objet d’étude la notion du rapport aux savoirs historiques des élèves de l’ordre secondaire. Plus précisément, il sera question des relations existant entre la conception qu’entretiennent les élèves de l’histoire et du métier de l’historien, leur conception de l’action humaine dans l’histoire et leur sentiment d’être eux-mêmes, aujourd’hui, des acteurs politiques effectifs. Ce sujet est ancré dans le contexte de l’introduction des prescriptions en matière d’éducation à la citoyenneté dans le programme d’histoire de niveau secondaire. Cet ajout a pour conséquence d’introduire de nouveaux objectifs en matière d’éducation à la citoyenneté : l’élève, par l’étude de l’évolution démocratique, doit être amené à comprendre le rôle de l’action humaine dans l’histoire, lui faisant ainsi comprendre la valeur de sa propre participation à la vie sociale et politique. Cela étant dit, les recherches montrent que les enseignants et les enseignantes tardent à adopter la terminologie propre aux compétences du programme de formation en histoire et éducation à la citoyenneté et perpétuent un enseignement de l’histoire-récit qui fait la part belle aux grands évènements et aux grands hommes (Bouhon, 2009; Moisan, 2011). De plus, les manuels utilisés laissent peu de place aux individus ou aux groupes d’individus agissants et présentent rarement leurs actions de manière à rendre compte de leur efficacité (Éthier, 2001; Lefrançois, Éthier et Demers, 2011). Enfin, les recherches montrent que les élèves sont enclins à expliquer les changements à l’aide d’une histoire personnalisante, occupée principalement par les grands hommes et les hauts faits de l’histoire politique et militaire (Hallden, 1986 ; Carretero, Jacott, Limon, Lopez-Manjon et Leon, 1994 ; Carretero, Asuncion et Jacott, 1997 ; Tutiaux-Guillon et Fourmond, 1998). En explorant les conséquences complexes de ces différents constats, nous avons ressenti une insatisfaction à l’égard de la capacité d’explication de ce phénomène qu’offrait le champ conceptuel de didactique de l’histoire. Par conséquent, ce mémoire portera sur le transfert de la notion de rapport au savoir au domaine de la didactique de l’histoire à partir de la sociologie et de l’anthropologie. Le modèle théorique proposé a été obtenu grâce à une recherche spéculative qui a été inspirée des méthodes de Martineau, Simard et Gauthier (2001) et de Van der Maren (1996).

Educação física e o ténis na promoção de estilos de vida activos

Uma das crescentes preocupações das sociedades desenvolvidas é a redução da actividade física com os consequentes custos individuais e sociais. É recomendado um aumento qualitativo e quantitativo de actividade física. A disciplina de Educação Física é hoje vista como um dos lugares ideais para a promoção da actividade física e de um estilo de vida activo que se prolongue pela vida adulta. O Ténis é uma modalidade desportiva que se pode praticar ao longo de toda a vida e que apresenta inúmeros benefícios para a saúde. Neste âmbito, foi feita uma análise do papel que a Educação Física representa na saúde e promoção de estilos de vida activos, caracterização do Ténis e seus benefícios, ensino do Ténis nas escolas, o Ténis nos programas nacionais de Educação Física e foram feitas propostas metodológicas para o seu ensino na escola. Desta análise, suportada pelo conhecimento da comunidade científica e profissionais da área de reconhecido mérito, pode concluir-se que a implementação de um programa de iniciação ao Ténis na escola, baseado em propostas metodológicas eficazes e de acordo com as necessidades reais dos alunos, é perfeitamente exequível e promove ganhos motores, sociais e emocionais que se podem prolongar pela vida futura. Assim, o Ténis pode ter um contributo relevante na promoção de um estilo de vida activo.

Community College Student and Faculty Information Needs and Information Seeking: an Ethnographic Study

This presentation was offered as part of the CUNY Library Assessment Conference, Reinventing Libraries: Reinventing Assessment, held at the City University of New York in June 2014.

Making Learning Visible: Peer Review and the Scholarship of Teaching

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

Indigenous knowledge related to climate variability and change: insights from droughts in semi-arid areas of former Makueni District, Kenya

This article describes the indigenous knowledge (IK) that agro-pastoralists in larger Makueni District, Kenya hold and how they use it to monitor, mitigate and adapt to drought. It examines ways of integrating IK into formal monitoring, how to enhance its value and acceptability. Data was collected through target interviews, group discussions and questionnaires covering 127 households in eight villages. Daily rainfall data from 1961–2003 were analysed. Results show that agro-pastoralists hold IK on indicators of rainfall variability; they believe in IK efficacy and they rely on them. Because agro-pastoralists consult additional sources, the authors interpret that IK forms a basic knowledge frame within which agro-pastoralists position and interpret meteorological forecasts. Only a few agro-pastoralists adapt their practices in anticipation of IK-based forecasts partly due to the conditioning of the actors to the high rainfall variability characteristic of the area and partly due to lack of resources. Non-drought factors such as poverty, inadequate resources and lack of preparedness expose agro-pastoralists to drought impacts and limit their adaptive capacity. These factors need to be understood and effectively addressed to increase agro-pastoralists’ decision options and the influence of IK-based forecasts on their decision-making patterns. The limited intergenerational transfer of IK currently threatens its existence in the longer term. One way to ensure its continued existence and use is to integrate IK into the education curriculum and to link IK with formal climate change research through the participation of the local people. However, further studies are necessary to address the reliability and validity of the identified IK indicators of climate variability and change.

L' education et l'instruction des enfants chez les anciens Juifs d'après la Bible et le Talmud

par Joseph Simon

Multiple-Choice Testing in Science and Technology Courses

Wide spread and continuing use of multiple-choice testing in technical subjects is leading to a mindset amongst students which is antithetical with actual use of intellect.

A case study of teachers' mathematics content knowledge and attitudes toward mathematics and teaching

This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.