Designing History Writing Assignments for Student Success
In: Social studies: a periodical for teachers and administrators, Band 80, Heft 2, S. 59-63
ISSN: 2152-405X
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In: Social studies: a periodical for teachers and administrators, Band 80, Heft 2, S. 59-63
ISSN: 2152-405X
In: Public administration review: PAR, Band 43, Heft 5, S. 443
ISSN: 1540-6210
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 64, Heft 4, S. 463
ISSN: 2167-6437
In: Teaching sociology: TS, Band 21, Heft 1, S. 109
ISSN: 1939-862X
In: Social studies: a periodical for teachers and administrators, Band 83, Heft 2, S. 83-84
ISSN: 2152-405X
In: Teaching Political Science, Band 10, Heft 4, S. 182-188
In: Teaching political science, Band 10, Heft 4, S. 182
ISSN: 0092-2013
In: Education and urban society, Band 21, Heft 3, S. 312-327
ISSN: 1552-3535
In: Teaching political science, Band 10, Heft 4, S. 182-188
ISSN: 0092-2013
WHILE GRADUATE ACADEMIC PROGRAMS ARE PRIMARILY CONCERNED WITH PRODUCTING TEACHERS AND SCHOLARS, PROFESSIONAL PROGRAMS FOCUS ON EDUCATING EFFECTIVE PRACTITIONERS. THIS DISTINCTION BECOMES SIGNIFICANT FOR MASTER IN PUBLIC ADMINISTRATION (MPA) PROGRAMS IMMEDIATELY AT THE POINT OF ADMISSION. WHO SHOULD BE ACCEPTED AND ON WHAT BASIS? MANY IN-CAREER STUDENTS APPLY FOR ADMISSION TO WESTERN MICHIGAN UNIVERSITY'S MPA PROGRAM TEN OR FIFTEEN YEARS AFTER GRADUATION FROM COLLEGE. OFTEN THEY HAVE ACHIEVED CONSIDERABLE SUCCESS IN THEIR CAREERS DESPITE ACADEMIC RECORDS POCKMARKED WITH LOW GRADES. THE UNIVERSITY IS THEN LEFT WITH THE TASK OF DECIDING WHETHER TO ACCEPT THESE APPARENT LATE BLOOMERS ON THE STRENGTH OF THEIR ACHIEVEMENTS IN THE PUBLIC SECTOR OR REJECT THEM ON THE GROUNDS THAT THEIR ANTIQUATED ACADEMIC RECORDS ARE UNSATISFACTORY AND THEIR SUBSEQUENT ON-THE-JOB SUCCESS IS AN INADEQUATE PREDICTOR OF ABILITY TO DO GRADUATE ACADEMIC WORK.
In: Social studies: a periodical for teachers and administrators, Band 79, Heft 3, S. 124-125
ISSN: 2152-405X
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 53, Heft 2, S. 114
ISSN: 2167-6437
In: Journal of visual impairment & blindness: JVIB, Band 91, Heft 3, S. 219-223
ISSN: 1559-1476
This article describes the curriculum the author developed to help students with visual impairments make the transition to college. The curriculum is based on her experiences at the Living Skills Center for the Visually Impaired, a transition program in San Pablo, California, and at college.
In: The current digest of the Soviet press: publ. each week by The Joint Committee on Slavic Studies, Band 27, S. 6-7
ISSN: 0011-3425
In: Journal of women and minorities in science and engineering, Band 1, Heft 1, S. 63-88