IAE Publications
Occasional Papers
In 1999, the Academy initiated the publication and dissemination of an Occasional Research Paper Series. Authors present up-to-date research summaries on topics important to the future of preK-14 education in Iowa. The papers are intended to inform Iowa educational scholars, leaders, and policy makers.
How Effective are the NSSE Benchmarks in Predicting Important Educational Outcomes?
Dr. Ernest T. Pascarella, University of Iowa -- July 2011
Dr. Tricia A. Seifert, University of Toronto
One of the long-standing conversations in postsecondary education over the
last three decades has focused on the need to hold colleges and universities
accountable for the quality of undergraduate education. Beyond simply knowing
the characteristics of entering students and graduation statistics, a growing segment of
the population has become interested in knowing what students actually learn in
college.
When Best Practices Sometimes Aren't
Dr. Peter Hlebowitsh, University of Iowa -- July 2011
The idea here is reasonable: Successful
teachers must be doing things that all teachers should consider doing, so let’s
identify their practices, distill them into a framework that we might call “best
practices” and find a way to bring these insights to the over three million
teachers who populate our public schools.
Real Reform in Science Education Takes More than "Stirring the Pot"
Dr. Robert E. Yager, University of Iowa -- July 2011
Too often reform efforts in science education classrooms consider only the
major concepts that define what is to be taught with too little attention to how it is
taught! Too often assessment is based on student performances in class and on
examinations that measure the retention of information gained from teacher talk, class
recitations, and textbook coverage.
Revolutions and Evolutions in Current Educational Testing
Dr. Robert L.Brennan, University of Iowa -- June 2004
Educational testing is currently undergoing both revolutions and evolutions that will have far-reaching and long-term consequences. This paper treats three major testing topics: accountability in the K-12 arena with a focus on No Child Left Behind, computerization, and litigation/notions of fairness.
If the Underlying Premise For No Child Left Behind Is False, How Can that Act Solve Our Problems?
Dr. David Berliner, Arizona State University -- June 2004
The premise underlying the No Child Left Behind Act of 2002 is that America's schools are failing. This premise is examined by looking at several trustworthy indicators.
What Does Research on Constructivist Education Tell Us about Effective Schooling?
Dr. Rheta L. DeVries, University of Northern Iowa -- June 2002
Research on the effectiveness of constructivist education is reviewed. Results indicate better child outcomes for constructivist classrooms when compared to non-constructivist classrooms. Practical implications for schools are discussed.
Achieving the Visions of the National Science Education Standards
Dr. Robert E. Yager, University of Iowa -- March 2002
Current realities of science education in classroom practice and teacher education programs are explored. Recommendations for improving science teaching are delineated and exemplary science education programs are identified.
Children's Motor Behavior: Implications for Teachers, Coaches, and Parents
Dr. Jerry R. Thomas, Iowa State University -- August 2001
The impact of children's growth and gender difference on motor performance is explored. The development of motor control and sports expertise is discussed. Implications of the research findings for teachers, coached, and parents are presented.
Inclusion: Rhetoric and Reality Surrounding the Integration of Students with Disabilities
Dr. Kenneth A. Kavale, University of Iowa -- May 2000
Issues surrounding the integration of students with disabilities into general education are explored. Research related to perceptions and attitudes about inclusion, the tenor of the general education classroom, and the preparation and ability of general education teachers to deal effectively with special education students is summarized.
Community College Effects on Students: A Review of Recent Evidence
Dr. Ernest T. Pascarella, University of Iowa -- August 1999
Findings suggest that community colleges may provide a cost-effective way for substantial numbers of students to obtain the first two years of post-secondary education without sacrificing the intellectual/developmental impact of the college experience or their relative competitiveness in the marketplace.
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