Changing Institutional Research Productivity of United States’ Science Education Programs: 2000s v. 1990s

2014 ◽  
Vol 2 (2) ◽  
pp. 44-57
Author(s):  
Lloyd H. Barrow ◽  
Keyword(s):  
United States ◽  
Science Education ◽  
Research Productivity ◽  
Institutional Research ◽  
Education Programs

scholarly journals Ranking Agricultural Economics Departments by AJAE Page Counts: A Reappraisal

1994 ◽  
Vol 23 (2) ◽  
pp. 194-199 ◽  
Author(s):  
Henry W. Kinnucan ◽  
Greg Traxler
Keyword(s):  
United States ◽  
Research Productivity ◽  
Agricultural Economics ◽  
Institutional Research ◽  
Northeastern United States ◽  
Department Size ◽  
Per Capita ◽  
Highly Correlated ◽  
Departmental Rankings ◽  
Research Faculty

AJAE per capita page counts provide one measure of an institution's research strength. In this article we refine Willis et al.'s measure of department size and, based on the refined measure, recompute departmental rankings for North American institutions. Results indicate that Northeastern United States departments are more widely represented among the top 20 institutions than 20 years ago and that two Canadian institutions—Guelph and British Columbia—rank in the top 12. The median AJAE publication frequency for the top 30 research institutions is about one article per research faculty member every 12 years. The AJAE page-count measure was found to be highly correlated (R2 = 0.82) with citation counts, whether narrowly or broadly defined. Thus, AJAE page counts appear to provide a simple yet valid representation of institutional research productivity.

The Current and Future State of Wood Science Education in the United States

2019 ◽  
Vol 51 (2) ◽  
pp. 221-230
Author(s):  
Robert L. Smith ◽  
Paula Fallas Valverde
Keyword(s):  
United States ◽  
Science Education ◽  
The United States ◽  
Future State ◽  
Wood Science

Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs

2019 ◽  
pp. 891-901
Author(s):  
Robert H. Woody ◽  
Mark C. Adams
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
The United States ◽  
Music Teacher ◽  
Education Programs ◽  
Preparation Programs ◽  
Music Making ◽  
Large Ensembles ◽  
Classical Traditions

This chapter discusses the innate differences between vernacular music-making cultures and those oriented in Western classical traditions, and suggests students in traditional school music education programs in the United States are not typically afforded opportunities to learn skills used in vernacular and popular music-making cultures. The chapter emphasizes a need to diversify music-making experiences in schools and describes how vernacular musicianship may benefit students’ musical development. It suggests that, in order for substantive change to occur in music education in the United States, teachers will need to advance beyond simply considering how to integrate popular music into their traditional large ensembles—and how preservice music teacher education programs may be the key to help better prepare teachers to be more versatile and philosophically open to teaching a more musically diverse experience in their future classrooms.

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