During recent years, American states have launched programs to promote direct foreign investment and product export, but there has been little self-scrutiny of these efforts. This book presents the findings of Michael Frazier's detailed empirical study of four, state-supported export trade agencies. Using the evaluation techniques of Mazmanian and Sabatier (the M-S Model), Frazier pinpoints the factors that determine how well states develop an international business orientation. He also expands the M-S model by identifying additional variables that should be considered in future program evaluations.

This book provides a survey of the literature on implementation research, and argues in favor of both theoretical and empirical evaluation. Using the the M=S Model for export trade agency evaluation, Frazier examines the public export trade agencies of four states: Arkansas, Indiana, Michigan, and Virginia. He concludes that four factors--geographic location, state politics, economic interdependence and federal government involvement--heavily influence a state's level of success. The political leadership of the agency director and his supervisors, including the governor, is especially crucial. This is a useful handbook for legislators, policymakers, administrators, and students of program evaluation.

What are the experiences of faculty of color at traditionally white institutions (TWIs) of higher education (IHE)? In what ways do faculty of color at TWIs of IHE cope with/handle struggles/defeats and successes in the workplace? In what ways can college/university administrators and colleagues support and retain faculty of color? This book seeks to answer these questions and address issues of recruitment, retention, and support of faculty members of color. Additionally, the editors hope to provide insight into the higher education experiences of faculty of color to their colleagues and administrators. It is our hope that renewed understanding of these experiences will positively influence levels and quality of support.

A Second Helping of Gumbo for the Soul is a collection of essays, stories, and narratives designed to inspire and empower women of color through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...

This book considers contending views on security ten years after the terrorist attacks on New York and Washington in September 2001. In this context the editors have endeavoured to offer a diverse range of perspectives on security with the intention of contributing to existing literature and understanding of what security means in the first decade after 9/11. The editors have invited perspectives from Asia, Europe, Australia, Africa, as well as the United States. Traditional and non-tradition approaches towards security are examined. The diversity of views in this volume is indicative of the range of complex and challenging security issues that exist in the new international environment. This book's main focus is to showcase important themes in the discourse on broader post-9/11 security debates.

A Second Helping of Gumbo for the Soul is a collection of essays, stories, and narratives designed to inspire and empower women of color through the use of storytelling and narratives. This second edition is a sequel to the first Gumbo for the Soul and includes more...

Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science teachers to work in research laboratories to experience science as it is practiced in the laboratory setting. Through interviews with teachers and students, classroom observations, and analyses of student work, the lived experience of a cohort of teacher participants in a SWEPT was recorded to describe the effect of program experiences on the classroom environment of teacher participants and student outcomes. Drawing from social cognitive theory, postmodern feminist theory, and science education reform documentation, several dimensions of the classroom environment are examined. Dimensions include participants' perceptions of the importance of technology and technology-related practices; interpersonal relationships with teaching peers, research scientists, and students; and changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are identified along with suggestions for refinement of SWEPTs.