共查询到20条相似文献，搜索用时 939 毫秒
1.
Using survey data on the third cohort of scholarship recipients in the Washington State Achievers (WSA) program, this study
first examined how the assignment of college mentor and student engagement in mentoring vary based on student and institutional
characteristics and then examined the relationship between mentor assignment and different mentoring aspects of the WSA program
and student persistence in college. The results from this project indicated that Asian American students were more likely
to have an assigned college mentor and that Hispanic students were more likely than White students to turn to their college
mentors for support and encouragement and had a higher level of perceived importance of their overall experiences with mentors.
Among all WSA recipients, having an assigned college mentor was positively related to the probability of persisting in college;
among those who had an assigned college mentor, the probability of persisting was positively associated with the extent to
which the recipients turn to mentors for support and encouragement and with their perceived importance of experiences with
mentors. 相似文献
2.
Exposing American K–12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a Game Design Through Mentoring and Collaboration summer program for 16 high school students and 3 college student mentors who collaborated with a science subject matter expert. After four weeks, most students produced 2-D video games with themes based on immunology concepts from the educational science game Immune Attack. Findings from three groups that finished their games and one group with an uncompleted game are explored. 相似文献
3.
Pascarella Ernest T. Wolniak Gregory C. Pierson Christopher T. 《Research in higher education》2003,44(3):301-314
This study analyzed data from 285 students attending 5 community colleges to identify the institutional and college experience variables influencing end-of-first-year educational degree plans. Controlling for an extensive array of important confounding influences, the estimated average precollege degree plans of students at the community college one attended had significant, positive total and direct effects on an individual student's end-of-first-year overall educational degree plans and plans to obtain at least a bachelor's degree. In the prediction of end-of-first-year overall educational degree plans, there were significant conditional effects involving sex, race, and precollege degree plans. 相似文献
4.
American college students tend to be viewed in terms of inputs and outcomes, due in part to the assessment movement and long-standing interest in college impact. A more complete view is one in which the relationship between students and the college environment is both reciprocal and dynamic. This ecological perspective portrays students as actively shaping their educational environments, with these environments simultaneously providing the potential for transforming the individual. Data from the Cooperative Institutional Research Program (CIRP) are used to explore the ecological perspective. 相似文献
5.
Paige Haber-Curran Daphne Everman Melissa A. Martinez 《Mentoring & Tutoring: Partnership in Learning》2017,25(4):485-503
As the prevalence of mentoring programs in higher education institutions continues to grow, there remains little research on the growth and development that comes from serving as a mentor. In this phenomenological study, the researchers examined college students’ personal and educational gains through serving as mentors to high school students in a work-study mentoring program for increasing college access. Drawing on interviews with 14 mentors and other program staff, the researchers examined the following research question: In what ways did student mentors in the G-Force Mentoring Program grow and develop as a result of their mentor experience? Findings included mentor growth in three key categories: (a) self-development and awareness, (b) skill development, and (c) career development. Implications for practice and future research are offered. 相似文献
6.
Kristín Björnsdóttir 《欧洲特需教育杂志》2017,32(1):125-136
AbstractThe college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community. The diploma programme is located at the School of Education and students trained to work at pre-primary schools, after school clubs and within the field of disability such as self-advocacy. Inclusion has been achievable by adapting the general curriculum and learning outcomes to individual needs, flexible teaching methods and the cooperation between academic faculty members, programme coordinators, student mentors and the diploma students themselves. The diploma students receive academic and social support from student mentors who are other undergraduate students at the School of Education. The collaboration with student mentors has proven to be valuable, expanded diploma students’ social networks and contributed to a sense of belonging. Regardless of various attitudinal and structural hindrances, there is much evidence that the diploma students are not only tolerated but welcomed at the School of Education and belong to the college community. 相似文献
7.
《International Journal of Educational Development》2005,25(1):39-52
This paper highlights the complexities surrounding the social practices involved in being an international higher degree student, and the ways in which these practices contribute to the formation of student identity. It reports research in progress aimed at understanding how higher degree students experience studying for a degree delivered ‘offshore’ by an Australian university. In particular, it presents findings of two interpretive case studies, one of a masters degree course delivered in Singapore and another of a doctoral dissertation programme delivered in Hong Kong. The line of inquiry concerns questions about the perspectives of the students: how they understand the dynamics of their particular educational context and their sense of themselves as students in relation to the communities to which they belong. 相似文献
8.
马道珍 《江苏经贸职业技术学院学报》2008,(4)
大学生人文素质培养是高等教育的教育目标之一。高职高专院校英语专业中英美文学课程处境尴尬。该课程对学生人文素质培养有不可或缺的作用。高职高专院校应该切实转变教育观念,在重视学生技能培养的同时,努力改进英美文学课程的教学,充分发挥该课程在培养学生人文素质方面特有的功能。 相似文献
9.
Post-secondary educational attainment is an increasingly important prerequisite to many valued outcomes. This paper examines the association of racially-specific high school course of study with student’s postsecondary educational attainment using ELS 2002–2012 and a comprehensive measure of course intensity derived from students’ patterns of course-taking. Results support a partial presence of racially-specific association of high school course of study. We also find that only Asian-American and American Indian/Alaskan Native students in the middle course intensity and Asian-American students in high course intensity ranges are more likely to obtain at least a 4-year college degree than same-race students in the low course intensity group. However, the same pattern is not evident for White, African-American, multi-racial, and Hispanic students, indicating that they do not experience the same benefit from academically rigorous courses of study. Also, educational expectations do not mediate the relationships among race, course of study, and postsecondary educational trajectory differently for students of different racial groups, i.e., they do not play a larger role in mediating the relationship between course of study and postsecondary educational trajectory for White students. 相似文献
10.
《Journal of Further & Higher Education》2012,36(4):463-472
The dissertation is often promoted as a means of advancing autonomous learning. It is said to offer the potential for students to move along a continuum from dependence to independence. This research used interviews with a small sample of students to obtain a better understanding of the way students approach the dissertation process. The study found that the extent to which students operated autonomously depended upon a complex set of factors determining what Rokeach in 1973 refers to as their ‘competency values’. The study concluded that in order to obtain a better understanding of the values underpinning the behaviour of their students, dissertation tutors should be prepared to enter into a dialogue with them. This process would also involve encouraging students to critically reflect on how they planned to undertake the dissertation. 相似文献
11.
Using arts-based inquiry and drawing on photovoice, photo-elicitation and visual narrative, in this study we explore how Native American college students experience space and place at the University of New Mexico, a large, research-extensive university in the Southwestern United States. The objective of this study is to more clearly understand how Native American students view their educational environment. Student perspectives will be framed through an artistic inquiry coming directly from the students and their interpretations of space, place, and community. This study is designed to ultimately inform the institution, local tribal communities, and the existing body of research on how participants viewed their college-going experience in relation to space and place, and how we might more adequately serve Native American college students. Initial findings indicate the critical importance of cultural centers, houses, and designated cultural spaces for Native American students, as indicated in the literature. Though Native students may experience struggles and successes similar to other student groups within the context of higher education, it is critical that student affairs professionals, administrators, faculty, and other educational leaders acknowledge how discourses of colonialism and genocide inform higher educational spaces, as well as the experience of Native American college students. 相似文献
12.
颜元是我国明末清初著名的一位教育家,针对当时八股教育的弊端和不足,一心一意改革教育,实现教育创新,为了实现其培养专门人才和通才结合的思想,提出了"实文、实行、实体、实用"实学教育思想体系,倡导"习行"教学方法,采取全面评价学生等教育思想。科南特作为美国著名的教育家,是一位以要素主义流派为代表的教育家,提出了中等教育改革、师范教育改革、大学通识教育等重要的教育思想,影响了当时美国教育改革。通过比较发现,两个教育家在教育经验、教育理念、教育目的、教育内容、教育评价等方面既有分歧,也存在一定的共同之处。在今天,两位教育家的教育思想对我们的教育家的成长有很大启示价值。 相似文献
13.
张林凤 《湖州师范学院学报》2006,28(1):117-120
教师和学生之间进行的双向教学质量综合评价是关于教学质量的一种整体评价,有利于教学双方全面地认识需要改进的问题,也是教育改革深化的需要.学生成绩是学习效果的一种测度,问卷调查是获取学生对教师教育质量评价的一种有效方法,利用集对分析(SPA)理论和联系数把以上两种测量结果有机结合,进而建立了一种体育教学质量双向综合整体评价模型,实例说明了这一新方法的科学性、合理性和实用性. 相似文献
14.
日语专业毕业论文校企合作联合指导模式研究 总被引：1，自引：0，他引：1
毕业论文是学生在校学习的最后阶段,也是对学生的知识、能力和素质进行综合检验的有效手段之一,是学生学士学位资格认定的重要依据。在对4所高校日语毕业论文工作的实施情况进行了调查和分析的基础之上,尝试设计了符合日语专业的校企合作联合指导模式,旨在为同行提供参考。 相似文献
15.
16.
Dawna Wilson Kimberly M. Lowry 《Community College Journal of Research & Practice》2017,41(4-5):267-272
ABSTRACTRecent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations. 相似文献
17.
Donald L. Gillian-Daniel Kenneth A. Walz 《Community College Journal of Research & Practice》2016,40(2):133-145
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others. 相似文献
18.
Michelle E. Schmidt Jaime L. Marks Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217
Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students. 相似文献
19.
Rivers2Lake helps teachers learn to provide watershed educational experiences for students through a summer institute followed by mentoring. Teacher focus groups were conducted to investigate the impact of mentoring, as well as toward understanding what was influential in bringing about those impacts. Mentoring impacted teachers in affective ways and helped them use what they learned at the institute. The influential nature of the mentoring may be due to the mentors providing a sense of accountability, personalized support, as well as encouragement of reflection and assistance with navigating barriers. Teachers also articulated qualities of effective mentors: invested, flexible, and responsive. With teachers varying in the degree to which they felt they could continue R2L implementation without the support of mentors, implications are discussed. 相似文献
20.
根据学业指导的发展程度,美国高等教育经历了前学业指导、初级学业指导和现代学业指导3个阶段,其操作模式又可分为诊疗型模式和发展型模式.美国学业指导体系根据形式发展,逐渐给予了有特殊需求的学生足够的关注与尊重,其中对国际学生、有转专业意向学生、首代大学生以及女性的学业指导对我国高等教育有一定的启发意义,中国的学业指导制度虽出现了各种萌芽并有了一定的初期发展,但总体状况并不尽如人意.中美学业指导差距的根本原因在于美国文化崇尚个性,尊重个体,而中国高等教育中学生的主体地位并不突出.通过比较发现美国学业指导变迁对我国具有一定启示:转变教育观念,树立学生的主体地位;探索适合中国国情的学业指导模式;挑选部分学业指导工作已有一定基础的高校,加强投入,展开试点工作;做好学业指导与就业指导的统筹规划. 相似文献