共查询到20条相似文献，搜索用时 15 毫秒
1.
《Journal of Marketing for HIGHER EDUCATION》2013,23(3):31-44
ABSTRACT For many universities and their faculty, summer school in an important segment of the university school year. Yet, in recent years, summer school enrollment declines have threatened the viability of summer school programs. This study examines factors that contribute to declines in summer school enrollment, causes that influence students to enroll in summer school, factors affecting course selection, and reasons for not attending summer school. Department Heads of AACSB accredited universities and marketing students were surveyed for this study. Results indicated that approximately 50% of departments report declines in summer school. Possible causes of enrollment declines are identified in the results. Students report that reducing the number of semesters required for graduation and reducing class loads during regular semesters were the two primary reasons for attending summer school. The findings suggest potential courses of action and recommendations which are discussed. 相似文献
2.
Cooper H Charlton K Valentine JC Muhlenbruck L 《Monographs of the Society for Research in Child Development》2000,65(1):i-v, 1-118; discussion 119-27
Summer schools serve multiple purposes for students, families, educators, and communities. The current need for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. A research synthesis is reported that used both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer school. Results revealed that summer programs focusing on remedial or accelerated learning or other goals have a positive impact on the knowledge and skills of participants. Although all students benefit from summer school, students from middle-class homes show larger positive effects than students from disadvantaged homes. Remedial programs have larger effects when the program is relatively small and when instruction is individualized. Remedial programs may have more positive effects on math than on reading. Requiring parent involvement also appears related to more effective programs. Students at all grade levels benefit from remedial summer school, but students in the earliest grades and in secondary school may benefit most. These and other findings are examined for their implications for future research, public policy, and the implementation of summer programs. Based on these results, our recommendations to policy makers are that summer programs (a) contain substantial components aimed at teaching math and reading and (b) include rigorous evaluations, but also (c) permit local control of curricula and delivery systems. Funds should be set aside to foster participation in summer programs, especially among disadvantaged youth. Program implementers should (a) begin summer program planning earlier in the year, (b) strive for continuity of staffing and programs across years, (c) use summer school in conjunction with summer staff development opportunities, and (d) begin integrating summer school experiences with those that occur during the regular school year. 相似文献
3.
Participation in private supplementary tutoring (PT) is a global educational phenomenon especially prevalent in East Asia. This study conducted a student-report questionnaire, collected school reports of mathematics achievement to track retrospective longitudinal variations of PT over half a year, and obtained an analysis of the impact of PT participation on mathematics achievement during the school semester and summer vacation. Results show that, during summer vacation, students’ participation in PT has a significant positive effect on their mathematics achievement; however, the effect is insignificant during the school semester. The findings enhance the knowledge about the effectiveness of PT and summer learning. 相似文献
4.
由于社会的竞争越来越激烈,发达国家的大学生把暑假作为大学课堂的延伸和补充,充分利用暑假来完善自我。随着我国社会就业竞争加剧,大学生也逐步意识到要利用好暑假时间。通过对当前大学生暑假生活现状的调查研究,发现目前大学生的暑假生活缺乏规划与安排,学习方面及实践活动缺乏指导与帮助。因此,学校引导、家庭支持及自我定位等相关方法,将有助于学校中的大学生有效地利用暑假。 相似文献
5.
This randomized trial tested the efficacy of an intensive, four-week summer program designed to enhance low-income children's transition to kindergarten (n's = 60 program children, 40 controls). Administered in four public schools, the program focused on social competence, pre-literacy and pre-numeracy skills, school routines, and parental involvement. Hierarchical linear modeling indicated that the program significantly improved teachers' ratings of (a) the transition to the social aspect of kindergarten for girls (but not boys); and (b) the transition to kindergarten routines for the subgroup of children who had the same teacher for kindergarten as for the summer program. Findings are discussed in terms of practices and policies for supporting children's transition to school. 相似文献
6.
王志凤 《江苏经贸职业技术学院学报》2007,(4)
大学生暑期"三下乡"社会实践活动,是学生参与社会实践的重要形式,是学校德育教育的延伸,是建设社会主义新农村的新生力量。在新形势下发挥学校和社会的联动机制,对学生认识和了解社会,真正有所长进有十分重要的意义。 相似文献
7.
研究生暑期学校是我国重要学科领域优质后备人才培养的重要支撑,是青年高层次人才培养模式的重要创新和补充。文章通过创新暑期学校的教学思路,加强学生知识体系和综合实践体系建设,以满足研究生专业知识与能力多方面发展的需求,探索一个能提高学生创新能力、实战能力、科研素养和社会竞争力,促进知识和能力全面发展的整体教育模式。 相似文献
8.
J. D. Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):120-131
An examination was made of the effects of length of infant schooling on academic performance when season of birth was held constant. The results indicate that the number of terms spent in the infant school affects the performance of summer‐born children, those having spent only six terms there doing worse than those having spent a longer period. Analysis by social class and school type, whether streamed or not, revealed the same tendency. It is suggested that the poorer performance of summer‐born children with the least school experience is unlikely to be purely due to their short infant schooling. It is more probably due to other associated factors, such as the age position effect, streaming, and the effects of teacher expectation and lower motivation, which operate throughout the junior school. 相似文献
9.
《The Journal of educational research》2012,105(3):148-151
AbstractA key issue involved in studying the sustained impact of Title I programs is whether gains achieved during the school year are lost over the summer. Previous studies, using simulated projects from a large data base, show summer gains. This study, using actual local data, reveals substantial losses across 704 students, 20 districts, 7 grades, and 8 tests. It also demonstrates that students exhibiting the largest gains during the school year register the largest losses during the summer. This study indicates that losses, not gains, may be anticipated as districts complete the sustained effects evaluation required b> Title I. 相似文献
10.
Katherine C. Pears Philip A. Fisher Hyoun K. Kim Jacqueline Bruce Cynthia V. Healey Karen Yoerger 《Early education and development》2013,24(6):771-791
Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children. 相似文献
11.
12.
美国联邦教育部近期发布的中小学暑期阅读计划是为了防止中小学生暑期阅读能力下降，巩固提高其阅读能力，达到《不让一个孩子落后》法案所提出的确保每个儿童到三年级都能阅读的目标而制定的。 相似文献
13.
《The Journal of educational research》2012,105(4):178-180
AbstractWhile for many years a part of the student body of American university summer sessions, the “special” or credit-non-degree student has rarely been studied in terms of background, courses taken, and academic achievement while in summer school. A random sample of 289 such students enrolled in University of Wisconsin-Madison summer sessions in 1965, 1966, and 1967 was studied. Data were drawn from the admission applications submitted by the “specials” and from their end-of-summer grade reports.The majority of students were found to be regular year students at other colleges and universities. A smaller number were teachers or school administrators during the rest of the year. Enrollment was concentrated almost exclusively in the College of Letters and Science and School of Education. Academic performance during the summer term was generally good. 相似文献
14.
The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program‐related gains in motivation and confidence that occurred after high‐school reentry) predicted change in corresponding science attitudes during the follow‐up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science‐enrichment programs on students' science attitudes are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 359–375, 2005 相似文献
15.
随着社会对应用型人才培养需求呼声的日益高涨,在学科教学内容中融合相关的社会应用性知识是当前大学本科教学内容调整的大势所趋。在大学三年级开设小学期实践课程试提升教育技术专业学生的专业实践能力,是增加其就业筹码的有效手段。 相似文献
16.
Season of birth is related to child retention rates, achievement, and rate of diagnosis of specific LD 总被引：1，自引：0，他引：1
A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed. 相似文献
17.
Elementary school teachers often implement classroom behavioral management systems to address student misbehavior. Common problems targeted by these systems are the inattentive, hyperactive, and impulsive behaviors characteristic of attention‐deficit/hyperactivity disorder (ADHD). This study examined teachers' attributions for why children display ADHD behaviors, and how such attributions affect their experiences with children in the context of interventions to manage these behaviors. Participants were 32 preservice teachers undertaking a practicum in a summer program for 137 children (Grades 1–3), some of whom had ADHD. Teachers were trained to implement classroom‐wide behavioral management. Teachers' attributions for children's ADHD behaviors were assessed using a vignette measure, before teachers had met their students or begun training on intervention techniques. When controlling for attributions regarding oppositional behavior, teachers' initial attributions for ADHD behaviors as less internal/controllable predicted children reporting more positive relationships with that teacher during the summer program. Teachers' initial attributions for ADHD behaviors as less stable predicted teachers' greater satisfaction with the intervention techniques during the summer program and their greater attunement to children's social networks. Cognitions about the causes of children's ADHD behaviors held by preservice teachers may relate to their subsequent experiences with children in the context of implementing classroom behavioral management. 相似文献
18.
The article focuses on the question how competencies of students with different social backgrounds develop during elementary and secondary school. In particular, it addresses if achievement disparities which exist before school entrance increase, remain stable, or even diminish during schooling. The article draws on both national and international studies with longitudinal designs examining the achievement development of students of different social backgrounds during primary or secondary school. Although the results are mixed to some extent, a large part indicates that differences in achievement increase during the time of schooling. The evidence seems more consistent for achievement development during elementary school. Additionally, there is some indication that schools and features of the educational system contribute to increasing achievement disparities between students of different social backgrounds. 相似文献
19.
《校园英语(教研版)》2015,(23)
During a summer vacation I went to Britain to visit our sister school there with the teachers and students delegation in our school for a cross-cultural communication trip and we stayed there for about a month.What I saw and experienced during the trip broadened my horizon and had a great effect on me and it's really a wonderful and unforgettable experience in my life. 相似文献
20.
Shanthi Tiruchittampalam Joel R. Levin John M. Ferron 《The Journal of educational research》2018,111(1):28-42
What causes the literacy gap and can schools compensate for it? The authors investigated 3 drivers of the gap: preliteracy knowledge, schooling, and the summer vacation. Longitudinal literacy data over 5 time points were collected on 126 five-year-olds attending higher or lower socioeconomic status (SES) schools during their first 15 months of school. There were several noteworthy findings: (a) gaps in preliteracy knowledge at school entry favor higher SES schools, (b) preliteracy knowledge predicted later progress over and above SES and gender, (c) during the school year there was a widening of the gap between higher SES schools and lower SES schools in reading and spelling skills, and (d) children attending lower SES schools exhibited losses during summer whereas children attending higher SES schools nearly always gained. Contrary to previous studies, the present results indicated that when there are concentrations of children from higher and lower SES in schools located in the children's respective SES areas, the achievement gap widens. 相似文献