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1.
As state-level merit-based financial aid programs proliferate, analysts both find that these programs have a disproportionate effect on students traditionally under-represented in postsecondary education and question the use of limited public resources in an inefficient and inequitable manner. This study, using survey data regarding the perceptions of all potentially eligible scholarship recipients, explores the impact the Tennessee Education Lottery Scholarship on college access for minority and low-income students. The empirical results indicate that African American and low-income students are more likely to perceive their eligibility for merit-based scholarships as having an impact on their decision on whether or not to attend college. A consequential policy implication is that a liberally awarded merit-based scholarship program, while inefficient, may provide sustainable access for those students in greatest need of financial aid.
Erik C. NessEmail:
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2.
This study explored the responses of students in different academic majors to tuition increase, with a particular focus on the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase on enrollment in six academic majors—Engineering, Physics, Biology, Mathematics, Business, and Education—where disciplinary enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition. Further, the findings support a cost-related tuition policy, one designed to charge students higher tuition for higher-cost majors and lower tuition for lower-cost majors.
Sande MiltonEmail:
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3.
The impact of increased academic intensity on transfer rates from community colleges to 4-year institutions has been estimated only from observational data, with the possibility of selection bias. This study uses matching estimators to overcome possible selection bias and estimate the causal impact of increased academic intensity on transfer rates. Using student unit record data from Tennessee for the years 1995 through 2004, I find that taking 12 or more credit hours increases the probability of transfer from between 11% and 15%.
William R. DoyleEmail:
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4.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of collegiate life.
Claire Howell MajorEmail:
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5.
This event history analysis explores factors driving the emergence over recent decades of comprehensive state-level student unit-record [SUR] systems, a potentially powerful tool for increasing student success. Findings suggest that the adoption of these systems is rooted in demand and ideological factors. Larger states, states with high proportions of students of traditional college-going age, and states subject to federal civil-rights monitoring, were more likely to adopt SUR systems, suggesting influences of demands posed by size and legal constraints. In addition, states with more liberal citizen ideology were more likely to adopt the systems. Interestingly, the strength of private colleges and universities in a state worked against the adoption of SUR systems, suggesting that privacy and autonomy concerns were important deterrents to adoption. The results of this analysis illuminate the factors that inhibit and enhance SUR systems’ organizational and philosophical acceptance, and thus ideally can contribute to future policymaking in this arena.
James C. HearnEmail:
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6.
The purpose of this paper is to present data demonstrating the potential efficacy of Personal Learning Plans (PLPs) as an instructional tool in early childhood teacher preparation. One hundred and thirty-nine undergraduate students enrolled in an introductory course offered within a unified early childhood education program over a period of four years completed preliminary and final surveys including items on student background, efficacy of course methods, and student learning style and outcomes. Data related to the PLP and other, more didactic, methods used in the target course are presented. A general conclusion that can be drawn from these data is that students believed the PLP method to be no less effective than other methods relative to some indicators and significantly more effective than other methods relative to other indicators. Results are discussed in terms of self-efficacy theory.
D. Michael MaloneEmail:
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7.
The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools. Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment were not statistically significant in producing student achievement gains. Total years of teaching experience was also not a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications are discussed.
Tonya R. MoonEmail:
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8.
This article introduces a research study on student model formation and development in introductory mechanics. As a point of entry, I present a detailed analysis of the Long Decay Model of one-dimensional projectile motion. This model has been articulated by Galileo (in De Motu) and by contemporary students. Implications for instruction are discussed.
Mark Joseph LatteryEmail:
Mark Lattery   is an Associate Professor of Physics at the University of Wisconsin Oshkosh. He holds a Ph.D. in experimental high-energy physics from the University of Minnesota. His current research interests include physics education and the history of physics.  相似文献   

9.
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.
Catherine MilneEmail:
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10.
This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.
Norah E. DunbarEmail:
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11.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning, in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
Soung BaeEmail:
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12.
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13.
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level to obtain general information about the learning environment. Although this strategy is widely applied in educational research, neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’ ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
Jürgen BaumertEmail:
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14.
Faculty have long incorporated students into interdisciplinary research projects to meet increasingly common demands for collaborative research by federal funding agencies. Despite the critical role of experiential learning in building student research skills and capacity, few have explored social interaction mechanisms used to facilitate student experiential learning in an interdisciplinary research team. Drawing upon the New Rural Economy project as a case study, interviews with 13 students from eight Canadian universities were conducted to explore these social interaction mechanisms. While findings revealed an array of social interaction mechanisms used to develop student learning networks, the quality of these mechanisms were mixed; thereby influencing the utilization of these networks for guidance and feedback. As faculty organize social interaction mechanisms, they should consider factors such as previous experience, student and faculty relationships, finances, language, gender, ethnicity, and other issues, that will have an impact on student engagement with experiential learning.
Deborah ThienEmail:
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15.
This article introduces an empirical analysis of the potentials and contradictions of a narrative playworld intervention aimed at changing the pedagogical practices of a Finnish mixed-age elementary school classroom in spring 2004. In the playworld, students and teachers explore different phenomena by taking on the roles of characters from a story and acting inside the frames of an improvised plot. The analysis is based on an understanding of school as a historically and culturally formed activity system. The playworld, on the other hand, is understood as a collective imagined and materialized figured world. The findings show that for the teachers, the main contradiction in the playworld was between keeping control and promoting student initiatives. For the students, the contradiction arose between the student role and that of agent in the playworld. However, the contradictions also created the main developmental potentials of the activity. That the playworld was not only a tool for transforming classroom work but a world in which to belong made it possible to sustain the activity and make it a regular part of classroom practices.
Anna Pauliina RainioEmail:
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16.
A research framework for creative and imitative reasoning   总被引：1，自引：0，他引：1  
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
Johan LithnerEmail:
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17.
This study focuses on how social class affects the college experiences and outcomes for African American students in 4-year colleges and universities. Using a national, longitudinal data base, the findings indicate that low SES African American students have less contact with faculty, study less, are less involved with student organizations, work more, and have lower grades than do their high SES peers or all African American students. Furthermore, 9 years after entering college, low SES students report lower incomes, lower rates of degree attainment and lower aspirations than their high SES peers, and were less likely to have attended graduate school. Logistic regression results indicate that sex, college GPA, and plans following college significantly affect the likelihood that a student will attend graduate school.
MaryBeth WalpoleEmail:
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18.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The results indicate that, although student demographic characteristics are associated with students’ pathways and achievements, schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions; while school-based interventions should identify the schools by their structure and function rather than by their demographic characteristics.
Boaz ShulrufEmail: Email:
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19.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g. church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings of science and its relationship to faith for them, their colleagues, and their congregations.
Daniel L. Dickerson (Corresponding author)Email:
Karen R. DawkinsEmail:
John E. PenickEmail:
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20.
Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether, and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.
Stephen L. DesJardinsEmail:
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