共查询到20条相似文献，搜索用时 52 毫秒
1.
Angelica M. G. Palacios J. Luke Wood 《Community College Journal of Research & Practice》2016,40(8):643-655
The spread of online courses and programs in community colleges across the nation has contributed to a redefinition of open-access education. Accordingly, the growth in online courses has drawn attention to the value of different instructional modalities, particularly with regard to their effectiveness in learning, retention, and success. As a result, this study sought to determine whether or not there were differences in students’ academic success and course retention for community college men by racial/ethnic affiliation. This study used institutional data on men enrolled in California’s community college system to provide greater insight into the effect of online learning on student success. Findings illustrated that Asian, Black, Latino, and White men were more likely to have higher success outcomes when engaged in face-to-face modalities. There were no clear patterns in which online modality was better than others with regards to success, except for Black men. For these men, asynchronous with multimedia was identified as the second most effective online modality pertaining to success. This research has demonstrated the manifold benefits of face-to-face instruction. As such, face-to-face courses seemed to be the best type of modality for community college men. For that reason, careful consideration must be taken when promoting online learning to Asian, Black, Latino, and White men in community colleges. Though, further research is needed to better understand variation in the presentation of online learning materials and the structure of interactions within online classrooms. 相似文献
2.
Ronald D. Opp 《Community College Journal of Research & Practice》2013,37(2):71-86
The increasing proportion of students of color enrolled in secondary institutions makes the issue of their recruitment into postsecondary institutions an increasingly important concern in higher education. Data from a national survey of chief student affairs officers (CSAOs) on recruitment barriers and strategies for students of color were merged with 1995 National Center for Education Statistics Integrated Postsecondary Education Data System Fall Enrollment Survey data. A regression analysis was conducted to identify significant predictors of the percentage of students of color at 562 two-year colleges. The percentage of students of color was used as a proxy measure of aninstitution's success inrecruiting students ofcolor.Demographic and institutional characteristics that emerged as predictors included (a) having a CSAO of color and(b) being an urban institution.Recruitment strategies that entered as predictors included (a) having recruitment materials in students' native languages, (b) working with minority high schools in the design of curricula, (c) having individuals of color as members of the board of trustees, and (d) participating in dual-enrollment programs with minority high schools. The percentages of faculty members and administrators of color and the amount of contact that CSAOs have with students of color emerged as the strongest predictors. The study found that two-year colleges reap the benefit of faculty-student and faculty-teacher interactions in the form of greater institutional success in increasing their percentages of students of color. Policy makers, administrators, and faculty members can use the results of this study to promote equity by designing and implementing more successful recruitment policies and practices for two-year college students of color. 相似文献
3.
This paper investigates the relationship between institutional affiliation and scholarly activities and outlooks for a sample of Indian engineering faculty. The research is based on a survey of Indian academics conducted in 1971–72.Respondents at various types of engineering institutions were compared in terms of their research productivity, professional involvement, attitudes toward professional life in India and job satisfaction. Significant differences were observed between faculty employed by affiliated colleges and those at other types of engineering institutions with respect to these measures. Affiliated college faculty are accorded a marginal role in India's system of technical education and much demoralisation is apparent. This has important implications for educational policy. 相似文献
4.
The focus of the paper is on the way in which university affiliation can be used to improve the teaching practice component of teacher training programmes. The model of affiliation used by the University of Botswana is described, and a rationale is offered for procedures used to maintain and improve standards in affiliated institutions. The role of external examining is assessed, the term moderation is defined in the context of affiliation, and the procedures used to moderate teaching practice are scrutinised. Using the moderation reports and data relating to the period 1991–96, the principal issues that have arisen are reviewed and analysed, and their significance is assessed. An evaluation of some of the main outcomes, in terms of the impact made on the affiliated institutions, is then undertaken, in tandem with the way in which experience has brought about modifications made to the moderation procedures. A resume´ is offered of the principal lessons learned to date, and how the University of Botswana model could be replicated. Finally, attention is given to the value of the University of Botswana experience to provide guidelines whereby universities could use a system of teaching practice moderation to raise standards and improve institutional practices in teacher training colleges. 相似文献
5.
Kevin Geoffroy 《International journal for the advancement of counseling》1985,8(2):157-164
One hundred and five English undergraduate college students at two colleges in the United Kingdom completed the Holland VPI, the Barron Ego Strength Scale, the Adult Nowicki-Strickland Internal Control Scale, and the Occupational Values Q Sort. Congruent students were identified by matching their reading (major) with their scores on the six Holland type indicators. A Multi-variate Analysis of Variance (MANOVA) revealed that congruent subjects exhibited a higher level of internality, greater ego strength, and less affiliation than incongruent subjects. Results are discussed with respect to Holland's theory. The practicability of applying American measurement techniques to an undergraduate English college population is also explored. 相似文献
6.
Vickie C. Natale 《Community College Journal of Research & Practice》2018,42(10):660-677
The study examined how institutional and student characteristics may influence the earning of student success points by state-supported community colleges under the Texas performance funding system that was fully implemented in the 2016–2017 biennium. Texas has historically funded community colleges based on an enrollment formula; however, the funding system was revised in 2013 by setting aside 10% of the enrollment-based formula funding appropriations to be earned back through a performance funding system based on student success points earned. The quantitative study used a correlation design with three hierarchical multiple regression analyses to examine the relationships between the student outcomes measures for public community colleges and institutional and student characteristics. The data examined were collected by the Texas Higher Education Coordinating Board and made available to the public through an interactive website tool. Findings showed that although several student and institutional characteristics were significant predictors of the total success points earned, when the analysis focused on the change in success points between two sets of three-year averages, none of the student or institutional characteristics were significant predictors. These findings support the design of the Texas performance funding system and suggest that community colleges serving higher proportions of at-risk students, including students who are a minority, low socioeconomic status, part-time, and are age 25 and older, will not be disadvantaged using the system’s methodology of comparing an institution to its own historic performance. The contributions of this study are intended to assist state policymakers who are designing performance funding systems. 相似文献
7.
Dick M. CarpenterII Sarah J. Kaka Jennifer A. Tygret Katy Cathcart 《Research in higher education》2018,59(1):108-131
This study examines the efficacy of a scholarship program designed to assist single parent, post-freshmen, full time undergraduate students and predictors of success among a sample of said students, where success is defined as progress toward completion, academic achievement, and degree completion. Results of fixed effects regression and hierarchical linear modeling indicated that single parents who participated in the scholarship program had higher levels of academic achievement, degree completion rates, and greater progress toward completion than non-participants. Consistent significant predictors of success included participation in a scholarship program, full-time status, and whether someone already held a Bachelor’s degree. The findings suggest that the structure of a single parent program that includes requirements for GPA, full-time status, and credit accumulation, as well as personal, professional, and financial resources for participants may be an efficacious model for other colleges to implement in order assist in the success of single parent undergraduate students. 相似文献
8.
Charles T. Clotfelter Helen F. Ladd Clara G. Muschkin Jacob L. Vigdor 《Research in higher education》2013,54(7):805-824
Community colleges are complex organizations and assessing their performance, though important, is difficult. Compared to 4-year colleges and universities, community colleges serve a more diverse population and provide a wider variety of educational programs that include continuing education and technical training for adults, and diplomas, associates degrees, and transfer credits for recent high school graduates. Focusing solely on the latter programs of North Carolina’s community colleges, we measure the success of each college along two dimensions: attainment of an applied diploma or degree; or completion of the coursework required to transfer to a 4-year college or university. We address three questions. First, how much variation is there across the institutions in these measures of student success? Second, how do these measures of success differ across institutions after we adjust for the characteristics of the enrolled students? Third, how do our measures compare to the measures of success used by the North Carolina Community College System? Although we find variation along both dimensions of success, we also find that part of this variation is attributable to differences in the kinds of students who attend various colleges. Once we correct for such differences, we find that it is not possible to distinguish most of the system’s colleges from one another along either dimension. Top-performing institutions, however, can be distinguished from the most poorly performing ones. Finally, our adjusted rates of success show little correlation either to measurable aspects of the various colleges or to the metrics used by the state. 相似文献
9.
Tinto学生成功条件模型为研究美国大学促进学生成功的实践提供了理论框架。基于学生成功条件模型,美国社区大学针对非传统学生面临的身份意识、学习能力、经济状况、融入校园等主要挑战,采取了帮助学生建立正确期望、提供关键支持、开展评价反馈、促进校园参与等措施,可以通过期望、支持、评价、参与四个维度对其进行比较深入的考察。美国社区大学构建非传统学生成功条件的做法,对我国高等职业教育做好非传统学生工作具有一定的启示意义。 相似文献
10.
Chris Watkins 《Pastoral Care in Education》2016,34(2):79-89
The degree of affiliation which pupils develop towards their schools is an important factor in their engagement and success. It has also been a matter of concern at the time of transfer from primary to secondary school. This article describes the development of a brief method for identifying the degree of affiliation which pupils feel, and also identifying any points of concern. Data from 670 pupils in a London secondary school is reported. Concerns about pupils’ experience of transfer are often addressed through interventions which are teacher-centred. An account is given of a pupil-centred intervention to improve affiliation, and its apparent long-lasting effects. There also seems to be an improvement trend over years, reflecting the school’s paying attention to this theme. 相似文献
11.
James M. Richards Jr. 《Research in higher education》1987,26(4):389-400
Several psychologically oriented studies have used the factorial ecology paradigm to investigate the environments that colleges provide for their students. Specifically, factor analyses of the social and demographic characteristics of colleges have identified useful underlying dimensions. These studies have lacked a theoretical framework for understanding the processes that produce these environments, however, and Kasarda and Bidwell's recent effort to derive a theory of organizational structuring from human ecological principles could redress this lack. The present study applied this theoretical approach to U.S. law schools. First, the factorial ecology paradigm was applied to law schools, yielding four factors:scholarly orientation, practicality, public control, and minority emphasis. Next, law school characteristics were correlated with characteristics of the states that constitute their habitats, yielding a meaningful pattern of moderate to strong relationships. Results are interpreted as supporting both Kasarda and Bidwell's theoretical approach and social-psychological theories of environment-behavior interaction that emphasize environmental control of behavior. 相似文献
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13.
教育学公共课是高等师范院校师范类大学生的必修课,该课程的教学目标至少有二：一是向大学生传授教育教学的知识和技术;二是通过学习和思考,形成大学生对＂教育＂的深刻理解,为造就未来高素质的教师打下坚实基础。然而,当前高师院校普遍存在的教育学公共课教学现状却与此目标多有偏离,甚至与之大相径庭,教育学公共课教学生态已严重失衡。本文在对此问题进行分析的基础上,以生态为视点,提出了高等师范院校教育学公共课教学生态重构的建议。 相似文献
14.
关于高师大学生就业能力及其培养缺陷的思考 总被引：3，自引：0，他引：3
高师大学生的就业问题值得关注,要解决其就业,关键是提高其就业能力。高师大学生的就业能力主体现在具有良好的思想素质、较高的化修养、较强的业务能力、良好的身体和心理素质、先进的教育理念、科学的就业观和良好的自我监控能力。要培养其就业能力,应突出改变现行高师教育中的缺陷,构建适应未来教师需要的知识结构和教学技能;倡导和支持学生参加教育科学研究;重视师德教育中存在的问题,并突出职业价值观和教育成功期望的培养。 相似文献
15.
马健儿 《南宁职业技术学院学报》2007,12(3):33-35
目前许多职业技术类院校陆续将德国等国先进职教理念和模式引入到职业教育中,并已取得了一定的成效,但现实的诸多因素制约了职业教育的发展速度。通过对两国教育制度、教育方式及传统观念等方面的比较,试图找出问题产生的根源,从而探索出一条适合国情的职教之路。 相似文献
16.
目前高职院校园林生态学的教学现状,不能令人满意,生态园林学教学应该综合考虑高职院校园林生态学的教学目标和课程特点,在教学实践中,只有从教学内容、教学方法、教学考核等方面进行教学改革才能取得较好的教学效果。 相似文献
17.
The success of instructional design and development (ID) projects is typically evaluated using an evaluation framework, the most popular being Kirkpatrick's (1967) four levels of evaluation. In spite of their widespread use, there does not appear to be an empirical basis for these frameworks. Do the popular evaluation frameworks encompass the major indicators of successful ID projects? Are the success indicators the same for all the various stakeholders involved in ID projects? The purpose of this study was: 1) to establish empirically a set of ID project success indicators, and 2) to determine if stakeholder perspective influences the importance attached to those indicators. Seven ID project success indicators were identified, suggesting that the common evaluation models are incomplete. A two-way ANOVA revealed no significant differences among the stakeholder groups in terms of the importance they attached to the success indicators overall. However, a significant difference was found among the success indicators in terms of their importance to ID project success. Also, there was a significant interaction between certain stakeholder groups and certain ID project success indicators. Implications of the findings and directions for future research are discussed. 相似文献
18.
张向阳 《深圳信息职业技术学院学报》2006,4(2):66-70
高职院校学生(高职生)与普高生相比,在心理上,他们既有着同龄普高生的共同特点,又有着他们的特殊性。本文从心理学的角度对部分高职生的心理偏差进行了分析,提出了一些建议,希望能给高职教育工作者一点启示。 相似文献
19.
Martyn Wild 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(2):134-143
Research findings in the area of information technology in teacher education (ITTE) appear to be consistent, suggesting that information technology (IT) is still significantly under-used by pre-service teachers, particularly on teaching practice, and by beginning teachers. Investigations that have attempted to attribute the reasons for this have largely addressed students' development of attitudes to IT and their relative success in acquiring IT skills and knowledge. This paper takes a different approach and attempts to rationalise the apparent failure of IT education in pre-service courses in terms of the individual. More particularly, it offers a conceptual framework for investigating and analysing the failure of IT education, particularly at pre-service level, suggesting that IT outcomes are likely to be diverse and variable for any one student-teacher population: and that these outcomes need to be considered in the context of individual students' constructions of IT meaning. 相似文献
20.
本文对世界不同国家和地区的高等学校分类维度做了简要梳理。当前世界范围内主要的分类维度包括：历史发展、隶属关系、高校职能及多维组合的维度。当前高校分类的维度呈现出＂形式分散,本质集中＂的特点。通过梳理国外高等学校分类维度的现状,总结它们的特点,我们能够从中得到以下几点启示：分类维度应从单一维度发展为多元维度;分类维度应从静态维度发展为动态维度;分类维度的设计应以＂人才培养＂作为逻辑起点。 相似文献