共查询到20条相似文献，搜索用时 31 毫秒
1.
Terry T. Ishitani 《Research in higher education》2008,49(5):403-419
Prompted by the notion of “Transfer Shock”, numerous studies examined academic performance of transfer students at senior
institutions. However, few studies are found that examine how the varying nature of semester GPAs impact subsequent persistence
behavior of transfer students after the initial drop in their college GPAs. Using an institutional data set, this study longitudinally
investigated departure behavior of transfer students at a senior institution. Particular attention was given to how entry
at different times and semester GPAs affected transfer student departure. Results indicate that during their first semester,
sophomore and junior transfer students were 73% less likely to depart than freshman transfer students. After controlling for
explanatory variables, higher semester GPAs were positively associated with higher persistence rates throughout the observation
period.
相似文献
| Terry T. IshitaniEmail: |
2.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
| Elisha BabadEmail: |
3.
As an innovative model for diversity education, Dickinson College designed the Crossing Borders program to encourage culturally diverse students to live, work, and study together in multiple contexts both within the United States and abroad. Envisioning a series of crossings, the program brings together up to 20 students from Dickinson College, a predominantly White Institution, and Xavier University, Dillard College, and Spelman College, three Historically Black Colleges/Universities, to spend 4 weeks studying together in Cameroon. West Africa. Students then study at Dickinson for one semester and at one of the Historically Black Colleges/Universities for one semester.
相似文献
| Joyce Bylander (Corresponding author)Email: |
4.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
| Eric L. DeyEmail: |
5.
Focusing on academic institutions in higher education as the research context, this study examined the relations of key factors
affecting students’ supportive behavioral intentions toward the university (e.g., giving gifts as alumni, continuing education,
and giving referrals regarding the university). Based on the literature from various disciplines, this study proposed four
factors are critical influencing such intentions: (1) students’ communication behavior with the university, (2) perceived
quality of educational experience, (3) evaluations of the relationship with the university, and (4) university reputation.
The data in this study were collected using a survey of current undergraduate students (N = 336) who were attending a private university in Seoul during Fall 2005. Structural equation modeling (SEM) was used to
analyze the proposed model. Regarding overall results, the proposed model can be retained as a valid model based on data-model
fits: Eight hypotheses were supported in this study, but not the effect of students’ educational experience on university
reputation. The findings suggest that to foster students’ supportive behavior, universities need to cultivate a good relationship
with their students and to obtain favorable reputation held by students, while ensuring active communication behavior of students
and the quality of students’ educational experience.
相似文献
| Minjung SungEmail: |
6.
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.
相似文献
| Soung BaeEmail: |
7.
8.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |
9.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
| Zbigniew SemadeniEmail: |
10.
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.
相似文献
| Boaz ShulrufEmail: Email: |
11.
Christina Rose Dubb 《Children‘s Literature in Education》2007,38(3):219-232
This article compares the first-person narratives of two adolescent girls in the novels The Rain Catchers and The House on Mango Street. I propose that adolescent girls can use literacy to read the world around them as a text and therefore help them to form
their own identities enough to ultimately find authority in telling their own stories. I use Judith Langer’s theory of envisionment-building
as a primary lens through which to interpret the girls’ narrative work and further elucidate the feminist aspects involved
through Belenky et al.’s famous work, Women’s Ways of Knowing.
相似文献
| Christina Rose DubbEmail: |
12.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2008,3(4):867-873
This paper provides a critical review essay of Ajay Sharma’s Portrait of a science teacher as a bricoleur: A case study from India. The main focus is two fold. First, arguments are presented to draw attention to how little advances in science teaching and
science learning research have impacted teachers’ practice and student achievement in the last 40 years. Second, the paper
describes how the researcher’s traditionally detached role and truncated agency may inadvertently contribute to preserving
the status quo by only documenting the Other’s struggles and challenges. I suggest that researchers need to re-conceptualize
their roles as co-agents of change if we are to assist the Other effect positive and long-lasting change in the increasingly
complex and demanding contexts in which teachers are expected to teach and students to learn.
相似文献
| Alberto J. RodriguezEmail: |
13.
In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special
Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2),
2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian
semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers
and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus
of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity
that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics
education.
相似文献
| Luis RadfordEmail: |
14.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
相似文献
| Diann L. BaeckerEmail: |
15.
Participation,financial support and the marginal student 总被引：2，自引：0，他引：2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
| Peter DaviesEmail: |
16.
In this paper we tackle the issue of an eventual stability of teachers’ activity in the classroom. First we explain what kind
of stability is searched and how we look for the chosen characteristics: we analyse the mathematical activity the teacher
organises for students during classroom sessions and the way he manages the relationship between students and mathematical
tasks. We analyse three one-hour sessions for different groups of 11 year old students on the same content and with the same
teacher, and two other sessions for 14 year old and 15 year old students, on analogous contents, with the same teacher (another
one). Actually it appears in these two examples that the main stabilities are tied with the precise management of the tasks,
at a scale of some minutes, and with some subtle characteristic touches of the teacher’s discourse. We present then a discussion
and suggest some inferences of these results.
相似文献
| J. RogalskiEmail: |
17.
Susan Louise Stewart 《Children‘s Literature in Education》2008,39(2):95-105
The author analyzes two texts, Gloria Whelan’s Homeless Bird and Deborah Ellis’s Parvana’s Journey, in an attempt to explain some of the problems and difficulties associated with those texts. The author examines Whelan’s
representations of India and finds troubling binaries associated with that text. In comparison, the author finds Ellis’s depictions
of Afghanistan more nuanced and complex. The author also discusses student reception of both texts and offers ways to problematize
some of their reactions.
相似文献
| Susan Louise StewartEmail: |
18.
Peter M. Miller 《The Urban Review》2009,41(3):222-250
This qualitative study examines the collaboration and leadership practice that influences the education of homeless students
in a large Mid-Atlantic city. The perspectives of administrators and staff members from three homeless shelters are analyzed
with insights from Spillane’s (Distributed leadership, 2006) distributed leadership theory. Findings from the study indicate
that differences in shelter and school structures and cultures present significant obstacles to productive communication that
would facilitate homeless children’s schooling. Several structural and programmatic recommendations are made towards developing
more effective leadership practice among schools and shelters.
相似文献
| Peter M. MillerEmail: |
19.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs
about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum
as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible
to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers
for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops
teachers’ pedagogical content knowledge (PCK).
相似文献
| Fer CoendersEmail: |
20.
Thomas Uebel 《Science & Education》2009,18(2):161-168
This paper comments on Reisch’s book How the Cold War Transformed Philosophy of Science. Overall supportive of Reisch’s project and perspective, it raises certain points where the data appear inconclusive and
either provides additional support or briefly explores some interpretative alternatives.
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献
| Thomas UebelEmail: |
Thomas Uebel is professor of philosophy at the University of Manchester, England. One of his main research interests is the history of philosophy of science where he has published widely on different aspects of logical empiricsm. His latest book is Empiricism at the Crossreads. The Vienna Circle’s Protocol Sentence Debate Revisited (Open Court, Chicago, 2007). 相似文献