International brand alliances and co-branding: antecedents of cognitive dissonance and student satisfaction with co-branded higher education programs     

Stephen Wilkins  Muhammad Mohsin Butt  Troy Heffernan 《Journal of Marketing for HIGHER EDUCATION》2018,28(1):32-50

The study investigates how in international partnerships the brand credibility of each partner, student-institution identification with each partner, and perceived service quality relate to student satisfaction. A structured survey questionnaire was completed by 528 students taking a co-branded higher education program in Hong Kong or Sri Lanka. The results indicate that the brand credibility of a foreign institution is a stronger influencer on student identification with the foreign institution as compared to the relationship between credibility and identification with the local partner. The negative relationship between organizational identification and cognitive dissonance for each institution in the partnership is also stronger for the foreign institution. As the popularity of international partnerships and co-branded higher education programs continues to grow, the importance and dominance of foreign brand credibility and student identification with foreign institutions is recognized.  相似文献   

Neophobias and conditioned taste aversions in rats following exposure to novel flavors     

Ralph R. Miller  Arnold D. Holzman 《Learning & behavior》1981,9(1):89-100

Rats were successively exposed to three solutions with distinctively different flavors and then tested for both neophobia and propensity to form conditioned taste aversions to a fourth distinctively flavored solution. All permutations between the four solutions (salty, bitter, sweet, and sour) were examined. The prior exposures resulted in attenuation of neophobia to novel salty and sour solutions, but not to equally novel bitter or sweet solutions. These effects were found to depend upon thediversity of the prior ingestive events rather than upon either a single specific flavor experience or a summation of the reductions in generalized neophobia accrued by each substance separately; both of the latter findings are inconsistent with stimulus generalization being responsible for the observed attenuation of neophobia to salty and sour solutions following exposure to diverse different solutions. A further test of generalization between the salty and bitter solutions, consisting of associating one flavor with poison and extinguishing the avoidance response in half the animals prior to testing for generalization of conditioned taste aversion to the other flavor, also proved negative. Although these effects of exposure to flavors distinctly different from the test solution may be dependent upon solution concentrations, further research found that the same pretest exposures and same test concentrations failed to inhibit formation of conditioned taste aversions. A demonstration of “latent inhibition” attested to the sensitivity of our procedure to potential interference with acquisition of conditioned taste aversions. The results are considered in light of the relationship between neophobia and conditioned tasted aversions, the differential biological relevancy of specific tastes, and abstraction as a cognitive capability of rats. The possibility is raised that the defense against toxins is not the primary function of neophobia.  相似文献   

The Connector Study: A Strategy for Collecting Post-Graduation Data About Low-Income High School Students     

Karen D. Arnold  Katherine Lynk Wartman  Paul Gordon Brown  Adam N. Gismondi  Jessica R. Pesce  David Stanfield 《Journal of Education for Students Placed at Risk》2016,21(3):174-189

Tracking low-income students after high school graduation presents significant problems for data collection. The Connector Study is an attempt to increase and enrich outcomes data in a longitudinal study of low-income graduates of a national network of innovative high schools by gathering alumni updates through telephone interviews with high school staff members who remain in touch with their former students. Approximately 2 years after they worked with groups of students in high school, these individuals were able to provide information about education, job, and personal outcomes for 96% of 563 graduates. The Connector Study strategy offers a feasible method for collecting quantifiable outcome measures for longitudinal studies. This method also provides information about student change and individual circumstances that is difficult to obtain from students themselves, and that goes beyond the basic outcome indicators available through federal and state student tracking systems.  相似文献   

The effectiveness of Nurture Groups: preliminary research findings   总被引：1，自引：0，他引：1  

Paul Cooper  Ray Arnold  & Eve Boyd 《British Journal of Special Education》2001,28(4):160-166

Interest in Nurture Groups continues to grow. As Rebecca Doyle's article in the previous issue of this journal demonstrated, practitioners are enthusiastically exploring nurture-based practice as one approach to the inclusion of pupils with social, emotional and behavioural difficulties. In this article, Paul Cooper, Professor of Education at the University of Leicester, Ray Arnold and Eve Boyd, both researchers with the Nurture Groups project, provide a report on their research to date. This interim report raises some important questions for policy makers and practitioners as well as indicating ways forward into further enquiry.  相似文献   

Governing through parents: a genealogical enquiry of education policy and the construction of neoliberal subjectivities in England     

Antonio Olmedo  Andrew Wilkins 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):573-589

In this paper we explore the various spaces and sites through which the figure of the parent is summoned to inhabit and perform market norms and practices in the field of education in England. Since the late 1970s successive governments have called on parents to enact certain duties and obligations in relation to the state. These duties include adopting and internalizing responsibility for all kinds of risks, liabilities and inequities formerly managed by the Keynesian welfare state. In this paper we examine how English parents are compelled to embody certain market norms and practices as they navigate the field of education. Adopting genealogical enquiry and policy discourse analysis as our methodology, we explore how parents across three policy sites or spaces are constructed as objects and purveyors of utility and ancillaries to marketization. This includes a focus on how parents are summoned as (1) consumers or choosers of education services; (2) governors and overseers of schools and (3) producers and founders of schools.  相似文献   

Manipulative Use and Elementary School Students’ Mathematics Learning     

Lida J. Uribe-Flórez  Jesse L. M. Wilkins 《International Journal of Science and Mathematics Education》2017,15(8):1541-1557

Using data from the Early Childhood Longitudinal Study (ECLS) 1998/1999, we examine the relationship between elementary students’ (K–5) manipulative use and mathematics learning. Using a cross-sectional correlational analysis, we found no relationship between manipulative use and student mathematics achievement. However, using a longitudinal analysis, we documented a positive relationship between manipulative use and student mathematics learning during their elementary school years (K–5). From a teaching and learning perspective, these findings provide important evidence of the influence of long-term manipulative use on students’ overall learning. From policy and methodological perspectives, these findings provide evidence for the importance of modeling student learning (as opposed to achievement) when studying the effectiveness of instructional strategies.  相似文献   

The Relationship Between Authentic Leadership,Trust, and Engagement in Library Personnel     

Nicholas McAuliffe  Nancy S. Bostain  Arnold D. Witchel 《图书馆管理杂志》2019,59(2):129-148

Using validated and reliable psychometric instruments, 87 non-manager library employees were surveyed to determine the nature of the relationships between non-manager perceptions of authenticity and trust in two levels of leadership with self-rated engagement. The results provide insights about how non-managers perceive authenticity and trust in both direct managers and senior supervisors, and how those perceptions are related to self-ascribed employee engagement. While perceptions of trust and authenticity accounted for some of the variance found, undetermined variables may explain more of the variance in employee engagement. Recommendations for developing authentic leaders and engaging employees in a library setting are offered.  相似文献   

制度的基石、保障与功能——中美大学生实习比较及对就业的启示     

朱红  凯伦·阿诺德  陈永利 《北京大学教育评论》2012,10(1):107-123

在中国大学生就业竞争和就业压力日益增大的背景下,实习似乎正在成为大学生增强就业资本的一个必然选择。美国大学本科生参加与专业学习相关的实践工作已经有百余年的历史,美国大学关于实习的理念、制度与实践在不断地完善和创新。本文旨在通过深入介绍美国大学实习制度的价值观念、制度设计、组织实践、成效测量等趋势以及目前存在的问题和挑战,为我国大学实习问题的研究、政策制定提供借鉴资料。  相似文献   

Classics     

V. I. Arnold  Kapil Hari Paranjape 《Resonance》2014,19(9):851-865

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On the Stability of Students'Rules of Operation for Solving Arithmetic Problems     

Kikumi K. Tatsuoka  Menucha Birenbaum  Jerry Arnold 《Journal of Educational Measurement》1989,26(4):351-361

The purpose o f this study was to examine the consistency with which students applied procedural rules for solving signed-number operations across identical items presented in different orders. A test with 64 open-ended items was administered to 161 eighth graders. The test consisted o f two 32-item subtests containing identical items. The items in each subtest were in random order. Students'responses to each subtest were compared with respect to the identified underlying rules o f operation used to solve each problem set. The results indicated that inconsistent rule application was common among students who had not mastered signed-number arithmetic operations. In contrast, mastery level students, those who use the right rules, show a stable pattern o f rule application in signed-number arithmetic. These results are discussed in light of the hypothesis testing approach to the learning process.  相似文献