Unpacking “participation” in development and education governance: A framework of perspectives and practices     

D. Brent Edwards Jr.  Steven J. Klees 《Prospects》2015,45(4):483-499

  相似文献   

Longitudinal analysis of the environmental attitudes of university students     

Kerry Shephard  John Harraway  Tim Jowett  Brent Lovelock  Sheila Skeaff  Liz Slooten 《Environmental Education Research》2015,21(6):805-820

This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship.  相似文献   

Intergenerational transmission of adaptive functioning: a test of the interactionist model of SES and human development     

Schofield TJ  Martin MJ  Conger KJ  Neppl TM  Donnellan MB  Conger RD 《Child development》2011,82(1):33-47

The interactionist model (IM) of human development (R. D. Conger & M. B. Donellan, 2007) proposes that the association between socioeconomic status (SES) and human development involves a dynamic interplay that includes both social causation (SES influences human development) and social selection (individual characteristics affect SES). Using a multigenerational data set involving 271 families, the current study finds empirical support for the IM. Adolescent personality characteristics indicative of social competence, goal-setting, hard work, and emotional stability predicted later SES, parenting, and family characteristics that were related to the positive development of a third-generation child. Processes of both social selection and social causation appear to account for the association between SES and dimensions of human development indicative of healthy functioning across multiple generations.  相似文献   

Noise-enhanced dynamic single leg balance in subjects with functional ankle instability     

Scott Ross  Brent Arnold 《运动与健康科学(英文)》2012,1(2):102-106

BackgroundStochastic resonance stimulation (SRS) transmits subsensory electrical Gaussian white noise into the body to enhance sensorimotor function. This therapy has improved static single leg balance in subjects with functional ankle instability. However, the effect of this stimulation on dynamic single leg balance is not known. Improvements in dynamic single leg balance with SRS may have implications for enhancing functional rehabilitation for ankle instability. Thus, the purpose of this study was to determine the effects of SRS on dynamic single leg balance in subjects with functional ankle instability.MethodsThis study was an experimental research design and data were collected in a sports medicine research laboratory. Twelve subjects with functional ankle instability (69 ± 15 kg; 173 ± 10 cm; 21 ± 2 years) reported a history of ankle sprains and instability at the ankle with physical activity. A single leg jump-landing test was used to assess dynamic balance. Subjects were required to jump between 50% and 55% of the maximal vertical jump height, land on a single leg atop a force plate, and stabilize as quickly as possible. Jump-landing tests were performed with and without SRS. Three trials were performed for each treatment condition (SRS and control). A randomized block design was used to determine test order. Anterior/posterior and medial/lateral time-to-stabilization were computed to assess dynamic balance. Lesser time indicated better stability. One-tailed paired samples t tests were used for analysis (α ≤ 0.05).ResultsSRS improved anterior/posterior time-to-stabilization (stochastic resonance = 1.32 ± 0.31 s, control = 1.74 ± 0.80 s, p = 0.03), but did not enhance medial/lateral time-to-stabilization (stochastic resonance = 1.95 ± 0.40 s, control = 1.92 ± 0.48 s, p = 0.07).ConclusionClinicians might use SRS to facilitate balance improvements with sagittal plane dynamic single leg balance exercises that patients may not be able to perform otherwise.  相似文献   

Operations Course Icebreaker: Campus Club Cupcakes Exercise     

Brent Snider  Nancy Southin 《Decision Sciences Journal of Innovative Education》2016,14(3):262-272

Campus Club Cupcakes is an in‐class ‘introduction to operations management’ experiential learning exercise which can be used within minutes of starting the course. After reading the one‐page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would be a viable fundraising activity for a student club interested in completing a community development project in a developing country. The exercise is a variation and extension of the popular Kristen's Cookie Co. Harvard case which addresses capacity and bottlenecks. Campus Club additionally incorporates supply chain management and risk management concepts while also revealing how operations management integrates with the functional areas of marketing, accounting, and finance.  相似文献   

Effects of Calculator Use on Scores on a Test of Mathematical Reasoning     

Brent Bridgeman  Anne Harvey  James Braswell 《Journal of Educational Measurement》1995,32(4):323-340

A sample of college-bound juniors from 275 high schools took a test consisting of 70 math questions from the SAT. A random half of the sample was allowed to use calculators on the test. Both genders and three ethnic groups (White, African American, and Asian American) benefitted about equally from being allowed to use calculators; Latinos benefitted slightly more than the other groups. Students who routinely used calculators on classroom mathematics tests were relatively advantaged on the calculator test. Test speededness was about the same whether or not students used calculators. Calculator effects on individual items ranged from positive through neutral to negative and could either increase or decrease the validity of an item as a measure of mathematical reasoning skills. Calculator effects could be either present or absent in both difficult and easy items  相似文献   

Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention     

Baker  Rachel  Evans  Brent  Li  Qiujie  Cung  Bianca 《Research in higher education》2019,60(4):521-552

Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a...  相似文献   

Smoothing the Path: Technology Education and School Transition     

Mawson  Brent 《Research in Science Education》2003,33(4):503-514

The lack of coherence between early childhood education settings and primary school classrooms provides a challenge to the creation of a seamless educational experience in the period from birth to age eight. This paper examines the nature of technological activities in Kindergartens and New Entrant/Year One classes in New Zealand. It highlights commonalities between the two and discusses the potential for technology education to provide a bridge for children to ease their passage into the formal school setting and to provide a coherent educational experience.  相似文献   

Substituting SAT II: Subject Tests for SAT I: Reasoning Tests: Impact on Admitted Class Composition and Quality     

Bridgeman  Brent  Burton  Nancy  Cline  Frederick 《Research in higher education》2003,44(1):83-98

Using data from a sample of 10 colleges at which most students had taken both SAT I: Reasoning tests and SAT II: Subject tests, we simulated the effects of making selection decisions using SAT II scores in place of SAT I scores. Specifically, we treated the students in each college as forming the applicant pool for a more select college, and then selected the top two thirds (and top one third) of the students using high school grade point average combined with either SAT I scores or the average of SAT II scores. Success rates, in terms of first-year grade point averages, were virtually identical for students selected by the different models. The percentage of African American, Asian American, and White students selected varied only slightly across models. Appreciably more Mexican American and Other Latino students were selected with the model that used SAT II scores in place of SAT I scores because these students submitted subject test scores for the Spanish test on which they had high scores.  相似文献   

Spatializing a global education phenomenon: private tutoring and mobility theory in Cambodia     

D. Brent Edwards Jr.  Hang Le  Manca Sustarsic 《教育政策杂志》2020,35(5):713-732

ABSTRACT

Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one’s position and abilities in relation to that field. The paper argues for increased attention to ‘spatial capital’ in studies of private tutoring and education generally.  相似文献