Meeting the Access Challenge: An Examination of Indiana's Twenty-First Century Scholars Program     

Edward P. St. John  Glenda Droogsma Musoba  Ada Simmons  Choong-Geun Chung  Jack Schmit  Chao-Ying Joanne Peng 《Research in higher education》2004,45(8):829-871

Early intervention programs can promote access by providing encouragement for academic preparation, but adequate grant aid may be necessary to ensure access for students who prepare. This study examines the impact of Indiana's Twenty-first Century Scholars Program, an intervention that provides supplemental grant aid and academic support for low-income middle and high school students. Hierarchical logistic regression analyses indicated that 8th grade students who participated in the program were more likely to apply than their peers, indicating that encouragement had a modest influence on preparation. Receiving grant aid had a substantial influence on enrollment, indicating adequate aid is an important aspect of a comprehensive postsecondary encouragement program.  相似文献   

Images of teacher, students, and the classroom held by preservice and in-service educators of students who are deaf or hard of hearing     

Marlatt EA 《Journal of deaf studies and deaf education》2002,7(4):346-360

A sample of 163 preservice and in-service teachers of deaf and hard-of-hearing students was surveyed on perceptions of the roles of teacher, students, and the classroom. The participants' perceptions were examined utilizing the Survey of Practical Knowledge (SPK) designed and developed by the researcher for the study. The SPK asked the participants to respond to different "images" of teachers, students, and classrooms. Through factor analysis, the following images were generated: the teacher as artisan, the teacher as custodian, the student as subordinate, the student as peer, the classroom as arena, and the classroom as refuge. Beginning education students, graduating education students, novice teachers, and experienced teachers were assessed on their endorsement of those images. Beginning education students tended to view students more as peers than members of the other three groups. In-service teachers were more consistent and flexible in their images than preservice teachers were. Deaf and hard-of-hearing teachers viewed students more as subordinates than did hearing teachers. The dominant view among the study participants conceptualized the teacher as artisan, the students as subordinates, and the classroom as a refuge.  相似文献   

Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being,Classroom Quality,and Children’s School Readiness     

Sharon Wolf  J. Lawrence Aber  Jere R. Behrman  Edward Tsinigo 《Journal of research on educational effectiveness》2019,12(1):10-37

We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N?=?444; children N?=?3,345, M_age?=?5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries.  相似文献   

The Education of Future Aeronautical Engineers: Conceiving, Designing, Implementing and Operating     

Edward F. Crawley  Doris R. Brodeur  Diane H. Soderholm 《Journal of Science Education and Technology》2008,17(2):138-151

This paper will outline answers to the two central questions regarding improving engineering education: (1) What is the full set of knowledge, skills, and attitudes that engineering students should possess as they leave the university, and at what level of proficiency? (2) How can we do better at ensuring that students learn these skills? The suggested answers lie within an innovative educational framework, the CDIO (conceive–design–implement–operate) Initiative. This initiative will be described along with the needs it meets, its goals, context, vision and pedagogical foundation. The first question is answered by the CDIO Syllabus and the process for reaching stakeholder consensus on the level of proficiency that students should attain in a given program. The second question is addressed through a best practice framework, which discusses curriculum design, design-implement experiences, teaching and learning, student assessment, program evaluation and faculty competence. Examples are provided of the implementation of best practices within the CDIO program in Aeronautics and Astronautics at the Massachusetts Institute of Technology (MIT). Reprinted with the permission from International Council of the Aeronautical Sciences (ICAS) www.icas.org This paper was originally presented at ICAS 2006 Congress in Hamburg, Germany and included in the congress proceedings.  相似文献   

科学纵横谈     

爱德华·泰勒 《科学文化评论》2007,4(1):102-124

在我驻匈外交任期届满于1996年1月回国时,一位在匈牙利原子能委员会工作的科学计量学家布衣多寿物理学博士为我提供了美籍匈裔物理学家爱德华·泰勒(匈文名TellerEde1908—2003)1991至1994年多次访匈时的报刊访谈录的复印件。一方面表明了他很重视这些言论,另一方面也有向我推荐之意,以彰显他的同胞泰勒先生的广博见识和机敏谈吐之风采。1996年退休后,在自学研读的过程中逐渐把它们都译出来了。后因个人研习重点转向,这些译稿就压了起来,不但未曾发表,也从未示人。  相似文献   

Unbonded beams on a two-parameter foundation     

Edward C. Ting 《Journal of The Franklin Institute》1973,296(2):77-89

Unbonded beams supported by a foundation are studied. The foundation is assumed that tensile stresses cannot be transmitted across the interface between beams and their supporting subgrade. The subgrade is characterized by a two-parameter model proposed by Vlasov and Leont'ev, Pasternak and Filonenko-Borodich. Thus the shear strength of the foundation material is taken into account. With a suitable choice of parameters, analytical solutions are obtained and compared to experimental results reported by Durelli et al. The effects of the “lift up” of the beam and a discussion of the foundation parameters are also presented.  相似文献   

“What is a good digital library?” – A quality model for digital libraries     

Marcos André Gonçalves  Bárbara L. Moreira  Edward A. Fox  Layne T. Watson 《Information processing & management》2007

In this article, we elaborate on the meaning of quality in digital libraries (DLs) by proposing a model that is deeply grounded in a formal framework for digital libraries: 5S (Streams, Structures, Spaces, Scenarios, and Societies). For each major DL concept in the framework we formally define a number of dimensions of quality and propose a set of numerical indicators for those quality dimensions. In particular, we consider key concepts of a minimal DL: catalog, collection, digital object, metadata specification, repository, and services. Regarding quality dimensions, we consider: accessibility, accuracy, completeness, composability, conformance, consistency, effectiveness, efficiency, extensibility, pertinence, preservability, relevance, reliability, reusability, significance, similarity, and timeliness. Regarding measurement, we consider characteristics like: response time (with regard to efficiency), cost of migration (with respect to preservability), and number of service failures (to assess reliability). For some key DL concepts, the (quality dimension, numerical indicator) pairs are illustrated through their application to a number of “real-world” digital libraries. We also discuss connections between the proposed dimensions of DL quality and an expanded version of a workshop’s consensus view of the life cycle of information in digital libraries. Such connections can be used to determine when and where quality issues can be measured, assessed, and improved – as well as how possible quality problems can be prevented, detected, and eliminated.  相似文献   

Global R&D activities of Japanese MNCs in the US: A triangulation approach     

Sam Kurokawa  Satoshi Iwata  Edward B. Roberts 《Research Policy》2007,36(1):3-36

We examined 79 Japanese MNCs’ R&D subsidiaries in the US from the knowledge-based view. We found: (1) subsidiaries’ R&D strategies generally encouraged knowledge flows; (2) subsidiaries’ R&D alliances promoted knowledge flows; (3) R&D subsidiaries with process-oriented incentives promoted vertical knowledge flows; (3) autonomous R&D subsidiaries promoted knowledge flows from the local environments to the subsidiary; (4) R&D subsidiaries with a high level of knowledge flows accumulated a high level of knowledge; and (5) R&D subsidiaries with a high level of accumulated knowledge achieved high overall performance. Our interviews with 30 R&D subsidiaries and 10 parent companies supplement these findings.  相似文献   

A focus group study of African American students’ experiences with classroom discussions about race at a predominantly White university     

Jill K. Walls  Scott S. Hall 《Teaching in Higher Education》2018,23(1):47-62

Past research has drawn attention to the unique challenges for students of color attending predominantly white colleges and universities, yet few have focused on the classroom as a micro-context in which race-related discussions often occur. Using a focus group methodology, 22 African American undergraduate students from a variety of academic programs shared their past experiences with classroom discussions about race. Thematic analyses revealed that African American students’ cognitive and emotional responses to race-focused discussions in the classroom were uniquely shaped by the broader context of attending a predominantly White university situated in a Midwestern region of the United States. Students’ responses gave insights into the strategies that minority students use to navigate race-focused discussions in class and the impact that those strategies have on their class participation. The implications of our results for students and faculty, particularly those situated on predominantly White campuses, are discussed.  相似文献   

A phenomenological study of community college students’ experiences with mentor teachers*     

Gloria Crisp  Vincent Carales  Carey Walls  Aaron Cassill 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):183-206

The aims of our current study were to (1) explore how community college science and mathematics majors made meaning of their experiences with mentor teachers as part of an early field experience and (2) understand the ways students’ experiences with mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe community college students’ experiences with mentor teachers in elementary, middle and high schools in a high-needs school district: (a) role modeling, (b) mutual respect and honesty, (c) responsiveness and guidance, (d) approachability and relatedness, and (e) broadening and shifting perspectives. Findings point to the potential of early relationships with mentor teachers as a means to shape community college students’ interest in teaching science or mathematics.  相似文献