African American students’ college choice processes in a post 209 era     

Frances Contreras  Thandeka K. Chapman  Eddie Comeaux  Gloria M. Rodriguez  Eligio Martinez Jr.  Malo Hutson 《International journal of qualitative studies in education》2018,31(8):747-768

Abstract

High-achieving African American students in California are not attending University of California (UC) campuses. Due to hyper-implementations of Proposition 209, which limited UC campuses’ ability to use race as a significant admission criteria, the UC system and individual UC campus policies have scaled back their efforts to recruit high-achieving African American students from California. This article presents findings from the qualitative portion (n?=?74) of a convergent mixed-method study of over 700 African American college-going students. Findings convey the critical role that access, outreach, diversity, and climate plays in the college choice process of African American high achievers. Drawing upon higher education and critical race literature, the findings further reveal the challenges and opportunities for states and elite universities in retaining its brightest students from diverse backgrounds. This research also conveys the potential of research to inform state, systemic, and institutional policies to increase access to selective public universities.  相似文献   

Development of comprehension monitoring in beginner readers     

Language  Reading Research Consortium  Gloria?Yeomans-Maldonado 《Reading and writing》2017,30(9):2039-2067

The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed.  相似文献   

Effects of prior response-contingent reinforcement on superstitious behavior     

Gloria D. Eldridge  Joseph J. Pear  Laine J. Torgrud  Blair H. Evers 《Learning & behavior》1988,16(3):277-284

Three pigeons were exposed to fixed-time (FT) 15 sec, fixed-interval (FI) 15 sec for performing an arbitrary response, a reversal back to FT 15 sec, and then extinction (no reinforcement). During each phase, a computer-controlled tracking system continuously recorded the position of the bird’s head as it moved freely in the experimental chamber. During the first exposure to FT 15 sec, all 3 birds developed a pattern of feeder-wall-directed behavior with occasional circular excursions from the feeder immediately following reinforcement. During FI 15 sec, all birds performed the arbitrary operant, which consisted of contacting a virtual target sphere near the rear of the chamber, and did not engage in feeder-wall-directed behavior. During the reversal back to FT 15 sec, the birds developed a behavior sequence consisting of moving in the direction of the target sphere after reinforcement, followed by feeder-wall-directed behavior prior to the next reinforcement. During extinction, either moves toward the target sphere or wall-directed behavior occurred separately, interspersed with reappearance of the two as a sequence, followed by cessation of both members of the behavior sequence. These findings indicate that prior reinforcement of an arbitrary response can affect the location and form of superstitious behavior that develops near the beginning of the interreinforcement interval, but that other factors (e.g., immediacy of reinforcement) affect the location and form of the behavior near the end of the interval. The findings can be interpreted in the context of superstitious chaining.  相似文献   

Family involvement in the education of potential drop‐out children: a comparative study between Spain and Cyprus     

Raquel‐Amaya Martínez‐González  Loizos Symeou  Lucía Álvarez‐Blanco  Eleni Roussounidou  Jesús Iglesias‐Muñiz  María‐Auxiliadora Cao‐Fernández 《教育心理学》2008,28(5):505-520

  相似文献   

Casual Games and Casual Learning About Human Biological Systems     

C. Aaron Price  Katherine Gean  Claire G. Christensen  Elham Beheshti  Bryn Pernot  Gloria Segovia  Halcyon Person  Steven Beasley  Patricia Ward 《Journal of Science Education and Technology》2016,25(1):111-126

Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children’s ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.  相似文献   

Show Us the Love: Revolutionary Teaching in (Un)Critical Times     

Johnson  Lamar L.  Bryan  Nathaniel  Boutte  Gloria 《The Urban Review》2019,51(1):46-64

In the wake of racial violence in urban schools and society, we question, “Can the field of urban education love blackness and Black lives unconditionally and as preconditions to humanity? What does it look like to (re)imagine urban classrooms as sites of love? As educators, how might we utilize a pedagogy of love as an embodied practice that influences holistic teaching? How might we utilize a pedagogy of love to include Black youths’ racialized and gendered life histories and experiences and their language and literacy practices? We outline and discuss five types of violence in schools (physical, symbolic, linguistic, curricula/pedagogical, and systemic school violence) which interfere with the creation and sustainability of revolutionary love in urban schools. We present examples of ‘fake love’ and provide the current backdrop. We operationalize revolutionary love and offer Afrocentric praxis and African Diaspora Literacy as antidotes to anti-Black types of violence that many students experience in urban schools.

  相似文献   

Quality management of body donation program at the University of Padova     

Porzionato A  Macchi V  Stecco C  Mazzi A  Rambaldo A  Sarasin G  Parenti A  Scipioni A  De Caro R 《Anatomical sciences education》2012,5(5):264-272

Quality management improvement has become a recent focus of attention in medical education. The program for the donation of bodies and body parts (Body Donation Program) at the University of Padova has recently been subjected to a global quality management standard, the ISO 9001:2008 certification. The aim of the present work is to show how the above standard is useful in enhancing the efficiency of body donation procedures and the quality and output of medical education. The program is managed by means of the following interlinked procedures: the collection of body donations, death certificates, data, and body parts from living donors; the transportation and identification of cadavers; the management of bodies, body parts, equipment, instruments, purchasing of necessary materials, and setting up anatomical training sessions; the management of preventive and corrective actions; the management of documents and registration; the management of internal and external quality audits; and the review of outcomes and improvement planning. Monitoring indicators are identified in the numbers of donors and of donated body parts per year, education sessions, and satisfaction of learners and donors, as evaluated by questionnaires. The process management approach, the integrated involvement of medical, technical, and administrative staff in defining procedures, and the application of monitoring indicators allow quality improvement in all aspects of the Body Donation Program. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

A strengths-based,culturally responsive family intervention improves Latino kindergarteners’ vocabulary and approaches to learning     

Diana Leyva  Christina Weiland  Anna Shapiro  Gloria Yeomans-Maldonado  Angela Febles 《Child development》2022,93(2):451-467

Food routines are an ecocultural asset of Latino families. This cluster-randomized trial with 248 children (M_age = 67 months; 50% girls; 13 schools) investigated the impact of a 4-week family program designed to capitalize on food routines in improving Latino kindergarteners’ outcomes in the United States. There were moderate-to-large impacts on child vocabulary (especially food-related) at end-of-treatment and the 5-month follow-up, and suggestive evidence of moderate impacts on approaches to learning (ATL; including ATL math) and executive function at the 5-month follow-up (d = .38–.95). There were no statistically significant impacts on children's math or literacy skills. A strengths-based, culturally responsive family intervention that is integrated into Latino family life can improve the skills needed to succeed in school.  相似文献   

Characteristics and Predictors of Transfer and Withdrawal Among Students Who Begin College at Bachelor’s Granting Institutions     

Crisp  Gloria  Potter  Charlie  Taggart  Amanda 《Research in higher education》2022,63(3):481-513

Research in Higher Education - This study models reverse transfer, lateral transfer, and college withdrawal behavior for a national sample of students who began college at bachelor’s granting...  相似文献   

CLASSIFICATION ACCURACY OF ORAL READING FLUENCY AND MAZE IN PREDICTING PERFORMANCE ON LARGE‐SCALE READING ASSESSMENTS     

Dawn M. Decker  Michael D. Hixson  Amber Shaw  Gloria Johnson 《Psychology in the schools》2014,51(6):625-635

The purpose of this study was to examine whether using a multiple‐measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle‐school students on a large‐scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district. The multiple‐measure framework yielded classification accuracy rates that were either similar to, or better than, the individual predictors. Specificity was improved using a combined measure of ORF and maze versus individual predictors alone. Educational implications for identifying students in need of reading intervention are discussed.  相似文献