Latino High School Students’ Perceptions of Caring: Keys to Success     

Rubén Garza  Mary Esther Soto Huerta 《Journal of Latinos & Education》2014,13(2):134-151

This mixed methods investigation specifically examined Latino high school adolescents’ perceptions of teacher behaviors that demonstrate caring. A chi-square test was conducted to analyze the frequency of responses, and focus group interviews were conducted to expand on the results. The data indicated that although Latino male students were as likely to perceive the same behaviors Latina female students perceived as important or very important, a higher percentage of female students rated the same items as important. This investigation situates Latino high school adolescents’ voices as a pivotal agent to inform about the critical nature of caring for all students.  相似文献   

Graduate students as academic writers: writing anxiety,self-efficacy and emotional intelligence     

Margarita Huerta  Patricia Goodson  Mina Beigi  Dominique Chlup 《高等教育研究与发展》2017,36(4):716-729

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Coming to terms with the accountability versus improvement debate in assessment     

Jeffery P. Aper  Steven M. Cuver  Dennis E. Hinkle 《Higher Education》1990,20(4):471-483

Concerns about quality and accountability in higher education have led the majority of states to mandate student outcomes assessment. While many institutions have begun to address these requirements as matters of accountability, discussion in most state capitals seems to be more about program improvement than about summative evaluation. These dichotomous perspectives frame a fundamental debate over the nature and direction of the assessment movement in the United States. Accountability and improvement are twin concerns of effective assessment, but their coexistence depends upon the resolution of suspicions and different interpretations of the mission of higher education between state and institutional authorities.  相似文献   

Writing to the Common Core: teachers’ responses to changes in standards and assessments for writing in elementary schools     

Kristen Campbell Wilcox  Jill V. Jeffery  Andrea Gardner-Bixler 《Reading and writing》2016,29(5):903-928

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Pedagogical differences during a science and language intervention for English language learners     

Tiberio Garza  Margarita Huerta  Rafael Lara-Alecio  Beverly J. Irby  Fuhui Tong 《The Journal of educational research》2018,111(4):487-496

The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed.  相似文献   

Walking the Talk: Continuous Improvement of a Quality Management Field Exercise     

Steven Coy  Jeffery Adams 《Decision Sciences Journal of Innovative Education》2012,10(2):223-244

This article provides results from a three semester case study of the pedagogical efficacy of an innovative quality management field exercise. A series of direct and indirect measures were used to assess the extent to which the field exercise met a set of learning objectives. The results indicate that the assessment framework is useful in identifying areas of improvement for course delivery. Finally, the results have been used to devise modifications to the course.  相似文献   

Student achievement and education system performance in a developing country     

Jeffery H. Marshall  Ung Chinna  Ung Ngo Hok  Souer Tinon  Meung Veasna  Put Nissay 《Educational Assessment, Evaluation and Accountability》2012,24(2):113-134

The global spread of national assessment testing activities, and the growing pressure to move beyond basic measures of participation in educational monitoring, means that student achievement measures are likely to become increasingly relevant indicators of systemic progress in the developing world. Using data from the CESSP project in Cambodia, this paper incorporates a standard decomposition framework to go beyond simple comparisons of average achievement levels over time in order to better understand the underlying dynamics of change. The results show that recent improvements in student achievement in Cambodia are attributable in part to changes in the composition of student cohorts, although there is some evidence of a tradeoff between increasing participation rates and average achievement. There is also some encouraging evidence that school quality is improving, especially in lower grades where the leveling off of participation is creating a policy window of opportunity. The framework can be easily applied to a growing body of assessment data in the developing world to aid both inter- and intra-national monitoring of education system progress.  相似文献   

Promoting resiliency in adolescent girls through adventure programming     

Anja Whittington  Jeffery E. Aspelmeier  Nadine W. Budbill 《Journal of Adventure Education & Outdoor Learning》2016,16(1):2-15

This study examined whether participation in an adventure program increased the resiliency of adolescent girls. Eighty-seven girls who participated in Dirt Divas, a non-profit, adventure program, completed the Resiliency Scale for Children and Adolescents^® before and after their experience. Means-comparison tests for within-subjects designs were conducted and revealed that participants reported significantly higher levels of resilience after completing the Dirt Divas program, compared with their pre-program reports. Mixed-model repeated-measures analyses of variance showed that the changes in the girls’ resiliency were not affected by their socioeconomic status. Lastly, the long-term impact results (one month post participation) indicate that observed increases in resilience persist over time.  相似文献   

Polyvictimization,Psychological Distress,and Trauma Symptoms in College Men and Women     

Ann N. Elliott  Alyson Faires  Rachel K. Turk  Lora C. Wagner  Brianna M. Pomeroy  Thomas W. Pierce  Jeffery E. Aspelmeier 《Journal of College Counseling》2019,22(2):138-151

This study examined the relationship between polyvictimization, psychological distress, and trauma symptoms in college men and women. Childhood victimization was common among participants. Regression analyses revealed that polyvictimization (i.e., high cumulative levels of victimization) is a better predictor of psychological distress and trauma symptoms than is any individual category of victimization (i.e., sexual, physical, peer/sibling, child maltreatment, witnessing/indirect, or property crime). Gender did not moderate the relation between victimization and distress and trauma symptoms. Implications for counselors are discussed.  相似文献   

Faculty research productivity 1972–1988: Development and application of constant units of measure     

Jeffery P. Bieber  Robert T. Blackburn 《Research in higher education》1993,34(5):551-567

The economic concept ofreal orconstant units of measure is utilized to assess the rate of inflation/deflation of opportunity for publication between 1972 and 1988 for the disciplines of biology, psychology, and English. Data for the study came from (1)Ulrich's International Periodicals Directory; (2)Annual Bibliography of English Language and Literature; (3)American Universities and Colleges; (4) 570 journal issues across the three disciplines; and (5) national surveys of faculty conducted in 1972, 1980, and 1988. Based on changes over time in the amount of space in which faculty can publish their research and the number of individuals competing for that space, indexes are developed that convert 1988 publication counts into 1972 equivalents. Results indicate inflation rates of 103, 85, and -45 percent for biology, psychology, and English, respectively, between 1972 and 1988. Due to these rates, faculty had to produce 14.65, 5.05, and 1.18 articles, respectively, in the two years prior to 1988 to have been as productive inreal articles as they were in the two years prior to 1972.  相似文献