Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research     

Sylvia Hurtado  M. Kevin Eagan  Nolan L. Cabrera  Monica H. Lin  Julie Park  Miguel Lopez 《Research in higher education》2008,49(2):126-152

Using longitudinal data from the UCLA Cooperative Institutional Research Program (CIRP) and Your First College Year (YFCY) surveys, this study examines predictors of the likelihood that science-oriented students would participate in a health science undergraduate research program during the first year of college. The key predictors of participation in health science research programs are students’ reliance on peer networks and whether campuses provide structured opportunities for first-year students even though only 12% of freshmen in the sample engaged in this activity. These experiences are particularly important for Black students. The findings inform efforts to orient students at an early stage, particularly under-represented minorities, toward biomedical and behavioral science research careers.

Sylvia HurtadoEmail:

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大学治理:责任与财政   总被引：1，自引：0，他引：1  

Miguel Angel Escotet Spain Director at School of Graduate  Continuing Education  Universidad de Deusto 《教育研究》2008,(8)

大学的演变主要体现在大学的结构、治理、管理系统、拨款机制方面以及知识、形式与内容的多样化。大学在公众参与和权威主义方面已经从一个极端走向了另一个极端。大学的未来取决于社会的引导和内部的共生。高等教育已经从以学习者为中心转向以教学和管理人员的共生结构为中心,高等教育经费需要多样化的渠道。大学的持续变革对于学校内部机制的公平、效力、效率、相关性,以及学生、教授、研究者和管理者等大学成员的道德规范提出了要求。  相似文献   

Causal and predictive-value judgments,but not predictions,are based on cue-outcome contingency     

Vadillo MA  Miller RR  Matute H 《Learning & behavior》2005,33(2):172-183

In three experiments, we show that people respond differently when they make predictions as opposed to when they are asked to estimate the causal or the predictive value of cues: Their response to each of those three questions is based on different sets of information. More specifically, we show that prediction judgments depend on the probability of the outcome given the cue, whereas causal and predictivevalue judgments depend on thecue-outcome contingency. Although these results might seem problematic for most associative models in their present form, they can be explained by explicitly assuming the existence of postacquisition processes that modulate participants’ responses in a flexible way.  相似文献   

Recognition of prior learning: the participants’ perspective     

Marta C. Miguel  José H. Ornelas  João P. Maroco 《Studies in Continuing Education》2016,38(2):179-194

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The role of attitudes in the TAM: A theoretically unnecessary construct?     

Luis Miguel López‐Bonilla  Jesús Manuel López‐Bonilla 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E160-E162

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Content management system incorporated in a virtual museum hosting     

Jos Ignacio Rojas-Sola  Miguel Castro-García  María del Pilar Carranza-Caadas 《Journal of Cultural Heritage》2011,12(1):74-81

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Using Online Studio Groups to Improve Writing Competency: A Pilot Study in a Quality Improvement Methods Course     

Jamison V. Kovach  Michelle Miley  Miguel A. Ramos 《Decision Sciences Journal of Innovative Education》2012,10(3):363-387

Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process.  相似文献   

Reflecting on the moral bases of critical pedagogy in PETE: toward a Foucaultian perspective on ethics and the care of the self     

Alvaro Sicilia-Camacho  Juan Miguel Fernández-Balboa 《Sport, Education and Society》2013,18(4):443-463

In teacher education and in physical education teacher education (PETE), the possibilities and pitfalls of critical pedagogy (CP) for transforming society have been frequently debated. From these debates, it has become quite clear that the lines separating ‘technocrats’ from ‘radicals’ are so strongly drawn that limit the advance of PETE. In the spirit of collegiality, we offer an alternative approach to CP based on Foucault's genealogical work on the History of Sexuality. It promotes a pedagogical perspective toward the development of ethics and the care of the self. We argue that this approach, far from discrediting what non-critical pedagogues do, can not only advance the practice of CP, but also open up new ways of conceptualizing PETE that are worth considering both by critical pedagogues and by the members of other pedagogical camps. We discuss the implications of this approach in the personal, social–professional and political spheres.  相似文献   

E-Government procurement observatory,maturity model and early measurements     

Gastón Concha  Hernán Astudillo  Miguel Porrúa  Carlos Pimenta 《Government Information Quarterly》2012

Electronic government procurement (eGP) is quickly becoming an essential piece of national e-government programs, since it enables active transparency and favors efficient vendor relationships; however, little attention has been paid to the need for periodical measurement of eGP portals' performance and goal satisfaction. Although maturity levels schemes have been proposed for other domains, most notably IT-related, to the best of our knowledge no maturity level model of eGP has been widely deployed yet. This article presents the e-Government Procurement Observatory Maturity Model (eGPO-MM), which focuses on both legal and institutional arrangements, and portals' technical aspects; the model consists of two Leverage Domains, seven Key Domain Areas, and 25 Critical Variables, which are valued with a weighted scoring system that produces quantitative indicators about portal capabilities and allows direct comparisons. The model was used to evaluate eGP portals from 14 countries in Latin America and the Caribbean; the measurements are presented, and fit well with previous rank perception, leading to a good reception by participant agencies. eGPO-MM has already allowed to identify areas for joint action and fostered knowledge-sharing among governments, including identification and dissemination of e-procurement best practices; it also established clear reference points to allow each agency to determine a roadmap to higher e-procurement maturity.  相似文献   

Grounding participatory action research in rural Colombia: a demonstration study on youth financial inclusion     

Gideon de Jong  Miguel Arturo Fajardo Rojas  Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197

ABSTRACT

Since the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services.  相似文献