Examining the Impact of a Highly Targeted State Administered Merit Aid Program on Brain Drain: Evidence from a Regression Discontinuity Analysis of Missouri’s Bright Flight Program     

James R. Harrington  José Muñoz  Bradley R. Curs  Mark Ehlert 《Research in higher education》2016,57(4):423-447

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Psychologic implications of the maltreated-child syndrome     

Antonio Martinez-Roig  Francisco Domingo-Salvany  Jose Llorens-Terol  Jose M. Ibañez-Cacho 《Child abuse & neglect》1983,7(3):261-263

A retrospective investigation of 97 psychologically maltreated children showed a clear relationship between clinical symptoms and the intensity of the abuse. Parental neglect resulted in impairment of intellectual and locomotor development and emotional and behavioral disorders. Neurotic manifestations of regressive type appeared in nearly half the preadolescents who suffered severe psychological abuse. Children under 6 years of age presented functional symptoms, including regression in toilet training and sleep disorders secondary to inadequate mothering.  相似文献   

Useful interactive teaching tool for learning: clickers in higher education†     

María-del-Mar Camacho-Miñano 《Interactive Learning Environments》2016,24(4):706-723

Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age.  相似文献   

Environmental literacy of youth movement members – is environmentalism a component of their social activism?     

Daphne Goldman  Sara Pe’er  Bela Yavetz 《Environmental Education Research》2017,23(4):486-514

Youth-movements in Israel are non-formal organizations that educate for social and political involvement and provide a broad platform for youth involvement in the community. This study explored the question: does the social activism of adolescents who both elect for membership in youth movements and a leadership role of instructing younger members also reflect itself in environmentalism? In a survey of 1496 young instructors drawn from 15 official youth movements, findings on environmental literacy variables show youth are only generally knowledgeable about environmental problems; express ‘technical-optimism’ which leads them to limited concern for the environment; show limited recognition of the importance of environmental education, and show limited acknowledgment of the necessity for changes in personal consumerism. Findings also show that environmental issues are not on their mind since they are not a conversation topic with peers or family. Nonetheless, these youth also demonstrate strong self-efficacy to effect change; view themselves as role models for younger members; and express willingness to include environmentally-supportive activities within regular youth movement activities. Their valuing of nature also provides a foundation for building other environmental values. Further analysis shows how these findings can contribute theoretical and practical tools for incorporating sustainability within the youth movement framework, and help realize their potential for promoting sustainability in society.  相似文献   

Are teachers ready for CLIL? Evidence from a European study     

María Luisa Pérez Cañado 《欧洲师范教育杂志》2016,39(2):202-221

This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of questionnaires to 706 informants across the whole of Europe, which have allowed a detailed diagnosis of language teachers’ training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated to Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the afore-mentioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided and within- and across-cohort comparison is carried out in terms of a series of intervening variables. The ultimate aim is to base decisions regarding language degrees and teacher training courses on empirically grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent, country and region.  相似文献   

Music learning and education: contributions from neuroscience / Aprendizaje musical y educación: aportaciones desde la neurociencia     

Jordi-Angel Jauset-Berrocal  Irene Martínez  Elena Añaños 《Cultura y Educación》2017,29(4):833-847

Traditionally, the teaching of music has tended to be a professional subject within the training of virtuosos in conservatories or a playful subject taught in schools, without due consideration given to the potential it offers to developing cognitive capacities. Advances in neuroscience highlight the importance of learning music in relation to the cognitive benefits derived from its practice. Brain exploration techniques show that practising music places a significant demand on the most developed cognitive functions of the human being, confirming the intervention of different cerebral areas involving a large portion of the brain and an increase in attention and concentration levels. After carrying out a literature review of the current state of the question, some of the most common findings in all fields of musical education are cited, considering aspects that are of particular relevance today, such as interdisciplinarity, emotion, cooperative learning, self-regulation and creativity.  相似文献   

Latent Class Modeling with A Time-To-Event Distal Outcome: A Comparison of One,Two and Three-Step Approaches     

Daniel T. Lythgoe  Marta Garcia-Fiñana  Trevor F. Cox 《Structural equation modeling》2019,26(1):51-65

Latent class methods can be used to identify unobserved subgroups which differ in their observed data. Researchers are often interested in outcomes for the identified subgroups and in some disciplines time-to-event outcome measures are common, e.g., overall survival in oncology. In this study Monte Carlo simulation is used to evaluate the empirical properties of latent class effect estimates on a time-to-event distal outcome using one, two and three-step approaches. Both standard and inclusive bias-corrected three-step approaches are considered. One-step latent class effect estimates are shown to be superior to the evaluated alternatives. Both the two-step approach and a standard three-step approach, where subjects are partially assigned to latent classes, produced unbiased estimates with nominal confidence interval coverage when latent classes were well separated, but not otherwise.

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(Re)braiding to tell: using trenzas as a metaphorical–analytical tool in qualitative research     

Sandra Quiñones 《International journal of qualitative studies in education》2016,29(3):338-358

Metaphors can be used in qualitative research to illuminate the meanings of participant experiences and examine phenomena from insightful and creative perspectives. The purpose of this paper is to illustrate how I utilized trenzas (braids) as a metaphorical and analytical tool for understanding the experiences and perspectives of Latina teachers around being a well-educated person. Accordingly, this paper is organized into three strands. First, I discuss trenzas as a metaphorical concept in raced–gendered epistemology, highlighting the work of Chicana/Latina feminist scholars in law and education. Second, I describe how metaphorical thinking informed the methodological design. Third, I explain how I used trenzas to make sense of data and build theory. The discussion weaves the three strands together to emphasize the functional and generative nature of trenzas as a metaphorical–analytical tool for gaining critical and nuanced understandings of how personal, professional, and community identities shape participant’ experiences and perspectives.  相似文献   

College in the media: the relationship between repeated exposure and college expectations     

Roland Nuñez 《Educational Media International》2018,55(1):1-14

Media consumption can influence viewer perceptions and attitudes. Recent research on media’s effect on college students has failed to address gender differences. Using Mere Repeated Exposure Theory (traditionally used in marketing research), this study aims to answer three research questions regarding college media consumption and college perceptions: What types of fictional college media do college students consume? How does college media consumption differ by gender? How does fictional college media consumption relate to perceived college expectations? Results suggest that college students who consume high amounts of fictional college media are more likely to have positive attitudes towards partying and socializing in college. High consumers of college media, however, do not believe that college media influences their college perceptions. Men are more likely to socialize in college and are more aware than women that college media influences their college perceptions. Women are more likely to believe that college is difficult regardless of media consumption.  相似文献   

Validating a model of effective teaching behaviour and student engagement: perspectives from Spanish students     

Inda-Caro  Mercedes  Maulana  Ridwan  Fernández-García  Carmen-María  Peña-Calvo  José-Vicente  Rodríguez-Menéndez  M. del Carmen  Helms-Lorenz  Michelle 《Learning Environments Research》2019,22(2):229-251

Research consistently shows that teaching behaviour is a highly-important indicator of learning environments. Based on a teacher effectiveness model with six observable teaching behaviour domains (safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching–learning strategies, and differentiation), the present paper examines the psychometric quality of the My Teacher questionnaire for capturing student perceptions of teaching behaviour in the Spanish secondary-education context. Additionally, this study validated the model of teaching behaviour and student engagement and its relevance in Spain. 7114 students of 410 teachers attending 56 public and private Spanish schools constituted the sample. The six teaching behavioural dimensions model were confirmed in the Spanish context. Regarding student academic engagement, the presence of two domains (behavioural and emotional engagement) were confirmed. Furthermore, results of a multiple-group structural equation modeling path analysis, examining the relationship between teaching behaviour and student engagement across different teaching experiences, revealed differential effects of teaching behaviour influences on students’ engagement. The percentage of explained variance was larger for emotional engagement than for behavioural engagement. Furthermore, teachers’ teaching experience explained differences in the relationship between perceived teaching behaviour and engagement. Two domains (learning climate and activating teaching) appeared to be the two most-important teaching domains for students’ behavioural engagement while, for emotional engagement, the most important domains for student engagement were learning climate and teaching learning strategies.

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