Evaluating the Influence of an Urban High School Reform Effort on College Readiness and Access Outcomes: A Quasiexperimental Cohort Study     

Toni A. Sondergeld  John M. Fischer  Arthur N. Samel  Christine M. Knaggs 《Journal of Education for Students Placed at Risk》2013,18(3-4):212-232

It is widely accepted that postsecondary education has become a necessity for US youth. College access, however, has been found not to be equal for all. As a result, federally funded college-readiness programs, such as Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), have been established to increase the numbers of economically disadvantaged students with access to college. This quasiexperimental case study compared academic and nonacademic college-readiness indicators between cohorts of GEAR UP students and nonparticipants in 1 urban high school. Overall, cohorts of GEAR UP students outperformed their non-GEAR UP peers on all measures (grade-point average, attendance rate, behavior, graduation rate, and college enrollment) despite a dramatic demographic shift that led to greater proportions of educationally disadvantaged students in the GEAR UP cohorts.  相似文献   

Wearable technologies for students with disabilities     

Greg Conderman  Toni Van Laarhoven  Jesse Johnson  Lisa Liberty 《Support for Learning》2021,36(4):664-677

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.  相似文献   

Beyond the Nuclear Family: Children’s Social Networks and Depressive Symptomology     

Jasmine A. Manalel  Toni C. Antonucci 《Child development》2020,91(4):1302-1316

This study identified social network profiles among children, determined whether profiles vary across sociodemographic characteristics, and investigated links between childhood profiles and depressive symptomology using three waves of data spanning 23 years (Wave 1, 1992 Metro-Detroit representative sample: n = 193, ages 8–12). Latent profile analysis revealed three profiles: Close Family (22%), Varied Family (57%), Friend and Family (21%). White children were more likely than Black children to be in the Friend and Family profile. Children in the Close Family profile reported the lowest levels of depressive symptomology in childhood, but exhibited the steepest increase over time. Findings suggest that close, family centric networks are protective in childhood, but less so as children develop into adulthood, highlighting the importance of considering developmental perspectives.  相似文献   

Learner self-efficacy,goal orientation,and academic achievement: exploring mediating and moderating relationships     

Toni Honicke  Matthew Fuller-Tyszkiewicz 《高等教育研究与发展》2020,39(4):689-703

ABSTRACT

Within the context of Pintrich’s self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17–62 (M?=?23.28, SD?=?7.22) and 69 males, aged 18–47 (M?=?22.5, SD?=?6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.  相似文献   

The Promise of Integrated Multicultural and Bilingual Education,by Zvi Bekerman     

Toni Rickenback 《Journal of Jewish Education》2016,82(4):351-353

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Traditional versus open university teaching methods: A cost comparison     

Laidlaw  Bruce  Layard  Richard 《Higher Education》1974,3(4):439-468

The paper attempts to throw light on the direct (instructional) cost of OU teaching methods as against conventional “live” instruction. The variable cost per student-course is with one exception lower in the OU than elsewhere. This constitutes a strong case for the use of existing OU packages in campus universities, especially as campus universities might feel able to dispense with the costs of the summer schools. It also constitutes a case for expansion of existing courses at the OU. As regards the development of new OU packages, the paper shows the Foundation courses to be much cheaper than equivalent provision de novo at the same scale in campus universities. Measured by the breakeven number of students, second-level courses in a given faculty are cheaper than foundation level courses. But they also have fewer students and some are operating at levels which, if there were no interdependence between courses, might be considered expensive. If however they were used by more students either at the OU or at campus universities they could be economic, even when taken on their own. The paper does not cost student time but, if this is cheaper when OU teaching methods are used, this is a further argument in their favour.

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The New Curriculum for the Teaching of English——With Which Dialectical Knowledge in Education Is Raised     

田凤俊  MoiraLaidlaw 《宁夏师范学院学报》2004,25(5):77-81

The paper ,with a theory of Action Research and especially dialectical knowledge, gives a brief analysis and disussion of the New English Standard Syllabus(aim called the New Curriculum) and also points out the difference between the New Curriculum and the traditional syllabus of the basic English course. It is also theoretically and practically designed with some excellent suggestions on how to study the New Curriculum and make good use of English teaching.  相似文献   

Malta's National Curriculum: A critical analysis     

Carmel Borg  Jennifer Camilleri  Peter Mayo  Toni Xerri 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(5):337-356

Malta has recently introduced a National Minimum Curriculum (NMC) for primary, secondary and post-secondary levels. The authors of this article argue that the NMC, like similar national curricula in Britain, the United States and other countries, is underpinned by a conservative ideology. They criticize the NMC for, among other things, discriminating against women, giving insufficient value to non-European cultures, and promoting a hierarchical form of education that is geared to a capitalist concept of work. They argue that the curriculum, in its present form, cannot serve to promote a genuinely democratic education.

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Zusammenfassung Malta hat vor kurzem ein National Minimum Curriculum (NMC — Nationales Minimum Curriculum) für Schulen der Primar-, Sekundar-und Post-sekundarbildung eingeführt. Die Autoren dieses Artikels argumentieren dahingehend, daß dem NMC, wie ähnlichen nationalen Curricula in Großbritannien, den Vereinigten Staaten und anderen Ländern, eine konservative Ideologie zugrunde liegt. Sie kritisieren das NMC u.a. für eine Diskriminierung der Frauen, eine ungenügende Integration nicht-europäischer Kulturen und die Förderung einer hierarchischen Bildungsform, die in ein kapitalistisches Arbeitskonzept mündet. Sie argumentieren, daß das Curriculum in seiner gegenwärtigen Form der Förderung einer wahrhhaft demokratischen Erziehung nicht dienlich sein kann.

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Résumé Le gouvernement de Malte a récemment instauré un programme minimum national (NMC) pour les cycles primaire, secondaire et universitaire. Les auteurs de l'article objectent que ce programme, comparable à ceux de Grande-Bretagne, des Etats-Unis et d'autres pays, se fonde sur une idéologie conservatrice. Ils dénoncent entre autres la discrimination des femmes, la mise en avant de la culture européenne, et la défense d'une hiérarchie pédagogique orientée vers une conception capitaliste du travail. Ils affirment que ce programme dans sa forme actuelle ne peut constituer le fondement d'une éducation véritablement démocratique.

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Sumario Malta acaba de introducir un Curriculum Mínimo Nacional (NMC) para niveles primarios, secundarios y post-secondarios. Los autores de este artículo sostienen que el NMC, al igual que otros currículos similares de Gran Bretaña, los Estados Unidos y otros países está apuntalado por una ideología conservadora. Entre otras cosas, ellos critican el NMC por discriminar a la mujer, valorar insuficientemente las culturas no europeas y promover una forma de educación jerárquica orientada hacia un concepto de trabajo capitalista. Además, opinan que el currículo en su forma actual no podrá servir para promover una educación genuinamente democrática.

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How University Websites’ Emphasis on Age Diversity Influences Prospective Students’ Perception of Person-Organization Fit and Student Recruitment     

Toni A. Ihme  Katharina Sonnenberg  Maria-Luisa Barbarino  Björn Fisseler  Stefan Stürmer 《Research in higher education》2016,57(8):1010-1030

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Breaking with old ideas: Chinese students’ perceptions of China’s ‘neoliberal turn’ in higher education     

Qian Gong  Toni Dobinson 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):331-342

ABSTRACT

Maoist policy in China emphasised the peasants and workers. It integrated academic study with productive labour to nurture socialist citizens useful for the nation’s modernisation. More recently, China has been described as having a ‘neoliberal turn’ but many see the situation as more complex than this due to the significant role given to the state in economic development and governance. Using the film ‘Breaking with Old Ideas’ [Li, W. (1975). Breaking with old ideas [Motion picture]. China: Beijing Film Studio] to inform, and stimulate participants, this study examined how a group of 15 Chinese students at an Australian university perceived the transformation of higher education in China. Findings generated from written responses and interviews addressed the relationship between neoliberal imaginings and Foucauldian subjectification processes in post-Maoist China, supporting the thesis that China cannot be called neoliberal in the traditional sense of the word. In terms of education, there co-exist socialist and neoliberal rhetorics with tensions between Confucianism, suzhi (quality) and traditional examination-driven models.  相似文献