Higher education recruitment in the United States: a chronology of significant literature     

Susan Adams-Johnson  Jeff Cranmore  Anna M. J. Holloway  Joel D. Wiley 《Journal of educational administration and history》2019,51(3):213-238

ABSTRACT

Given the absence of a chronology of the historical philosophies, perspectives, and practices of recruitment within the higher education institutions in the United States, the authors have assembled an overview of the material on recruitment strategies and ideologies of American higher education institutions. Literature from and about the past aids in illuminating the current context while helping to navigate the future of higher education recruitment. The authors have identified five general periods: prior to 1920, 1921 to the end of the Second World War, the post-War decade, mid-1950s through the 1970s, and 1980s to the present. Documentation for each period varies significantly in quality and amount, with the densest data found for the two later periods. Future researchers may explore how recruitment practices and language encourage or discourage under-represented populations in higher education. Further research in other areas of educational recruitment is also suggested.  相似文献   

Child maltreatment prevalence and mental disorders outcomes among American Indian women in primary care     

Duran B  Malcoe LH  Sanders M  Waitzkin H  Skipper B  Yager J 《Child abuse & neglect》2004,28(2):131-145

OBJECTIVE: To examine (1) the prevalence, types, and severity of child abuse and neglect (CAN) and (2) the relationship between CAN and lifetime psychiatric disorders among American Indian women using primary care services. METHODS: A cross-sectional study was conducted among 234 American Indian women, age 18-45 who presented for outpatient ambulatory services at a community-based Indian Health Service Hospital in Albuquerque, New Mexico. Dependent measures included mood, substance abuse, and anxiety disorders as well as posttraumatic stress disorder (PTSD) as measured by the Composite International Diagnostic Interview. CAN was assessed using the Childhood Trauma Questionnaire. RESULTS: Approximately three-quarters of respondents (76.5%; 95% CI = 70.4, 81.7) reported some type of childhood abuse or neglect; over 40% reported exposure to severe maltreatment. Severity of child maltreatment was associated in a dose response manner with lifetime diagnosis of mental disorders. After adjusting for social and demographic correlates, severe child maltreatment was strongly associated with lifetime PTSD (prevalence ratio [PR] 3.9; 95% CI = 1.9, 8.0); and was moderately associated with lifetime substance use disorders (PR = 2.3; 95% CI = 1.6, 3.3); mood disorders (PR = 2.1; 95% CI 1.4, 3.2); and with two or more disorders (PR = 2.3; 95% CI = 1.6, 3.4). CONCLUSION: CAN was common in our sample of American Indian women in primary care and was positively associated with lifetime psychiatric disorders outcomes. Screening for CAN and psychiatric disorders would enhance the treatment of patients seeking primary care services. Primary prevention of child maltreatment might reduce the high prevalence of mental disorders among American Indian women.  相似文献   

Perceptions and Evaluations of Child Transgressions and Disciplinary Techniques in High- and Low-Risk Mothers and Their Children   总被引：3，自引：0，他引：3  

Chinni Chilamkurti  Joel S. Milner 《Child development》1993,64(6):1801-1814

Perceptions and evaluations of children's transgressions (moral, conventional, personal), parental disciplinary actions (power assertion, love withdrawal, induction), and expected outcomes (compliance) were assessed in matched high- and low-risk (for physical abuse) mothers and their children. High-risk mothers and their children evaluated conventional and personal transgressions as more wrong than low-risk mothers and their children. Although both high- and low-risk mothers and their children varied disciplinary responses according to the type of transgression, high-risk mothers used power assertion (verbal and physical force) more often and induction (reasoning and explanation) less often. High-risk mothers also perceived the use of power assertion by others as more appropriate. With respect to outcomes, high-risk mothers, compared to low-risk mothers, expected less compliance following moral transgressions and more compliance after personal transgressions. Children of both high-and low-risk mothers made compliance predictions following moral and personal transgressions that were similar to the low-risk mothers' predictions.  相似文献   

Chinese and Taiwanese International College Students' Participation in Social Organizations: Implications for College Counseling Professionals     

Pei‐Chun Tsai  Y. Joel Wong 《Journal of College Counseling》2012,15(2):144-156

This qualitative focus group study explored the meaning of Chinese and Taiwanese international students' lived experiences in social organizations. Participants were 9 Chinese and Taiwanese international college students in a midwestern U.S. university. The analyses uncovered 7 themes: social support, recreation, emotional support, practical benefits, contributions to the organizations, commitment toward organizations, and stressors associated with participation. Implications of the findings for college counseling professionals are discussed.  相似文献   

Reactions to children's transgressions in at-risk caregivers: Does mitigating information,type of transgression,or caregiver directive matter?     

Lauren M. Irwin  John J. Skowronski  Julie L. Crouch  Joel S. Milner  Bettina Zengel 《Child abuse & neglect》2014

This study examined whether caregivers who exhibit high risk for child physical abuse differ from low-risk caregivers in reactions to transgressing children. Caregivers read vignettes describing child transgressions. These vignettes varied in: (a) the type of transgression described (moral, conventional, personal), (b) presentation of transgression-mitigating information (present, absent), and (c) whether a directive to avoid the transgression was in the vignette (yes, no). After reading each vignette, caregivers provided ratings reflecting their: (a) perceptions of transgression wrongness, (b) internal attributions about the transgressing child, (c) perceptions of the transgressing child's hostile intent, (d) own expected negative post-transgression affect, and (e) perceived likelihood of responding to the transgression with discipline that displayed power assertion and/or induction. For moral transgressions (cruelty, dishonesty, hostility, or greed), mitigating information reduced caregiver expectations that they would feel negative affect and, subsequent to the transgression, use disciplinary strategies that display power assertion. These mitigating effects were smaller among at-risk caregivers than among low-risk caregivers. Moreover, when transgressions disobeyed a directive, among low-risk caregivers, mitigating information reduced the expectation that responses to transgressions would include inductive disciplinary strategies, but it did not do so among at-risk caregivers. In certain circumstances, compared to low-risk caregivers, at-risk caregivers expect to be relatively unaffected by transgression-mitigating information. These results suggest that interventions that increase an at-risk caregiver's ability to properly assess and integrate mitigating information may play a role in reducing the caregiver's risk of child physical abuse.  相似文献   

Effectiveness of a Computer-Mediated Simulations Program in School Biology on Pupils' Learning Outcomes in Cell Theory     

Joel K. Kiboss  Mwangi Ndirangu  Eric W. Wekesa 《Journal of Science Education and Technology》2004,13(2):207-213

Biology knowledge and understanding is important not only for the conversion of the loftiest dreams into reality for a better life of individuals but also for preparing secondary pupils for such fields as agriculture, medicine, biotechnology, and genetic engineering. But a recent study has revealed that many aspects of school science (biology included) pose problems of understanding for pupils, simply because of the teaching methods used and the lack of adequate instructional resources. Nevertheless, a program was designed to incorporate the use of computer technology innovation called the computer-mediated simulations (CMS) program to enhance pupils' learning outcomes in school biology. The study was carried out in a real biology classroom setting. It involved comparisons between the treatment and control groups. A Solomon-Three Group quasi-experimental design was employed to involve three secondary schools situated along Njoro-Mau Narok and Elburgon-Molo roads in Nakuru district that were purposively sampled on the basis of easy accessibility and the availability of IBM compatible computers. A total of 102 pupils enrolled in three intact classes were exposed to the same content on cell division for a period of 3 weeks. Three dependent measures—the Biology Achievement Test (BAT), the Biology Classroom Environment Questionnaire (BCEQ), and the Pupil Attitude Questionnaire (PAQ)—were used to assess the effectiveness of the program on the pupils' academic achievement in cell theory, their perception of the classroom environment, and attitudes towards the biology course on cell theory. The findings of the study affirmed the impact of the CMS program on the pupils' learning outcomes in that the mean gains of the participants in the treatment groups were significantly higher than that of their counterparts in the regular program. Also, the results indicated that the mean differences between the experimental group and the true control group were statistically significant in favor of the treatment group. The findings also showed no relationship between the participants' gender and their learning outcomes. The study concludes that the use of the CMS program to augment conventional biology teaching has major implications for secondary biology instruction in this area.  相似文献   

Structured extracurricular activities among adolescents: Findings and implications for school psychologists     

Rich Gilman  Joel Meyers  Laura Perez 《Psychology in the schools》2004,41(1):31-41

One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non‐structured, and non‐cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal‐social variables (i.e., self‐concept, life satisfaction), as well as potential preventive effects for youths considered to be “at‐risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school‐based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004.  相似文献   

Mother-child interactional patterns in high-and low-risk mothers     

Laura Dolz  M.Angeles Cerezo  Joel S. Milner 《Child abuse & neglect》1997,21(12):1149-1158

Objective: The aim of the present study was to determine the extent to which mother-child interactional patterns in high-and low-risk (for child physical abuse) mothers were similar to patterns observed in physically abusive parents.Method: Ten high-risk and 10 demographically similar low-risk mother-child dyads were studied. Trained observers coded maternal-child interaction patterns in the home during five 1-hour periods using the Standardized Observation Codes system.Results: As expected, high-risk mothers made fewer neutral approaches to their children, displayed more negative behaviors toward their children, and made more indiscriminant responses to their children's prosocial behavior. Expected risk group differences were not found in the number of neutral instructions or positive responses, albeit the proportion of positive responses out of the total number of positive and negative responses was higher for low-risk mothers. After control for educational differences, risk group differences remained in the rates of neutral approaches and the number of indiscriminant behaviors made in response to children's prosocial behaviors.Conclusions: The observational data indicated that high-risk mothers display some behaviors similar to those observed in physically abusive mothers. The finding that high-risk mothers made more indiscriminate or noncontingent responses when reacting to their children's prosocial behavior is consistent with a coercive model of child physical abuse.  相似文献   

How are Developmentally Appropriate or Traditional Teaching Practices Related to the Mathematics Achievement of General and Special Education Students?     

Lynn M. Gelzheiser  Bonnie A. Griesemer  Robert M. Pruzek  Joel Meyers 《Early education and development》2000,11(2):217-238

Recently, developmentally appropriate practices have been distinguished from traditional practices and have been advocated as one way to reform primary general education classrooms. Relatively little research has examined the efficacy of developmentally appropriate versus traditional practices. In particular, concerns have been raised about the effectiveness of this approach for students with disabilities. This study examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Observations, interviews and questionnaires were used to measure the mathematics teaching practices used with general and special education students. Because developmentally appropriate and traditional teaching practices are often characterized in terms of a continuum, principal components methods were used to generate continuous composite variables that described teacher presentation, materials, grouping, and curriculum. The outcome measure was a curriculum- based measure of mathematics achievement. Principal components results showed that the composite variables most clearly associated with the developmentally appropriate v. traditional continuum were not related to mathematics achievement. Instead, consistent with previous research, achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy instruction. Further, a reported “laissez faire” method that emphasized individual student choice and treated special education students like general education students was negatively related to achievement, as was placement in special education class.  相似文献   

Pictorial organization versus verbal repetition of children’s prose: Evidence for processing differences     

Michael D. Ruch  Joel R. Levin 《Educational technology research and development : ETR & D》1977,25(3):269-280

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