The Relationship Between Undergraduate Attendance and Performance Revisited: Alignment of Student and Instructor Goals     

James W. Westerman  Luis A. Perez‐Batres  Betty S. Coffey  Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67

We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning.  相似文献   

Mini-languages: a way to learn programming principles     

Peter Brusilovsky  Eduardo Calabrese  Jozef Hvorecky  Anatoly Kouchnirenko  Philip Miller 《Education and Information Technologies》1997,2(1):65-83

Mini-languages are a visually intuitive, simple and powerful way to introduce students to programming. They are a good foundation for general computer science instruction, provide insight into programming for the general population, and teach algorithmic thinking. The goal of the paper is to provide an extensive review of the mini-language approach to teaching programming. For different audiences and in different countries, the authors have extensive experience in design and application of mini-languages. We outline the problems that motivate the application of this approach, present a brief history, review several existing mini-languages, and provide discussion of lessons learned. In particular, we discuss how to choose a mini-language for a particular group of students and list some requirements for a successful application of a mini- language. We conclude with a discussion of possible future directions of the mini-language approach development  相似文献   

Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities     

Ortiz R  Jiménez JE  García Miranda E  Guzmán Rosquete R  Hernández-Valle I  Rodrigo M  Estévez A  Díaz A  Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92

The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.  相似文献   

Evaluation and publication delay in Ibero-American scientific journals     

Jon Zabala  Borja González-Albo  Ana García-García  Aurora Garrido-Domínguez  José Ignacio Vidal-Liy  Luis R. Álvarez-Díez  Soledad Hernando-Tundidor  Yara Mostazo-Fernández  Teresa Abejón 《Learned Publishing》2023,36(2):205-216

This article analyses the review, acceptance and publication dates of a sample of 21,890 articles from 326 Ibero-American scientific journals from all subject areas and countries included in the Latindex Catalogue 2.0 and published between 2018 and 2020 (freely available as an open access dataset). The aim is to discover evaluation and publication times. The evaluation process takes a median of 110 days, the publication process, a median of 82 days, and the whole process, a median of 224 days. Statistical differences are found according to periodicity, subject areas, countries, existence of a printed version and article type (Call for Papers or General articles). From the data we find that the delay in publication is longer than publishers themselves report to the DOAJ. STEM areas present the most similarity in publication patterns, having a higher number of evaluation days (Ed) than publication days (Pd); Arts and Humanities present the opposite pattern, with a higher Pd than Ed. In the case of Social Sciences, the times are similar. General articles and Call for Papers articles differ in terms of Ed, but not Pd, indicating that Call for Papers revisions are faster.  相似文献   

Formal and parental sex education differences among Hispanic young women by nativity status     

Luis Enrique Espinoza 《Sex education》2019,19(1):15-24

This study sought to investigate the association between nativity status and Hispanic young women’s formal sex education and parental sex education in the USA. We used data from a cross-sectional sample of 310 Hispanic young women aged 18–24 years old from the 2013–2015 US National Survey of Family Growth. We assessed 11 outcomes: four formal sex education topics; receiving any formal sex education; a formal sex education scale; four parental sex education topics; and receiving any parental sex education. The majority of our sample was US-born Hispanic versus foreign born (72.6% and 27.4% respectively). Foreign-born Hispanics were less likely to have received any type of formal sex education than US-born Hispanics (adjusted odds ratio = 0.81; 95% confidence interval: 0.24, 0.68, p < 0.01). Foreign-born Hispanics were less likely to have received parental HIV sex education than U.S.-born Hispanics (aOR = 0.36; 95% CI: 0.14, 0.97, p < 0.05). Nativity status did not have a significant effect on each unit increase on the scale (aB = –0.07, SE = 0.16; aβ = –0.42, p > 0.05). Our results indicate that having appropriate sex education knowledge is better than not being cognisant. Future studies should however examine the quality and content of sex education programmes so policymakers can better understand these young women’s sexual behaviours and decisions.  相似文献   

知识经济时代的人力资本政策——教育系统的使命与面临的挑战   总被引：1，自引：0，他引：1  

魏爱德  范皑皑 《北京大学教育评论》2011,9(3):56-64,189

在全球化背景下,世界各国都被纳入了知识经济的洪流。劳动力市场中岗位特性的变化带来了对工作者技能要求的变化,要求建立以能力为基础的人才培养机制。在具有动态性和开放性特点的知识经济环境下,能力的提升和保障需要依靠灵活和持续的终身学习体系。因此,教育系统要提供公平而有质量的教育,就需要转变教育实践和教育研究的工作范式,最终建立终身学习的体系和现代教育管理系统。  相似文献   

Constructivist Approaches in a Dual-Language Classroom     

Ricardo González-Carriedo  Nancy Bustos  Jorge Ordóñez 《Multicultural Perspectives》2016,18(2):108-111

Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools.  相似文献   

Netflix: global hegemon or facilitator of frictionless digital trade?     

Luis Aguiar  Joel Waldfogel 《Journal of Cultural Economics》2018,42(3):419-445

Trade in cultural products has traditionally been constrained by a combination of law and technology. In Europe, digital sellers based in a given EU country are not always able to distribute across borders. In January 2016, US-based Netflix announced an expansion to 243 countries, accomplishing cross-border distribution through business strategy. Changes in law or technology that facilitate cross-national cultural trade have traditionally drawn the concern of observers worried about the cultural heritage—and products—of small markets. The expansion raises questions about what Netflix is doing. Is it a cultural hegemon, distributing US fare into 243 countries? Or it is a facilitator of free trade, making the products of even small countries more available outside their home markets (relative to traditional distribution)? And how does the curated model—which limits the number of movies the platform wants to distribute—affect Netflix’s function? To shed light on these questions, we develop a new measure of the global availability of a repertoire, the value-weighted geographic reach. Using this measure we find, first, that Netflix makes many of the works from a wide variety of countries available in many other countries. Second, we find that theatrical distribution strongly advantages US-origin fare. Third, the pattern of origin repertoire available through Netflix also favors the USA, although less overwhelmingly. Moreover, many countries are relatively advantaged by their Netflix availability patterns. Finally, we discuss some issues related to the Netflix platform, including horizontal competition with other platforms, vertical struggles with content providers (and its backward integration into production), and we speculate on possible challenges for regulators.  相似文献   

3-min all-out effort on cycle ergometer is valid to estimate the anaerobic capacity by measurement of blood lactate and excess post-exercise oxygen consumption     

Alessandro Moura Zagatto  Paulo Eduardo Redkva  Rodrigo Araújo Bonetti de Poli  Joel Abraham Martinez González  Jeniffer Zanetti Brandani  Thiago Penedo 《European Journal of Sport Science》2019,19(5):645-652

The purpose of this study was to investigate the use of a single 3-min all-out maximal effort to estimate anaerobic capacity (AC) through the lactate and excess post-exercise oxygen consumption (EPOC) response methods (AC_{[La^?]+EPOCfast}) on a cycle ergometer. Eleven physically active men (age?=?28.1?±?4.0?yrs, height?=?175.1?±?4.2?cm, body mass?=?74.8?±?11.9?kg and ?O_2max?=?40.7?±?7.3?mL?kg^?1?min^?1), participated in the study and performed: i) five submaximal efforts, ii) a supramaximal effort at 115% of intensity of ?O_2max, and iii) a 3-min all-out maximal effort. Anaerobic capacity was estimated using the supramaximal effort through conventional maximal accumulated oxygen deficit (MAOD) and also through the sum of oxygen equivalents from the glycolytic (fast component of excess post-exercise oxygen consumption) and phosphagen pathways (blood lactate accumulation) (AC_{[La^?]+EPOCfast}), while during the 3-min all-out maximal effort the anaerobic capacity was estimated using the AC_{[La^?]+EPOCfast} procedure. There were no significant differences between the three methods (p?>?0.05). Additionally, the anaerobic capacity estimated during the 3-min all-out effort was significantly correlated with the MAOD (r?=?0.74; p?=?0.009) and AC_{[La^?]+EPOCfast} methods (r?=?0.65; p?=?0.029). Therefore, it is possible to conclude that the 3-min all-out effort is valid to estimate anaerobic capacity in physically active men during a single cycle ergometer effort.  相似文献   

The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education     

Luis García-González  Javier Sevil-Serrano  Angel Abós  Nathalie Aelterman  Leen Haerens 《Physical Education & Sport Pedagogy》2019,24(4):344-358

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.  相似文献