Relative Success? Determinants of College Graduation Rates in Public and Private Colleges in the U.S.     

Marc Scott  Thomas Bailey  Greg Kienzl 《Research in higher education》2006,47(3):249-279

Amid growing criticism of public universities, there is little discussion of what appropriate institutional evaluation would entail. Six-year graduation rates are commonly used, and public bachelors granting institutions have lower rates than private institutions, but with the growth in non-traditional college attendance, these can be misleading. We develop a regression analysis as a way to evaluate institutions serving vastly different populations. We do this with a dataset constructed from publicly available sources and focus on the evaluation of public colleges. We show that public colleges are able to do more with less: our models suggest that with equivalent resources and student populations, public schools would graduate a slightly larger percentage of students than privates. Since financial resources come from very different sources, we evaluate this finding closely.  相似文献   

Toward a Linked Data Model for Describing Cartographic Resources     

Marc McGee  Kim Durante  Katherine Hart Weimer 《Journal of Map & Geography Libraries》2017,13(1):133-144

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“A Uniting Force:” Irish Music on U.S. Radio     

John Mark Dempsey  Marc Geagan  Rory Corbett 《Journal of Radio & Audio Media》2016,23(1):123-143

Ethnic music of all kinds has had a powerful influence on American popular music throughout history, and this is certainly true of Irish music. For nearly 100 years, radio has been a vital conduit for conveying musical influences of all kinds to listeners and musicians alike. This qualitative study analyzes Irish radio broadcasting in the United States The article is based upon an open-ended survey of U.S. broadcasters of Irish music programs in the top 10 markets and provides a summary of their recent playlists.  相似文献   

Full Steam Ahead: A Conceptual Analysis of User-Supplied Tags on Steam     

Travis W. Windleharth  Jacob Jett  Marc Schmalz  Jin Ha Lee 《Cataloging & classification quarterly》2016,54(7):418-441

This article describes a conceptual analysis of user-generated tags applied to video games in the Steam video game distribution system. The research team scraped all user-generated tags available on Steam and then conducted a conceptual analysis of the tags, sorting them into categories and comparing them to the current version of the Video Game Metadata Schema. This analysis allowed the team to identify new metadata elements and terms useful to game players. We present a discussion covering the major issues in organizing the terms, as well as the implications for the future work in the area of video game metadata.  相似文献   

'Chicana/o Power!'1 Epistemology and methodology for social justice and empowerment in Chicana/o communities     

Marc Pizarro 《International journal of qualitative studies in education》2013,26(1):57-80

This paper questions the epistemology underlying contemporary, innovative approaches to research. In particular, it is critical of the negative impact that institutions and their epistemological and methodological traditions have on Chicanas os. The paper retells the author's struggles in attempting to employ social justice as a critical measure of the strength of research. Critical race theory helps reveal the necessity and benefits of this approach. Chicana o epistemology then becomes the basis for the development of a new methodological approach to research in Chicana o communities. The method itself is grounded in social justice, both as objective and as process. The most significant contribution of this work is that in attempting to reshape methods through a Chicana o epistemology it addresses the ways in which researchers can effectively participate in community efforts at transformation and empowerment.  相似文献   

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts   总被引：1，自引：0，他引：1  

Dorothe Kienhues  Marc Stadtler Rainer Bromme 《Learning and Instruction》2011,21(2):193-204

The present study investigated how dealing with conflicting versus consistent medical information on the Web impacts on topic-specific and medicine-related epistemic beliefs as well as aspects of health decision making. One hundred mostly female university students were randomly assigned to three groups. Two intervention groups searched the Web for information on cholesterol to advise a fictitious friend about treatment. Pre-selected websites for these groups provided either conflicting or consistent information. The third group, the control group, did not conduct Web search. Results showed that the intervention groups differed in topic-specific epistemic beliefs. After the Web search, their medicine-related epistemic beliefs were more advanced while remaining unchanged in controls. The intervention groups also differed in some aspects of decision making.  相似文献   

Effects of cochlear implants on children's reading and academic achievement   总被引：1，自引：0，他引：1  

Marschark M  Rhoten C  Fabich M 《Journal of deaf studies and deaf education》2007,12(3):269-282

This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should be associated with higher reading and academic achievement. This review, however, reveals that although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable. Examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables such as age of implantation, language skills prior to implantation, reading ability prior to implantation, and consistency of implant use. Studies of academic achievement beyond reading are relatively rare, and the extent to which performance in such domains is mediated by reading abilities or directly influenced by hearing, language, and speech remains unclear. Considerations of methodological shortcomings in existing research as well as theoretical and practical questions yet to be addressed provide direction for future research.  相似文献   

Understanding communication among deaf students who sign and speak: a trivial pursuit?     

Marschark M  Convertino CM  Macias G  Monikowski CM  Sapere P  Seewagen R 《American annals of the deaf》2007,152(4):415-424

Classroom communication between deaf students was modeled using a question-and-answer game. Participants consisted of student pairs that relied on spoken language, pairs that relied on American Sign Language (ASL), and mixed pairs in which one student used spoken language and one signed. Although the task encouraged students to request clarification of messages they did not understand, such requests were rare, and did not vary across groups. Face-to-face communication was relatively poor in all groups. Students in the ASL group understood questions more readily than students who relied on oral communication. Although comprehension was low for all groups, those using oral communication provided more correct free responses, although the numbers were low; no significant differences existed for multiple-choice responses. Results are discussed in terms of the possibility that many deaf students have developed lower criteria for comprehension, and related challenges for classroom communication access.  相似文献   

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students     

Brit Toven-Lindsey  Marc Levis-Fitzgerald  Paul H. Barber  Tama Hasson 《CBE life sciences education》2015,14(2)

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap.  相似文献   

An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs     

Kozeracki CA  Carey MF  Colicelli J  Levis-Fitzgerald M  Grossel M 《CBE life sciences education》2006,5(4):340-347

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.  相似文献