Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study     

Stephanie San Miguel Bauman  Nina Wang  Carrie Wester DeLeon  Judith Kafentzis  MariaAnita Zavala‐Lopez  Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.  相似文献   

Do you want your child to have a certified teacher?     

Christian Andersson  Nina Waldenström 《Economics of Education Review》2011,30(1):65-78

This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities.  相似文献   

半无穷区间二阶三点边值问题的解     

孙艳梅  薛妮娜 《商丘师范学院学报》2009,25(12):16-20

利用Leray-Schauder不动点定理结合Green函数的性质,研究半无穷区间二阶三点边值问题的解.  相似文献   

Conclusion to Higher Education's Role in Public School Reform and Community Engagement     

Robert F. Kronick  Jessica Nina Lester  D. Gavin Luter 《Peabody Journal of Education》2013,88(5):657-664

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Geographic Variations in Cost of Living: Associations With Family and Child Well‐Being     

Nina C. Chien  Rashmita S. Mistry 《Child development》2013,84(1):209-225

The effects of geographic variations in cost of living and family income on children’s academic achievement and social competence in first grade (mean age = 86.9 months) were examined, mediated through material hardship, parental investments, family stress, and school resources. Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 17,565), higher cost of living was associated with lower academic achievement. For poor children only, higher cost of living was also detrimental to parental investments and school resources. Parental investments and school resources were more strongly associated with achievement for lower income than higher income children. Results suggest that cost of living intersects with income in meaningful ways for family and child well‐being and should be accounted for in the poverty measure.  相似文献   

A Study of the Junior-High-School Assembly     

Nina A. Heller 《Clearing house (Menasha, Wis.)》2013,86(6):356-361

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Cultural clash and educational diversity: Immigrant teachers' efforts to rescue the education of immigrant children in Israel     

Alek D. Epstein  Nina G. Kheimets 《International Studies in Sociology of Education》2013,23(2):191-210

Thousands of immigrants who arrived from the former USSR during the past decade have drastically changed the Israeli educational system. However, constituting about 12% of the potential labour force of educators, immigrant teachers represent less than 5% of the actual teaching staff; 69% of immigrant students in the 17-year-old age cohort do not possess a matriculation certificate. This article presents the results of research that studied probably the most prominent effort to rescue the education of immigrant children, namely the Mofet system, which was founded by a group of immigrant teachers in 1991. Today's Mofet runs more than 20 supplementary evening schools around the country and five day-schools. The development of the Mofet group for the advancement of education is one of the most significant examples of the consolidation trends among the Russian-speaking intelligentsia in Israel. However, the authors argue that though Mofet's success is directly linked to the general education system's failure to meet immigrants' needs, it does not express Russian immigrants' desire for socio-cultural segregation.  相似文献   

Socioeconomic Background of University Students in Finland after World War II     

Arto Nevala 《Scandinavian Journal of Educational Research》2013,57(4):293-303

In Finland higher education has expanded and the number of students has increased since World War II. During the period front 1945 to 1985 the socioeconomic background of new university students has also changed. The article analyses the change in the socioeconomic background of Finnish students in higher education as a whole. In different parts of Finland new students come from different socioeconomic groups. In southern and south‐western Finland, in particular, most of the new students come from upper socioeconomic groups. The differences in the socioeconomic background between regions of the country have increased during the 1980s. The new students are consistently found to come from upper socioeconomic classes especially in medicine, law, economics and technology. In contrast, in the humanities and in education the distribution of the new students according to socioeconomic background corresponds better to that of the whole population. In the near future Finnish higher education will face new challenges: from the viewpoint of economy, the “golden years” are now over and on the other hand equality has fallen out on fashion.  相似文献   

Book reviews     

Jennifer Alford  Nina Burridge  Rhonda G. Craven  Carol Reid 《The Australian Educational Researcher》2010,37(2):127-137

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Automatic item generation of probability word problems     

Heinz Holling  Jonas P. Bertling  Nina Zeuch 《Studies in Educational Evaluation》2009,35(2-3):71-76

Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems based on templates that allow for the generation of word problems involving different topics from probability theory. It was tested in a pilot study with N = 146 German university students. The items show a good fit to the Rasch model. Item difficulties can be explained by the Linear Logistic Test Model (LLTM) and by the random-effects LLTM. The practical implications of these findings for future test development in the assessment of probability competencies are also discussed.  相似文献