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31.
Selective universities regularly employ policies that favor children of alumni (known as legacies) in undergraduate admissions. Since alumni from selective colleges and universities historically have been disproportionately white, admissions policies that favor legacies have disproportionately benefited white students. For this reason, legacy policies lead to additional costs in terms of reductions in racial diversity. As larger numbers of minority students graduate from colleges and universities and have children, however, the potential pool of legacy applicants will change markedly in racial composition. This analysis begins with a review of the history and objectives of the preference for children of alumni in undergraduate admissions. We then consider the specific case of the University of Virginia and employ demographic techniques to predict the racial composition of the pool of potential legacy applicants to the university. Significant changes in the racial composition of classes that graduated from the University of Virginia from the late 1960s through the 1970s foreshadow similar changes in the characteristics of alumni children maturing through the next two decades. 相似文献
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This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations. 相似文献
35.
A comparison of the dimensions used by Iranian and American students in rating instruction 总被引:1,自引:0,他引:1
David W. Chapman Edward F. Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):41-60
This study investigated the dimensions of teacher behavior and classroom characteristics used by Iranian high school students (N=880) in evaluating their classroom experience. Secondly, it compared these dimensions to those used by American high school students (N=599). During January, 1978, both groups of students completed the Classroom Behavior Survey (CBS). Principal components analysis with varimax rotation yielded a 12 factor solution for Iranian data and 14 for the American data. Comparison of the factors suggest that the dimensions on which Iranian and American students evaluate their teachers are substantially different, though the dimensions they use to evaluate characteristics of the course and content are similar.
Zusammenfassung Diese Studie untersucht die Dimensionen von Lehrerverhalten und Unterrichtsweisen, die iranische Studenten zur Evaluation ihrer Klassenerfahrungen angewandt haben. Ferner vergleicht sie diese Dimensionen mit den von amerikanischen Sekundarschülern benutzten. Beide Schülergruppen beendeten ihre Untersuchungen über Unterrichtsverhalten im Januar 1978. Eine Analyse der Hauptkomponenten, mit Varimax Rotation, ergab eine 12-Faktorenlösung für die iranischen Daten gegenüber 14 Faktoren für die amerikanischen. Ein Vergleich dieser Faktoren deutet darauf hin, daß die Dimensionen, aufgrund derer die iranischen und amerikanischen Schüler ihre Lehrer bewerten, stark voneinander abweichen, während sich die für die Beurteilung der Kurse und Inhalte gebrauchten gleichen.
Résumé Cette étude porte sur les cotes du comportement de l'enseignant et des caractéristiques de la classe utilisées par les élèves iraniens de l'enseignement secondaire. (N=880) dans leur évaluation de leur expérience scolaire. Elle compare ensuite ces cotes à celles utilisées par les élèves américains du secondaire. Les deux groupes d'élèves ont terminé leur enquête sur le comportement de la classe (CBS ECC) en janvier 1978. L'analyse des principales composantes avec rotation varimax a donné une solution à 12 facteurs pour les données iraniennes et à 14 facteurs pour les données américaines. La comparaison des facteurs suggère que les cotes selon lesquelles les élèves iraniens et américains évaluent leurs enseignants sont notablement différentes, bien que celles qu'ils utilisent pour évaluer les caractéristiques du cours et de son contenu soient similaires.相似文献
36.
AbstractThis study sought to determine if human papillomavirus (HPV) vaccination rates are associated with teaching requirements for abstinence in state sex education laws and policies. A cross-sectional analysis was conducted assessing the association between abstinence education legislation and HPV vaccination rates in adolescents (aged 13–17?years). After adjustment for insurance coverage and household income, the level of abstinence education was not significantly associated with vaccination rates. However, a higher percentage of individuals uninsured was significantly and negatively associated with the vaccination rate. This suggests that HPV vaccination rates are associated with insurance coverage, but not with the degree to which sex education laws or policies emphasize abstinence. 相似文献
37.
Robert M. Klassen Virginia M. C. Tze Shea M. Betts Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred
and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published
in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological
diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack
of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the
links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice.
An outline of directions for future teacher efficacy research is provided. 相似文献
38.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
39.
Emily Hestness J. Randy McGinnis Kelly Riedinger Gili Marbach-Ad 《Journal of Science Teacher Education》2011,22(4):351-369
We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using
complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries
collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’
experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate
change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science
teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content
understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation
and evaluation of developing views and understandings related to global climate change. 相似文献
40.
AnnaMarie Conner Kelly W. Edenfield Brian W. Gleason Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504
In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary
mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs
of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through
further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics
and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs
that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief
structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are
consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On
the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching
may be impacted. 相似文献