Introduction to special issue: ``Merger revisited: international perspectives on mergers in higher education'   总被引：2，自引：0，他引：2  

Kay Harman  V. Lynn Meek 《Higher Education》2002,44(1):1-4

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The social functions of evaluation in Argentine and Finnish higher education     

Jussi Välimaa  Marcela Mollis 《Higher Education in Europe》2004,29(1):67-86

This article examines the traditional assumption that higher education evaluation systems follow a similar global format. Comparative study examines institutional evaluation and assessment processes in two nation‐states that are geographically and economically remote but which, historically, share a common civic perspective. The main research question of the study is: What are the similarities and differences in the social functions of evaluation and assessment between these two countries, the models of evaluation of which originate from the same “homogeneous model of institutional evaluation”? The study demonstrates that Finnish and Argentine models of evaluation are nationally and contextually bound by general ideas rather than being applications of a global model.  相似文献   

Factors in life science textbooks that may deter girls' interest in science     

Ellen F. Potter  Sue V. Rosser 《科学教学研究杂志》1992,29(7):669-686

In order to examine factors that may deter girls' interest in science, five seventh-grade life science textbooks were analyzed for sexism in language, images, and curricular content, and for features of activities that have been found to be useful for motivating girls. Although overt sexism was not apparent, subtle forms of sexism in the selection of language, images, and curricular content were found. Activities had some features useful to girls, but other features were seldom included. Teachers may wish to use differences that were found among texts as one basis for text selection.  相似文献   

Editor's Page: On Being Innovative     

Libby V. Morris 《Innovative Higher Education》2003,27(4):211-214

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The Experiences of Low-Income Latina/o Families in an Urban Voucher,Parochial School     

Tatiana Joseph  William Vélez 《Journal of Latinos & Education》2017,16(2):143-155

Catholic schools have become a popular choice for many low income families Latino/a families. Families enrollment in these schools are often faced with the mandate to participate. However, regardless of the mandate, some schools often experience low parental participation. The purpose of this study is to document the experiences of low income, Latino/a families around parental involvement in hopes of understanding the reasoning for participating (or not) in their child’s school. The researchers conclude that families do not participate for a number of reasons including lack of opportunities, and an unwelcoming environment. The implications for Latina/o urban education are discussed.  相似文献   

Unequal academic achievement in high school: the mediating roles of concerted cultivation and close friends     

Brian V. Carolan 《British Journal of Sociology of Education》2016,37(7):1034-1055

Building from the classic Wisconsin model of status attainment, this study examines whether a specific style of parenting, concerted cultivation, and a close friend’s school-related attitudes and behaviors mediate the relationship between a family’s socioeconomic status and their child’s academic achievement in the United States. Using a recursive path model on nationally representative panel data of high school students (N = 10,350), the results confirm a direct association between socioeconomic status and concerted cultivation. In addition, concerted cultivation and close friends are shown to mediate the relationship between a family’s socioeconomic status and their child’s academic achievement.  相似文献   

Social Experiences with Peers and High School Graduation: A review of theoretical and empirical research     

Marie‐Hélène Véronneau  Frank Vitaro 《教育心理学》2007,27(3):419-445

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Peer-Collaborator Preferences of African American and White Sixth-Graders in Mathematics Classrooms     

Abigail S. Hoffman  Jill V. Hamm  Kerrylin Lambert  Judith Meece 《Journal of Experimental Education》2020,88(4):559-577

Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.  相似文献   

Edulabs AGIRE project – evaluation of ICT integration in teaching strategies     

Lúcia Pombo  Vânia Carlos  Maria João Loureiro 《Educational Media International》2017,54(3):215-230

The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers’ initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work, …) and technologies (interactive white boards, tablets, videos, …) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers’ digital literacy.  相似文献   

Goodness of fit in the home: its relationship to school behavior and achievement in children with learning disabilities     

L V Feagans  A M Merriwether  D Haldane 《Journal of learning disabilities》1991,24(7):413-420

This study examined whether a "goodness of fit" theoretical model, applied to families with and without children with learning disabilities, would be valuable in understanding the children's performance in school. A home interview was conducted with 63 families with a child with learning disabilities and 53 families with a comparable child without learning disabilities. The mothers were asked to rate how their own child fit into the family's expectations for children. It was found that, for both groups of families, children who were rated as a "poor fit" in the home demonstrated less positive behavior in the classroom and poorer achievement over the elementary school years. There was some evidence that poor fit in the home was even more negatively related to outcomes for children with learning disabilities. Discussion is centered on the importance of this theoretical model for understanding the importance of the home on successful school function.  相似文献