Completing the Three Stages of Doctoral Education: An Event History Analysis   总被引：1，自引：0，他引：1  

Frim D. Ampaw  Audrey J. Jaeger 《Research in higher education》2012,53(6):640-660

Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students?? retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market??s effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students?? retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees.  相似文献   

Logical reasoning ability in Papua New Guinea tertiary science‐as measured by the test of logical thinking     

Audrey H. Wilson 《International Journal of Science Education》2013,35(5):589-593

Difficulties encountered in science study by Papua New Guinean tertiary students, although similar to those of students elsewhere, are greater. This leads to wastage of valuable third‐world resources by excessive attrition among students. An appropriate means of early identification of an individual's problem areas and a measure of the effectiveness of teaching procedures used is essential. The TOLT was shown to be an instrument appropriate for use in the third‐world situation with students who are not first language English speakers.  相似文献   

ISSUES OF WIDOWHOOD: IMPLICATIONS FOR CONTINUING EDUCATION PROGRAM PLANNING     

Audrey W. Klick 《Educational gerontology》2013,39(2-3):155-159

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Young children's number sense in Finland,Hong Kong and Singapore     

Pirjo Aunio  Jessie Ee  Swee Eng Audrey Lim  Jarkko Hautamäki  Johannes Van Luit 《International Journal of Early Years Education》2004,12(3):195-216

This study examines young children's number sense in subjects from Finland (n=254), Hong Kong (n=246), and Singapore (n=130). Chinese, English and Finnish versions of the Early Numeracy Test (ENT; Van Luit et al., 1994) were used. Two highly correlated aspects of number sense were measured, one reflecting children's abilities to organize and compare quantities (i.e. relational skills), and the other pertaining to their ability to operate with number-word sequence (i.e. counting skills). The results showed significant age-related gain on the relational and counting scales. No gender or language differences were found. The children in Hong Kong and Singapore outperformed those in Finland in relational and counting tasks starting at the age of four years. The children in Singapore also had better relational and counting skills than those in Hong Kong. Differences in teaching were assumed to explain the findings.  相似文献   

Hans Hoxter–Pioneer and Innovator in the International World of Counselling     

Audrey Newsome 《International journal for the advancement of counseling》2003,25(2-3):111-114

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Effects of Teacher Lesson Introduction on Second Graders’ Creativity in a Science/Literacy Integrated Unit on Health and Nutrition     

Angela Naomi Webb  Audrey C. Rule 《Early Childhood Education Journal》2014,42(5):351-360

The focus on standardized testing in the areas of reading and mathematics in early elementary education often minimalizes science and the arts in the curriculum. The science topics of health and nutrition were integrated into the reading curriculum through read aloud books. Inclusion of creativity skills through figural transformation drawings allowed students to display nutrition comprehension, modeling how these subject areas can fit into a narrowed curriculum. This repeated measures study examined the weekly effect of teacher lesson introduction on 19 second grade students’ (11 female, 8 male) creativity and content knowledge of nutrition under two conditions that alternated every 2 weeks over a 16-week period: a brief, positive, standard lesson introduction (control) compared to a more enhanced introduction promoting originality, risk-taking and persistence (experimental). Students listened to read-aloud books on nutrition and completed figural transformation drawings related to the stories. Findings showed that student work evidenced more creativity during the experimental condition with a very large effect size for breaking perceived boundaries; a large effect size for depicting movement in drawings; medium effect sizes for fluency, originality, storytelling articulateness, humor, wisdom, emotion, and total creative traits; and a small effect size for elaboration. Students also evidenced greater overall knowledge of health/nutrition content during the experimental condition with a small effect size. Small changes in the way a lesson was introduced had a significant impact on student knowledge and creative performance, indicating that early childhood teachers should implement similar lesson introductions to increase student creativity.  相似文献   

Preservice Teachers Map Compassion: Connecting Social Studies and Literacy Through Nonfictional Animal Stories     

Audrey C. Rule  Sarah E. Montgomery  Sarah M. Vander Zanden 《Early Childhood Education Journal》2014,42(3):219-230

Nonfiction stories of animal compassion were used in this literacy-social studies integrated lesson to address both efferent and aesthetic stances in transmediation of text from picture books to maps. Preservice early childhood and elementary teachers chose places from the nine recent children’s stories, symbolizing them on a map while completing other map elements such as legend, index, title, and compass rose. Compassion and social-emotional skills were woven into the project by representing the affective tone of story events at various places through choice of place name adjectives. A social studies extension included analysis of how the five themes of geography were depicted on the map. Synopses of the books, one map made by first graders, and three preservice teacher-made maps, along with efferent and aesthetic elements and examples of geography themes from the maps are included. Suggestions for implementation and extension of the lesson with early elementary students are provided.  相似文献   

The digital marketing skills gap: Developing a Digital Marketer Model for the communication industries     

Jo Royle  Audrey Laing 《International Journal of Information Management》2014

Scholarly literature suggests digital marketing skills gaps in industry, but these skills gaps are not clearly identified. The research aims to specify any digital marketing skills gaps encountered by professionals working in communication industries. In-depth interviews were undertaken with 20 communication industry professionals. A focus group followed, testing the rigour of the data.  相似文献   

The ethnic minority achievement grant: a critical analysis     

Leon Tikly  Audrey Osler  John Hill 《教育政策杂志》2013,28(3):283-312

This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all since the introduction of the Grant. The article proposes that if the government wishes to more effectively tackle minority ethnic underachievement then it needs to increase the overall amount spent on the Grant, which has been frozen in recent years, and demonstrate more commitment to tackling institutionalized racism within the education system and the national curriculum. Although the government is issuing guidance to schools to address historic weaknesses in the way that the Grant has been deployed, the guidance itself does not go far enough in acknowledging the role of schools and particularly LEAs in tackling underachievement. Nor does the proposed new guidance recognize the importance of including the perspectives of local Black and Asian communities in decisions on how the Grant is deployed.  相似文献   

Students ‘at‐risk’ policy: competing social and economic discourses     

Linda Audrey Joy Mosen‐Lowe  Lesley Vidovich  Anne Chapman 《教育政策杂志》2013,28(4):461-476

Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms.  相似文献