Racial identity and academic attainment among African American adolescents   总被引：2，自引：0，他引：2  

Chavous TM  Bernat DH  Schmeelk-Cone K  Caldwell CH  Kohn-Wood L  Zimmerman MA 《Child development》2003,74(4):1076-1090

In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development.  相似文献   

From Nothing to Something: The Nuts and Bolts of Building a Mentoring Program in a Health Sciences College     

Debra L. Franko 《Mentoring & Tutoring: Partnership in Learning》2016,24(2):109-123

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The Use of Reflective Journals in Initial Teacher Training   总被引：2，自引：0，他引：2  

Frances Harland  Debra Myhill 《English in Education》1997,31(1):4-11

The intention of this article is to examine the role of reflective journals in Initial Teacher Training courses, and, in particular, how they can enable students to develop critical independence for professional self-appraisal. It explores the value of journal writing in the process of learning about teaching by reproducing an edited extract of one PGCE (Post-Graduate Certificate in Education) student's course journal, and by offering both a student's and a tutor's perspective of the significance of the journal.  相似文献   

Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking     

Susan B. Empson  Debra Junk  Higinio Dominguez  Erin Turner 《Educational Studies in Mathematics》2006,63(1):1-28

Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared) in their solutions to equal sharing problems and to see to what extent this coordination was multiplicative. A secondary goal was to document children's solutions for equal sharing problems in which the quantities had a common factor (other than 1). Data consisted of problem-solving interviews with students in 1st, 3rd, 4th, and 5th grades (n=112). We found two major categories of strategies: (a) Parts Quantities strategies and (b) Ratio Quantities strategies. Parts quantities involved children's partitions of continuous units expressed in terms of the number of pieces that would be created. Ratio quantities involved children's creation of associated sets of discrete quantities. Within these strategies, children drew upon a range of relationships among fractions, ratio, multiplication, and division to mentally or physically manipulate quantities of sharers and things to produce exhaustive and equal partitions of the items. Additionally, we observed that problems that included number combinations with common factors elicited a wider range of whole-number knowledge and operations in children's strategies and therefore appeared to support richer interconnections than problems with relatively prime or more basic number combinations.  相似文献   

Allow us to introduce: Harold D. Stolovitch     

Debra Haney  Sheryl Narahara 《Performance Improvement》2001,40(9):15-17

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Allow us to introduce: Erica J. Keeps     

Debra Haney  Sheryl Narahara 《Performance Improvement》2001,40(10):9-11

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The knowledge explosion in science education: Balancing practical and theoretical knowledge     

Andrew Boulton  Debra Panizzon 《科学教学研究杂志》1998,35(5):475-481

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Family Routines and Parental Monitoring as Protective Factors Among Early and Middle Adolescents Affected by Maternal HIV/AIDS     

Debra A. Murphy  William D. Marelich  Diane M. Herbeck  Diana L. Payne 《Child development》2009,80(6):1676-1691

The influence of parenting skills on adolescent outcomes among children affected by maternal HIV/AIDS (N = 118, M age = 13) was investigated. Among families with more frequent family routines, over time adolescents showed lower rates of aggression, anxiety, worry, depression, conduct disorder, binge drinking, and increased self‐concept. Among families with higher levels of parental monitoring, adolescents showed significant declines in anxiety and depression, conduct disorder, and binge drinking, along with increased self‐concept. Mothers’ level of illness was associated with parenting. Greater variability in parental monitoring resulted in higher levels of problem behaviors.  相似文献   

1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology     

Elena Bray Speth  Jennifer L. Momsen  Gregory A. Moyerbrailean  Diane Ebert-May  Tammy M. Long  Sara Wyse  Debra Linton 《CBE life sciences education》2010,9(3):323-332

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills.  相似文献   

Critically engaged learning: connecting to young lives     

Debra Hayes 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):276-278

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