Ethnicity and gender gaps in early childhood     

Kirstine Hansen  Elizabeth M. Jones 《British Educational Research Journal》2011,37(6):973-991

Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests.  相似文献   

Long-term outcomes of the ?VIVA! Peer Tutor Project: use of MedlinePlus by former peer tutors and the adults they taught     

Cynthia A Olney  Lucille Hansen  Ann Vickman  Sara Reibman  Frederick B Wood  Elliot Siegel 《Journal of the Medical Library Association》2011,99(4):317-320

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Was Socrates a “Socratic Teacher”?     

David T. Hansen 《Educational theory》1988,38(2):213-224

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The Full-Time — Part-Time Debate: A Research Contribution     

James C. Hansen  Gilbert D. Moore 《Counselor Education & Supervision》1968,8(1):18-22

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Exploring askers’ switching from free to paid social Q&A services: A perspective on the push-pull-mooring framework     

Zhouying Liu  Yuxiang Zhao  Si Chen  Shijie Song  Preben Hansen  Qinghua Zhu 《Information processing & management》2021,58(1):102396

The purpose of this study is to explore the factors that prompt askers to switch from free to paid social question-and-answer (SQA) services. Prior studies have investigated users’ motivations and participation in free and paid SQA services; however, little attention has been paid to askers’ switching behavior. We empirically analyzed the content of qualitative interviews from 64 askers on a well-known SQA platform in China. Based on the push-pull-mooring framework, we identified and classified factors that influenced askers’ to switch from free to paid Q&A services, using the critical incident technique, after which we calculated the entropy weights of the 16 subcategories before and after the switch, using the entropy weight method. The findings suggest that askers’ switching behavior was influenced by push factors (i.e., dissatisfaction with the free SQA service), pull factors (i.e., satisfaction with the paid SQA service), and mooring factors (i.e., social factors, personal factors, situational factors). Moreover, the findings show that the effects of these factors vary significantly before and after a switch. Dissatisfaction with the quality of information from the free SQA service would influence users before a switch, whereas satisfaction with the quality of information from the paid SQA service would influence them after a switch. In terms of mooring factors, the effects of social and personal factors on askers’ switching behavior, especially subjective norms and cognitive lock-in, turn out to be less significant after a switch, whereas the effect of trust is more significant. Besides, the effects of situational factors are more or less the same before and after a switch. To the best of our knowledge, this paper is one of the first attempts to explore factors that affect askers’ switching behavior and to shed light on the managerial strategies of paid SQA services.  相似文献   

The paired-placement of student teachers: An alternative to traditional placements in secondary schools     

Jeffery D. Nokes  Robert V. Bullough Jr.  Winston M. Egan  James R. Birrell  J. Merrell Hansen 《Teaching and Teacher Education》2008,24(8):2168-2177

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Decision-oriented frameworks for management information systems design     

James V. Hansen  Lynn J. McKell  Lester E. Heitger 《Information processing & management》1977,13(4):215-225

Despite the rapid growth in the use of computers in organizations, few of the resulting systems have had a significant impact on the way in which management makes decisions. Frameworks are needed which aid in understanding the structure of management information systems, toward providing focus and improving the effectiveness of systems efforts.This paper surveys recent conceptual and empirical work related to development of decision-oriented frameworks for management information systems design, particularly as related to the improving the management of organizations.  相似文献   

Advising time inventory: Consequences of the general college individualized baccalaureate degree program on faculty advising,activities, and academic load     

Ms. Evelyn Unes Hansen 《Innovative Higher Education》1980,4(3):212-221

Faculty of the General College are assigned advising responsibilities in addition to their teaching load. Full-time members, for example, advise 35–40 students per year. When the College initiated an individualized baccalaureate degree program in 1971, little provision was made for consequent changes on the advising function and the academic load. As a result, advisers, faced with the complex and time-consuming matters that adhere to individualized learning programs, felt mounting pressure. Large numbers of evening school students were attracted to the program and sought advice and, upon admission, expected to be assigned a faculty adviser. The College made no formal acknowledgment of the addition of the non-day school advisees to advisers' loads. Strained by the overburden, faculty participated in this study to identify how much real time they spend in advising, with whom, and on what kinds of activities. Evidence from this study was used to support their request for recognition by the College of the changed nature and full scope of their advising work.The author wishes to acknowledge Drs. Paul J. Feltovich and Thomas Brothen for their help with the researching of this paper.  相似文献   

A PERCEPTUAL‐PSYCHOLOGICAL APPROACH TO DYSLEXIA     

Kristian Holt‐Hansen 《International Journal of Disability, Development & Education》1969,16(3):162-171

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Bringing Total Quality Improvement into the college classroom     

W. Lee Hansen 《Higher Education》1993,25(3):259-279

This paper describes a recent effort to infuse the Total Quality Improvement (TQI) approach, popularized by Deming and others, into an upper-division, junior-senior economics course at the University of Wisconsin-Madison. The process of infusing TQI into instruction has received relatively little attention. Most efforts to bring TQI into higher education focus on improving administrative operations and establishing courses and programs for students to learn how to apply TQI in their future jobs. The challenge is in using TQI to help students realize their potential for learning in traditional courses.The TQI instruction approach developed for use in the course had three major elements. Customer Focus is represented by the proficiencies emphasized in the course and expected of graduating economics majors. Student Involvement is represented by team-centered research projects whose purpose is to enhance the proficiency of creating new knowledge. Continuous Improvement is represented by ongoing student evaluations of the course and instructor, carried out by a student team.After discussing the motivation for adopting this approach and the independent development of the concept of proficiencies in the economics major, the paper moves on to discuss the planning, implementation, and execution of the course. Particular attention is given to discussing the operation of the teams and the development of a multi-faceted ongoing evaluation process to assess the effectiveness of the TQI Instructional Approach.The evaluation results indicate strong student satisfaction with the TQI orientation of the course, while at the same time pointing out ways of improving what was done.The author is grateful to Jacob O. Stampen and Mark Finster for helping him learn about TQI, and to Ian Hau whose seminar stimulated this effort to infuse TQI into the classroom. Helpful comments on a draft of this paper came from Jacob O. Stampen, Maury J. Cotter, Charles A. Liedtke, Paul Weiss, and Michael L. Williamson. Special thanks for generating much of the underlying data go to the Evaluation Team of Kevin Brumm, Kimberly Klatt, and John Kittilstad, and to the Proficiency Team of Evan Anderson, Deana Lynn Grobe, and Tom Yale. Ilona Loser and Kris Feggestad assisted in assembling the results of the surveys. Suzanne Vinmans handled the typing, Vicki Szypulski made the visuals, and Elaine Moran provided helpful editorial suggestions. Laura A. Guy, Data and Program Library Service, facilitated access to the Current Population Survey tape used by several teams, and Kurt Neuwirth, Social Science Microcomputer Laboratory, created a user-friendly approach to the Current Population Survey data.  相似文献