Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review     

Julie P. Martin  Nathan Hyungsok Choe  Jared Halter  Margaret Foster  Jeffrey Froyd  Maura Borrego  Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.  相似文献   

Stott,D. H. (1983). Issues in the intelligence debate: A juxtaposition of the arguments and an appraisal by Professor Denis H. Stott of “Intelligence: The battle for the mind” by H. J. Eysenck and L. J. Kamin. 55 pp., $5.75     

William E. Roweton  Christie Carr 《Psychology in the schools》1985,22(1):108-108

  相似文献   

The WISC-R and Woodcock-Johnson tests of cognitive ability: A comparative study     

Margaret C. Coleman  William R. Harmer 《Psychology in the schools》1985,22(2):127-132

The Woodcock-Johnson Psycho-Educational Battery has become a popular instrument for assessing students with learning problems. Previous research has indicated a possible discrepancy between overall scores on the WISC-R and the congnitive portion of the Woodcock-Johnson with samples of learning disabled (LD) students. The current study, conducted with samples of students not designated as LD, also found significant differences in the mean scores between the two measures. The hypothesis that the difference between measures is a function of grade level was not supported. Other findings of the current study, coupled with previous research, suggest that the congnitive portion of the Woodcock-Johnson may be loaded with verbal factors.  相似文献   

Newcomer's perspective: Exercise now or take your vitamins later     

Margaret Law 《Performance Improvement》1982,21(6):19-19

  相似文献   

A multidimensional motivation instrument     

Margaret E. Uguroglu  Diane P. Schiller  Herbert J. Walberg 《Psychology in the schools》1981,18(3):279-285

Individual empirical studies of motivation show little divergent validity of various factors and call for better measures, especially multidimensional instruments. The same conclusions were reached from a meta analysis of 40 motivation studies by Uguroglu and Walberg (1979). After a study of approximately 50 instruments that measured motivation constructs of social, emotional, and physical self-concept; locus of control; and achievement motivation, among others, a 23-anchored-item questionnaire using a five-point scale was developed that included these factors. The instrument was administered in May of the first and second year to 115 students in grades three through eight. The purpose of the research was to operationalize and field test a motivation instrument using multidimensional measures; also to consider whether any change would occur in the correlation of a multidimensional instrument to various achievement measures over unidimensional ones. Results of the study show the correlations of motivation to academic achievement, test-retest reliability, and the predictive validity of a multidimensional instrument.  相似文献   

Integrating processes and performance: Benchmarks and keys to quality     

J. T. Carr 《Performance Improvement》1993,32(8):14-19

  相似文献   

How performance happens (and how to help it happen better) part 13: An approach to empowerment     

Clay Carr 《Performance Improvement》1992,31(3):41-45

  相似文献   

Making sense and knowing what to do     

Clay Carr 《Performance Improvement》1991,30(5):31-36

  相似文献   

Having a motive for performing     

Clay Carr 《Performance Improvement》1991,30(9):28-33

  相似文献   

Creating a more inclusive journal: the Journal of the Medical Library Association's evolving process for selecting editorial board members     

Margaret Henderson  John W. Cyrus  Erin R. B. Eldermire  Jill T. Boruff  Katherine G. Akers  Beverly Murphy 《Journal of the Medical Library Association》2022,110(1):1

The Journal of the Medical Library Association (JMLA) selects new editorial board members every year. In the spring of 2021, JMLA used a new process for reviewing and selecting applicants for the limited number of open editorial board positions. This reevaluation of the selection process was spurred by a desire to create a more diverse and representative board. Changes to the procedures for selecting new editorial board members included having an open call for editorial board members, creating an application form, creating a selection committee to screen applicants, creating a form for the selection committee to extract data from applications, and creating a two-step process for screening and then selecting board members. As part of construction of this new process, areas for continued improvement were also identified, such as refining the application form to allow more specific answers to areas of interest to the selection committee. The newly created selection process for editorial board members constitutes a significant change in JMLA processes; however, more can be done to build on this work by further refining the selection process and ensuring that new members are selected in a transparent and streamlined manner.  相似文献