Gender differences in formal,non-formal and informal adult learning     

Ellen Boeren 《Studies in Continuing Education》2013,35(3):333-346

At first sight, participation rates in adult learning do not differ strongly between men and women. Further exploration, however, makes clear that differences exist at the level of the type of learning. Men participate more in work-related learning and experience more job-related motives to participate. Women take on the main responsibilities in the home, resulting in less employment in knowledge intensive jobs and fewer opportunities for work-related training. In this paper, we use the Harvard gender analysis framework to gain insight into the differences in adult learning activities between men and women. In the empirical part, we use the Eurostat Adult Education Survey, which provides sex-aggregated data, which are needed to gain insight in the broader activity profile of the population divided by men and women.  相似文献   

Promoting retention and successful completion on Masters courses in education: a study comparing e‐tuition using asynchronous conferencing software with face‐to‐face tuition     

Paul Knight 《Open Learning》2013,28(1):87-96

This paper considers the influence of e‐tuition using an asynchronous written conferencing package, FirstClass, upon retention and success rates for Masters‐level courses in a distance learning programme as compared with similar courses that were supported in a traditional manner using face‐to‐face tuition. The paper investigates the common assumption that the use of e‐tuition might negatively influence both retention and success rates by studying data gathered on UK Open University Masters courses in education. These data have allowed direct comparisons between e‐tutored and face‐to‐face tutored courses to be made. The effect of linking assessment to participation in activities using FirstClass is also considered in this study. This research has revealed that e‐tutoring using FirstClass appears to have no significant positive or negative influence on either retention or success on such courses.  相似文献   

The impact of high school exit exams on graduation rates and achievement     

Katherine Caves  Simone Balestra 《The Journal of educational research》2018,111(2):186-200

The authors examined the short- and long-term effects of high school exit exams (HSEEs) on graduation rates and achievement using an interrupted time series approach. There is a positive overall effect of HSEE introduction for graduation rate trends, which is heterogeneous over time. HSEEs have a negative impact on graduation rates in the year of introduction and briefly after, which is short lived and becomes positive (but not statistically significant) over the long term. There is also a preintervention negative effect, suggesting that high schools prepare for the HSEE before introduction. There are no effects for achievement, possibly due to the lack of meaningful cross-state achievement data. The findings are robust to the inclusion of states that do not have HSEEs as a control group and also robust to controlling for No Child Left Behind introduction.  相似文献   

Academic Fit of Student-Athletes: An Analysis of NCAA Division I-A Graduation Rates     

Ferris  Eric  Finster  Mark  McDonald  David 《Research in higher education》2004,45(6):555-575

Federal law mandates that universities reveal their graduation rates purportedly to inform policy makers and constituencies about efforts to support educational attainment for students and athletes. These rates are widely used to compare universities. Analysis of 10 years of graduation rates across all major athletic programs concludes that graduation rates alone are insufficient and misleading unless they account for the widely varying constituencies served by different universities. Constituency factors include university mission, admission restrictions, and institutional wealth. Universities with more selective admission policies graduate both students and athletes at higher rates, although their athletes graduate at lower rates, relative to their student cohorts. This research assesses: (1) athlete educational attainment, (2) the impact of athletic success and (3) the relationship between admission selectivity and educational attainment. The results provide implications for across-university policies and suggest a method for identifying universities that model the bifurcated goal of academic and athletic excellence.  相似文献   

Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data     

Bobby J. Franklin  Stephen B. Trouard 《The Journal of educational research》2016,109(6):631-639

The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade) included 31,641 students and used eighth grade predictors. The predictors studied were age, poverty, attendance, gender, and standardized test scores. The data were analyzed using logistic regression. All variables were predictors of dropping out of high school. Age and poverty proved to be the most effective at discriminating between dropouts and graduates within each panel. Age became more effective with time. Attendance and test scores were stable indicators between panels. Gender predicted dropouts for only the ninth grade panel. Eighth graders that were female were approximately 22% less likely to drop out.  相似文献   

一个抛物型方程组爆破解的速率估计     

李慧玲  王明新 《东南大学学报》2002,18(1):99-102

研究一个通过方程和非线性边界条件耦合的抛物型方程组爆破解的速率估计，给出了非性线反应项和非线必琏界条件对于爆破速度的影响的精确刻划。  相似文献   

Effect of Racial/Ethnic Composition on Transfer Rates in Community Colleges: Implications for Policy and Practice     

Wassmer  Robert  Moore  Colleen  Shulock  Nancy 《Research in higher education》2004,45(6):651-672

This study examines factors associated with community college transfer rates. Regression models are developed using community college data at the institution level. The analyses employ two different definitions of the transfer rate and two different time spans over which to observe transfer behavior. Holding constant other factors expected to influence differences in transfer rates, the results reveal disparities in transfer rates according to the racial/ethnic composition of the student body. Community colleges with higher percentages of either Latino or African American students have lower 6-year transfer rates. The findings also confirm the results of other studies: community colleges with higher transfer rates tend to have younger student populations, students with higher socioeconomic status and better academic preparation, and a greater focus on academic programs. The important policy implications of these findings for states where the percentages of students of color are increasing are discussed.  相似文献   

IS STUDENT-RIGHT-TO-KNOW ALL YOU SHOULD KNOW? An Analysis of Community College Graduation Rates     

Thomas Bailey  Juan Carlos Calcagno  Davis Jenkins  Timothy Leinbach  Gregory Kienzl 《Research in higher education》2006,47(5):491-519

Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students’ success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges.  相似文献   

Student evaluations of teaching: the impact of faculty procedures on response rates     

Karen Young  Jeffrey Joines  Trey Standish  Victoria Gallagher 《Assessment & Evaluation in Higher Education》2019,44(1):37-49

In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions.  相似文献   

Can central registries improve substantiation rates in child abuse and neglect cases?     

Victor Eugene Flango   《Child abuse & neglect》1991,15(4):403-413

Central registries for child abuse and neglect have been criticized because the high proportion of unsubstantiated cases are alleged to represent an unwarranted intrusion into family life. The response to this criticism is usually a spirited defense of the social worker investigation and data distinguishing false ("fictitious") claims from unsubstantiated cases. This article asks what a reasonable substantiation rate would be in a system that operates flawlessly and examines the impact on substantiation rates of noninvestigatory variables, such as technical, legal, and policy factors. The research concluded that technical factors, such as number of maltreatment categories and number of disposition categories, did not affect substantiation rates. Legal factors, such as standards of proof, provision of notice and right to review records, were somewhat associated with lower substantiation rates, but changes in legal standards are definitely not recommended as a method of increasing substantiation rates. Of the policy factors, use of risk assessment models is an excellent way to improve substantiation rates without compromising due process safeguards.  相似文献