The impact of community college attendance on baccalaureate attainment     

Mariana Alfonso 《Research in higher education》2006,47(8):873-903

Community colleges are seen as contradictory institutions. Supporters contend that community colleges increase baccalaureate attainment by providing access to higher education for students who would otherwise not attend college, while critics argue that these institutions decrease baccalaureate attainment for students who would otherwise attend a 4-year institution. Using the National Education Longitudinal Study, this article advances the literature on the impact of community colleges on baccalaureate attainment by estimating new models that allow controlling for pathways of enrollment while using different measures of educational expectations and correcting for college choice. Findings suggest that community colleges significantly reduce the probability of attaining a bachelor’s degree, as compared to 4-year institutions, an effect that remains after having taken into account non-traditional enrollment pathways, educational expectations, and self-selection into 2-year and 4-year institutions.An earlier version of this paper was presented at the November 2004 Annual Meeting of the Association for the Study of Higher Education.  相似文献   

‘I wish color had no history’: an exploration of identity through student performance poetry     

Brynja Elisabeth Halldórsdóttir Gudjonsson 《Ethnography and Education》2018,13(3):322-339

ABSTRACT

This article focuses on multiracial student experiences using co-created ethnographic data with two students’ spoken word poetry. The students considered their own history, their origins and discovered a complexity – and found that their struggle was not exclusively internal. External expectations of singular categorizations and social understanding of behavior played a role in students’ identity construction. The students exhibited an internalization of expectations, as they reflected on their developing identities in their writing. They also indicated that they found ways to resist the expectations and forms of power. The results further discussions related to the modern understanding of identity fluidity and raises the question of why identity, in the modern context, continues to be seen as fixed. The research enabled students to reflect on the complex nature of identity and present a nuanced picture of their unique identity struggles, and their awareness of the social constructs and expectations of others.  相似文献   

Teacher expectations concerning students with immigrant backgrounds or special educational needs     

Ineke M. Pit-ten Cate  Sabine Glock 《Educational Research and Evaluation》2018,24(3-5):277-294

ABSTRACT

Male students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers’ expectations concerning the academic achievement of students based on sociodemographic characteristics. Although research has indicated differential teachers’ expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study, both SEN and immigrant background were systematically varied and teachers were asked to rate the students’ academic achievement. Results showed that teachers’ expectations of students with SEN and immigrant background were lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special education programmes. The educational and theoretical implications of these findings are discussed.  相似文献   

Information and choice of A‐level subjects: A cluster randomised controlled trial with linked administrative data          下载免费PDF全文

Peter Davies  Neil M. Davies  Tian Qiu 《British Educational Research Journal》2017,43(4):647-670

We estimated the effects of an intervention which provided information about graduate wages to 5593 students in England, using a blinded cluster randomised controlled trial in 50 schools (registration: AEARCTR‐0000468). Our primary outcome was students’ choice of A‐level subjects at age 16. We also recorded the students’ expectations of future wages and the A‐level subjects they intended to take before and after the intervention, and linked their data into national administrative school examination records. We found that an hour‐long lesson on information about graduate wages affected students’ beliefs about and choice of subject. They were more likely to take mathematics and less likely to take biology and computing. We found strong evidence that mediating factors such as their beliefs about average graduate salaries and their own likely salary in each subject were affected by the intervention. This suggests that providing accessible and credible information on labour market consequences of school choices may influence students’ decisions. In the light of concerns about the quality of careers guidance for school students and expectations that educational choices should be well‐informed, the study has clear implications for policy and practice.  相似文献   

Teachers' beliefs about students,and the intention of students to drop out of secondary education in Flanders     

《Teaching and Teacher Education》2016

Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility.  相似文献   

Using an expectancy-value approach to examine teachers’ motivational strategies     

Susan K. Green   《Teaching and Teacher Education》2002,18(8)

This study explored verbal motivational strategies in exemplary teachers’ classrooms. A framework derived from expectancy-value theory, which addresses student motivation for academic tasks, was applied. Audiotaped math and literacy lessons of two exemplary second-grade teachers showed a high number of comments related to expectancies and relatively fewer related to valuing tasks. In addition, teachers made more motivational statements when in the process of instruction than when introducing or concluding instructional episodes. Interviews revealed that some teacher beliefs, such as the importance of rationales or ensuring student success, were related to classroom strategies. Implications for theory, practice, and research are discussed.  相似文献   

从穆旦诗的子宫意象看穆旦的中国期待     

帅文芳 《洛阳师范学院学报》2006,25(1):79-82

从个体生命、群体精神和民族文化三个方面来揭示穆旦诗的子宫意象的内涵,可以窥视到穆旦在中国传统文化的影响下,自觉地赋予该意象以中国特色。穆旦对于个体生命、群体精神和民族文化具有浓厚的中国期待,穆旦的这种中国期待根源于他对国家、民族和人民的热爱。  相似文献   

捕捉期望之外的希望——从小说诗学角度分析《安德鲁斯先生》     

丛群书 《黑龙江教育学院学报》2005,24(2):97-99

小说诗学是小说研究的一个重要环节。它关注小说中的一切是怎样(how)被小说家写出来的。从小说诗学角度分析《安德鲁斯先生》,在其形式层面可以看出作者福斯特的象征手法的绝妙运用,以及“牵手”在文中体现的情感物化现象,他们都帮助福斯特捕捉到了期望之外的希望,人道主义的创作哲学使得他能够超越其创作极限,再造辉煌。  相似文献   

对比分析《远大前程》原本和简写本中语法隐喻的差异及其对英语写作教学的启示     

刘慧姝 《南昌教育学院学报》2012,(2):154+156

本文重点从系统功能语言学的人际语法隐喻理论出发,对《远大前程》原著及其由West改写的简写本进行对比分析,讨论了二者在语气隐喻使用上各自的差异,并试图找出人际语法隐喻的应用对英语写作教学的启示,希望能为同业者提供参考。  相似文献   

The Learning Styles,Expectations, and Needs of Online Students     

《College Teaching》2013,61(1):185-189

Abstract. Each student comes to class with certain learning experiences, expectations, and needs that have to be addressed, and to which instructors need to be sensitive, to maximize the students' learning experiences. However, because of the unknown make-up of online classes, the characteristics of online students may be unclear, making it difficult to develop effective online courses. This study sought to establish learning styles, expectations, and needs of students taking an online course. Data were collected from a variety of student communications and the Myers-Briggs Type Inventory. Suggestions to accommodate identified learning styles, needs, and expectations of online students are presented.  相似文献