Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study     

Stephanie San Miguel Bauman  Nina Wang  Carrie Wester DeLeon  Judith Kafentzis  MariaAnita Zavala‐Lopez  Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.  相似文献   

How schools and students respond to school improvement programs: The case of Brazil's PDE     

Martin Carnoy  Amber K. Gove  Susanna Loeb  Jeffery H. Marshall  Miguel Socias 《Economics of Education Review》2008

This study uses rich empirical data from Brazil to assess how a government program (PDE) that decentralizes school management decisions changes what goes on in schools and how these changes affect student outcomes. It appears that the PDE resulted in some improvements in management and learning materials, but little change in other areas including evaluation and community relations. However, we find no evidence that schools’ participation in the PDE improved student achievement. The results for grade passing are stronger. Students in PDE schools saw greater increases in grade passing rates than students in non-PDE schools during the period of our study. We also estimate a positive relationship between PDE spending and student gains for those schools in the program, especially for spending on teaching and learning materials and furniture. We find no benefit of electronics spending or spending on teacher training, two of the three largest areas of school investment.  相似文献   

Reception learning and self-discovery learning in histology: Students' perceptions and their implications for assessing the effectiveness of different learning modalities     

Campos-Sánchez A  Martín-Piedra MÁ  Carriel V  González-Andrades M  Garzón I  Sánchez-Quevedo MC  Alaminos M 《Anatomical sciences education》2012,5(5):273-280

Two questionnaires were used to investigate students' perceptions of their motivation to opt for reception learning (RL) or self‐discovery learning (SDL) in histology and their choices of complementary learning strategies (CLS). The results demonstrated that the motivation to attend RL sessions was higher than the motivation to attend SDL to gain new knowledge (P < 0.01) and to apply this acquired knowledge to diagnosis (P < 0.01), therapy (P < 0.01), and research (P < 0.05). Students also showed a stronger preference for RL based on motivations related to leadership (P < 0.01) and competition (P < 0.01), although the rates were very low in both cases (≤ 1.9 ± 1.1). Statistically significant differences were found between male and female students for leadership (higher in males), responsibility (higher in females), and acquiring new knowledge (higher in females only in RL). This study's findings for students' preferred CLS strategies suggested a greater need for additional complementary resources after RL than after SDL (P < 0.01). In conclusion, RL was associated with a greater need for complementary training resources such as textbooks, atlases, the internet, audiovisual media, and tutorials, whereas SDL was associated with a greater need to orient teaching and training toward medical practice. These results suggest the need to reorient both types of learning processes to enhance their effectiveness in teaching histology, especially in the case of SDL, which should place more emphasis on clinically oriented knowledge. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Mapping and sequencing information: the social context for the genomics revolution     

García-Sancho M 《Endeavour》2007,31(1):18-23

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