Education and internal migration: A review and report     

W. T. S. Gould 《International Journal of Educational Development》1982,1(3):103-111

In April 1981, the Education Study Group of the Development Studies Association (of Britain) held a workshop on “Education and Migration” at Liverpool University. The following seven papers form an extended summary of the proceedings, offering a general review and cases in five countries, four African and one Latin American.The broad conclusion is that the propensity to migrate from rural to urban areas tends to rise with educational attainment. However, structural factors within a society as well as changing economic circumstances can affect the relationship. The increased availability of schooling will tend to reduce the migration of the less schooled, to the presumed benefit of their home areas.  相似文献   

New Ways of Reading Old Texts     

Douglas Tallack  Diana Knight  Bernard McGuirk  Steve Giles 《English in Education》1986,20(2):13-21

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A Structural Equation Modeling Approach for the Analysis of Cortisol Data Collected Using Pre–Post–Post Designs     

Michael Willoughby  Nathan Vandergrift  Clancy Blair  Douglas A. Granger 《Structural equation modeling》2013,20(1):125-145

Abstract

This study introduces a novel application of structural equation modeling (SEM) for the analysis of cortisol data that are collected using a pre–post–post design. By way of an extended example, an SEM model is developed that permits an examination of both the overall level of cortisol, as well as changes in cortisol (reactivity and regulation), as predictors of cognitive (executive) and behavioral functioning in 3- to 5-year-old children (N = 171) attending Head Start. The SEM model makes use of the parameterization of latent curve models. Throughout the extended example, the strengths of using an SEM approach for the analysis of cortisol data that are collected using pre–post–post designs is highlighted.  相似文献   

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance     

Douglas B. Luckie  Aaron M. Rivkin  Jacob R. Aubry  Benjamin J. Marengo  Leah R. Creech  Ryan D. Sweeder 《CBE life sciences education》2013,12(3):515-529

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.  相似文献   

Curriculum Development in Higher Education     

Douglas R. Pierce 《College Teaching》2013,61(4):278-279

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基于论证型式应用的论证挖掘     

道格拉斯·沃顿 《中山大学学报论丛》2011,4(1)

本文旨在为构建一种以论证型式为基础的方法,用以帮助非形式逻辑的学生分析自然语言对话的文本,并识别出其中所出现的常见论证类型.他们在这一过程中时常会错误地辨识论证类型,而本文将表明所发展的这种方法对于学习非形式逻辑的学生们是非常有帮助的.另外,对于那些可用于构建一种有用的论证识别方法的理论资源,本文对其最新发展动态进行了考察,并且也概览了当前人工智能领域中所发展的自动论证挖掘工具.  相似文献   

Psychological Allostatic Load: the Cost of Persistence in STEM Disciplines     

Lamb  Richard  Hoston  Douglas  Lin  Jing  Firestone  Jonah 《Research in Science Education》2022,52(4):1187-1206

Research in Science Education - The purpose of this study is to explore the impact of persistence within STEM learning environments as a function of cumulative stress and latent trauma. The...  相似文献   

YouTube-based course orientation videos delivered prior to matriculation fail to alleviate medical student anxiety about anatomy     

Stefanie M. Attardi  Douglas J. Gould  Rebecca L. Pratt  Victoria A. Roach 《Anatomical sciences education》2022,15(4):685-697

Gross anatomy is a source of anxiety for matriculating medical students due to the large volume of information presented in a truncated timeline, and because it may be their first exposure to human cadavers. This study aimed to assess if video-based resources would affect matriculating medical students' anatomy state anxiety levels. Videos were designed to be short, YouTube-based units that served to provide orientation information about the anatomy course, dissection facilities, and available study resources to dispel anxiety around beginning their anatomy studies. To evaluate the impact of the videos, students in two consecutive matriculating years (2018 and 2019) completed the validated State-Trait Anxiety Inventory and a demographic questionnaire. The 2019 cohort (n = 118) served as the experimental group with access to the videos; while the 2018 cohort (n = 120) without video access served as a historical control. Analyses revealed that the groups were equivalent in terms of trait anxiety (P = 0.854) and anatomy state anxiety even when student video exposure was controlled (P = 0.495). Anatomy state anxiety was only significantly lower in students with prior formal anatomy exposure (P = 0.006). Further inquiry into students' prior anatomy experience identified that individuals with post-secondary dissection experience were significantly less anxious than those without formal anatomical experience (P = 0.023). These results may serve as a cautionary tale to educators; while preference for video-based instructional materials is prevalent in the literature, videos delivered on public social media platforms fail to prepare students for the psychological impact of studying human anatomy.  相似文献   

Learning to See with Different Eyes: A Nietzschean Challenge to Multicultural Dialogue     

Douglas W. Yacek 《Educational theory》2014,64(2):99-121

Empathy is a necessity in our multicultural world. Modern democratic societies are home to communities with the most diverse religious, political, and moral convictions, and these convictions often directly, even perilously, contradict one another. Educational theorists differ on how empathy can be taught in the face of these contradictions. Does proper pedagogical action entail an attempt to teach students to understand the other, to see their world through the eyes of the other? Or is such an attempt doomed to fail, a vain and presumptuous striving to surpass the epistemologically preordained limits of subjectivity? While theorists who promote mutual understanding traditionally look to some form of dialogue to establish their empathic pedagogies, those who doubt the possibility of mutual understanding formulate critical, often monological pedagogies in which students are encouraged to “talk back” to their others about their idiosyncratic perspectives. Theorists have thus had choose: dialogue or relativism? Using the robust educational philosophy of Friedrich Nietzsche, Douglas Yacek demonstrates that this is a most unsatisfactory choice, one that ignores the pedagogical complexity needed to teach students genuine empathy. He argues that Nietzsche's educational writings yield a tripartite empathic pedagogy founded on self‐knowledge, foreign language learning, and experimentalism. Upon these three pedagogical pillars, Yacek problematizes Megan Laverty's recent attempt to formulate an empathic pedagogy as dialogical philosophical inquiry. Although Nietzsche would endorse much of Laverty's pedagogy, Yacek concludes that Nietzsche's pedagogy requires engagement with perspectives across the democratic curriculum and, indeed, beyond.  相似文献   

Recasting Border Crossing Politics and Pedagogies to Combat Educational Inequity: Experiences,Identities, and Perceptions of Latino/a Immigrant Youth     

Camille M. Wilson  Lucila D. Ek  Ty-Ron M. O. Douglas 《The Urban Review》2014,46(1):1-24

Educational borderlands are the physical and/or conceptual landscapes where one must negotiate notions of cultural difference as she or he lives and learns—landscapes that envelop an array of pedagogical and cultural spaces, yet are typically guarded by exclusionary tactics. In this article, we examine how US immigrant youth navigate three educational borderlands: the geopolitical, institutional, and home community. We also discuss how educators’ biased ideologies and actions towards these youth solidify borders and increase inequity. Data from studies of California and North Carolina school communities allow us to extend border crossing theories and address how many immigrant youth confront and resist inequities, negotiate their cultural identities, and enact agency. While emphasizing that borderlands are sites of risk and transformation, we also suggest how educators can draw upon their relative power and privilege to cross borders too, advocate for immigrant youth, and ultimately improve education.  相似文献