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Thomas A. Flint 《Research in higher education》1992,33(6):689-708
This study examines a model of college choice by parents on behalf of their eighth-grade children. A sample of 931 Illinois parents nominated 154 identifiable institutions in a 1986 survey. Multivariate multiple regression is used to predict preferred institutional characteristics, including selectivity, highest degree offering, proximity, enrollment, and tuition. Results indicate that socioeconomic, familial, and college planning characteristics explain 35 percent of the variance in selectivity of colleges in the choice sets, with lesser (but significant) percentages of explained variance for the other institutional characteristics. These parental college nominations parallel previously reported matriculation behaviors. 相似文献
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环境社会学与自然资源社会学是关于社会与自然界相互关系的两个主要研究传统。目前关于这两个分支学科的讨论主要是局限在美国学术界内,而其对于其它国家环境和社会研究学科建设的借鉴作用尚未引起足够的重视,这正是本文在中国的学术背景中提出环境社会学与自然资源社会学相互融合问题的原因所在。环境社会学在中国正处于重要的学科建设阶段,垮学科的中国环境与资源社会学在投身中国"资源节约型、环境友好型"社会的建设中完全有希望实现环境社会学与自然资源社会学的实质融合。 相似文献
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The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
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The Journal of College Counseling (JCC) began its life in 1995 with the appointment of a founding editor and its 1st editorial board. The 1st semiannual issue of the journal was published in spring 1998, and the journal has continued to be published twice each year since then. This article presents an analysis and discussion of the content of the first 15 issues of JCC. Implications and recommendations for the future of the journal are discussed. 相似文献
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Emily Coyne Lee Farrington‐Flint Jean Underwood James Stiller 《Journal of Research in Reading》2012,35(4):393-410
The current work examines children's sensitivity to rime unit spelling–sound correspondences within the context of early word reading as a way of assessing word‐specific influences on early word‐reading strategies. Sixty 6–7‐year‐olds participated in an experimental reading task that comprised word items that shared either frequent or infrequent rime unit correspondences. Retrospective self‐reports were taken as measures of strategy choice. The results showed that the children were more accurate in identifying word items that shared a common rime unit (consistent items) when compared with those containing infrequent rime units (unique and exception items). Moreover, while nonlexical (phonological) attempts were most frequently applied across all word types, these resulted in lower levels of accuracy, especially for the exception word items. The current data support the argument that children are increasingly sensitive to rime unit sound–spelling correspondences during the early stages of their word reading and the nature of these word‐specific orthographic representations shape their reliance on using particular lexical or non‐lexical‐based word‐reading strategies. 相似文献
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This study examines two experienced teachers’ transformations and sense of agency as they implemented a writer’s workshop curriculum with multi-lingual third grade students. Multiple lines of inquiry guide the study including communities of practice (Lave & Wenger, 1991), teacher identities in figured worlds (Holland, Lachicotte, Skinner, & Cain, 1998), and the ethic of care (Noddings, 1984/2003). A constant comparative method was used to analyze classroom observation notes, interviews and debriefing sessions (Glaser & Strauss, 1967). Findings indicate that teachers transformed their pedagogical practices around writing, and at the same time reconsidered what it may mean to become renewed professionals. 相似文献
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Thomas Flint 《Research in higher education》1997,38(3):313-344
A study of parents' and their children's means of paying for college was conducted to determine if the use of parent contributions, work earnings, or student financial aid shows influence across generations. This study used data from the National Postsecondary Student Aid Study of 1990 in a path model with controls for the child's academic ability, gender, declared major, institutional selectivity, tuition cost, and distance from home. Indirect effects are indicated that increase parental cash gifts and loans to the child, mediated by parents' measures of socioeconomic status, the timing of college savings, and the child's degree aspirations. The child's financial aid is also indirectly affected by measures of the parents' socioeconomic status (higher status resulting in less aid). The direct effect of the parent receiving student financial aid is in larger amounts of student aid for the child. No intergenerational effects occur between the parents' use of work earnings to finance college and the amount of work earnings in college for the child. 相似文献
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This paper argues that the recent debate about plagiarism has taken on aspects of a moral panic, which reflects underlying anxieties about the state of higher education in the United Kingdom. In contrast to the moral absolutism of some commentators, we argue for the significance of posing the phenomenological question of ‘what is plagiarism in its appearing?’ We present a detailed idiographic analysis of two cases taken from a wider study of staff perceptions of plagiarism looking at the multiple meanings of plagiarism in the life‐world of individual staff. Our approach does not entail judgemental relativism; rather, it involves a proper recognition of the limitations of rule‐bound approaches to complex ethical matters. We argue for a virtues‐based approach to plagiarism, which recognises complexity, and for a more measured and collegial debate. 相似文献
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