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Redmond M 《Government Information Quarterly》1986,3(3):291-303
"The U.S. Bureau of the Census created the State Data Center program in 1978 to improve public access to census information. This article discusses the background, structure, and services of that program; the role of libraries in the program; and future directions in State Data Center/library relationships. The appendix lists contact person names, as well as addresses and telephone numbers for State Data Center lead agencies." 相似文献
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Richard Spoth Linda Trudeau Cleve Redmond Chungyeol Shin Mark E. Feinberg Mark T. Greenberg 《Child development》2019,90(6):1847-1855
This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success. 相似文献
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Stephanie Holmes Adrienne Redmond Julie Thomas Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150
Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed. 相似文献
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While there is an extensive literature on intergenerational transmission of economic outcomes (education, health and income for example), many of the pathways through which these outcomes are transmitted are not as well understood. We address this deficit by analysing the relationship between socio-economic status and child outcomes in university, based on a rich and unique dataset of university students. While large socio-economic differences in academic performance exist at the point of entry into university, these differences are substantially narrowed during the period of study. Importantly, the differences across socio-economic backgrounds in university grade attainment for female students is explained by intermediating variables such as personality, risk attitudes and time preferences, and subject/college choices. However, for male students, we explain less than half of the socio-economic gradient through these same pathways. Despite the weakening socio-economic effect in grade attainment, a key finding is that large socio-economic differentials in the earnings expectations of university students persist, even when controlling for grades in addition to our rich set of controls. Our findings pose a sizable challenge for policy in this area as they suggest that equalising educational outcomes may not translate into equal labour market outcomes. 相似文献
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Dawn X. Henderson Rachelle Redmond Barnes 《International Journal of Inclusive Education》2016,20(7):726-742
Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education. 相似文献
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This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the Community of Inquiry model of Garrison, Anderson and Archers [Garrison, D.R., Anderson, T., and Archer, W. (1999). Critical thinking in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105]. The framework provided should guide educators as they design, develop and implement authentic educational experiences within local, national or international settings in partnership with other educational stakeholders. 相似文献
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Paul Redmond 《Tertiary Education and Management》2006,12(2):119-135
The drive to widen access and participation in higher education is rapidly transforming the sector. Despite this, through
an interplay of social, cultural and gender-related factors, students from ‘widening participation’ backgrounds can all too
frequently become, within their own institutions, ‘outcasts on the inside’: formally accepted by the university without ever
acquiring, still less embodying, the traditional social and cultural advantages bestowed by HE. Thus, the irony of widening
participation would seem to be that by entering higher education an already disadvantaged educational habitus should be reinforced not transformed. Based on a three-year ethnographic study, this paper explores the factors motivating
widening participation students to enrol in higher education, the nature of their experiences, and the extent to which higher
education represents an attempt at social repositioning. 相似文献
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