Parents of Traditionally Aged Community College Students: Communications and Choice

Five suburban community colleges in a metropolitan area collaborated on a survey to parents of high school graduates of the class of 2002 who attended the colleges in fall 2002. The study was undertaken to learn more about parents roles in their students selection of community colleges, to give insights and information about this important community college constituency, and to assist community colleges to shape more effective ways to foster positive and supportive opinions among parents of potential students. Parents want the community college to provide students with credits and grade point averages enabling transfer, overestimate their students academic skills as measured by course placement tests, engaged in a number of college-choice activities, and indicate that factors associated with lifestyle and money were major reasons for selecting the community college. Associations between parents social capital and perceptions of their students academic abilities were found for a number of dependent variables examined. The study also revealed important differences in how participating institutions record and calculate key measures such as credits earned and grade point averages.     

Determining heterogeneous behavior for theater attendance

In this paper we propose and estimate a model of theater participation using the data contained in the 2002 Survey of Public Participation in the Arts from the USA, a dataset widely used to study the determinants of cultural participation. Our contribution relies on the use of an estimation technique that respects the count data nature of the attendance variable (number of theater performances that an individual attended) and allows for heterogeneous behavior. By using a Zero Inflated Negative Binomial Model, we can characterize two distinct behaviors for the observable attendance: a group of never-goers (who never participate) and a subpopulation that has a positive probability of attending. For this latter group, we can estimate the effect of certain personal variables on the probability of highest frequency. The results suggest that the proposed model is appropriate for estimating cultural participation.

践行“以德为行,以学为上”,探究如何提高课堂出勤率

民办高职院校办学的宗旨是为社会培养优秀的高技能人才。课堂是传道授业解惑的第一阵地。但是,经过笔者调查研究发现,民办高职院校课堂出勤率一般不高。本文从践行"以德为行,以学为上"角度,探讨如何加强学风建设,提高课堂出勤率。     

民事证人出庭作证费用支付探究——对新民诉法第74条规定的再完善建议

在民事诉讼程序中,了解案件一定程度上的客观真实情况并有相应能力出庭作证的证人出庭作证系其本人向人民法院应尽之义务,而人民法院亦不应当令证人因出庭支持司法机关工作而蒙受个人损失。尽管新修改的民事诉讼法在新添加的第74条中已经明文规定了证人出庭费用最终由败诉一方负担,并初示此类费用的支付路径,但本条规定仍然存在一定的漏洞与不适性。事实上,首先明确证人作证所涉及费用的范畴及相应量化标准,其次由人民法院在充分审查证人出庭作证的相关费用的合法性、合理性的情况下统一预先支付该笔费用,最终将此部分费用划入相关诉讼费用中并明确由哪方当事人承担较为合理,此路径更为适宜。     

刑事诉讼中关于证人出庭问题的思考--以传闻证据规则的构建为视角

目前刑事证人出庭率较低。根据学者和司法实务工作者近几年在不同法院对刑事证人出庭问题的调研和考察情况,可知当前刑事审判实践中该问题仍然较为突出。解决这一问题的重要途径,需要对我国的刑事立法中对证人出庭问题给予更多的重视,逐步形成体系化的传闻证据规则。     

The immediate impacts of preschool attendance on Turkish children’s mathematics achievement

This study was conducted to investigate the immediate impacts of preschool attendance on Turkish children’s mathematics achievement. The participants were 200 children who attended or did not attend preschool. The number and operation task and the geometric shapes sorting task were used as the data collection tools. The children who attended preschool performed significantly better on the number and operation task and the geometric shapes sorting task than the children who did not attend preschool. Indeed, the multivariate regression analysis demonstrated that preschool attendance is the most important predictor of the success of children in number and operation task and the geometric shapes sorting task.     

博士生课程参与困境的诱因及其调适 ——基于“双一流”高校教育学博士生的个案研究

博士生群体构成的日益多样化呼唤博士生培养模式的变革。当前博士生课程存在学生参与度低等问题,其合理性正面临挑战。对我国三所“双一流”高校教育学专业博士生的深度访谈发现,课程制度设计的模糊性与有限性导致学生选课决策更多表现为既定约束下的次优博弈。此种选课机制与课程教学质量的不确定性相结合,最终引致学生课堂参与行为的分异。博士生通过旁听、权变等非制度化实践,一定程度上彰显了学习者在教育场域中的能动性。未来,有必要增加博士生课程制度的弹性,重申有效互动的价值。     

Key Educational Factors in the education of students with a medical condition

The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented.     

清季四川南部县乡约考述——基于清代《南部县档案》为中心的考察

以往的乡约研究大多偏重＂论＂,相关历史事实的铺陈却不甚清晰。鉴于此,本文以清代《南部县档案》为主要参考资料,对该县乡约的设置、职能、任充与辞革、点卯等诸多史实进行了重新建构,期望能为研究者提供经初步逻辑梳理后的历史素材。     

Development of School Attendance Difficulties: An Exploratory Study

This article discusses aspects of school attendance difficulties, focusing on why a minority of children decide to miss school. It is an exploratory study representing a developmental approach that aims to establish the immediate determinants of school absence to gain more understanding of the nature of attendance difficulties and eventually inform practitioner methods. Questionnaires, designed to measure attitudes, perceptions and parent–child interaction over school absence were administered to two hundred and nine 12–13 year olds attending a comprehensive school. Thirty-five individual interviews were carried out with good and poor attenders to clarify the questionnaire responses. It was concluded that school attendance difficulties develop like other defiant behaviour problems, with parental reaction playing a major role. Government policies encouraging the use of punitive measures with parents of poor attenders do not provide practitioners or pastoral staff with the sophisticated working methods necessary to help poor attending children achieve an education.