“校园APP健身跑”融入大学生体育课的实验教学模式探究

根据教育部《“健康中国2030”规划纲要》的要求,深入实施健康中国战略,培养学生健康观念和健康生活方式,提高学生健康素养,积极响应开展“师生健康中国健康”主题健康教育活动的倡导,研究创新在高校引入课下“校园APP健身跑”与大学生体育课相融合,以多样化体育教学引导学生学习兴趣,以多元化评分体系促进学生主动参与体育运动锻炼的积极性,目的在于大力发展大学生自主锻炼意识,提高身体健康素质,逐步养成健康第一的理念。辽宁几所高校共同合作,通过文献法、调查法、数理分析研究法等相互比较认证,发现参加“校园APP健身跑”学生的体质有了显著的变化,在“国家学生体质健康”测试中的优秀率、达标率提高明显,学生已基本适应了自觉慢跑锻炼的健康生活习惯,“校园APP健身跑”融入大学生体育课的教学模式实践效果十分显著。     

大学生时间管理倾向与学业自我效能感相关研究———以广西四所大学为例

目的：探讨大学生的时间管理倾向与学业自我效能感之间的关系。方法：运用《青少年时间管理倾向量表》和《大学生学业自我效能感量表》对广西四所大学的217名大学生进行调查研究。结果：①时间管理倾向、学业自我效能感在整体上均呈中上水平;②时间管理倾向和学业自我效能感性别差异不显著;③时间管理倾向与学业自我效能在年级上具有显著差异;④时间管理倾向与学业自我效能感呈正相关;⑤时间效能感、时间监控感、时间价值观对学业自我效能感存在解释作用。结论：大学生时间管理倾向各维度与其自我效能呈正相关,且大学生时间管理倾向各雏度对自我效能有一定的预测作用。     

Educational Expectations: How They Differ Around the World: Implications for Teaching ESL College Students

Expectations regarding teacher-student relationships, classroom interactions, testing and evaluation, and academic integrity vary widely around the world. Understanding these differences can be critical to enhancing the academic success of ESL(English as a Second Language) college students. Faculty working with ESL students often ask: “Why won't my students participate more in class?” “Why do my students only repeat back what I've said?” “Why won't they tell me what they think?” “Why don't they ever know what courses they want to take when they come to registration or advisement?” Students often ask: “Why does my professor keep asking me to talk about my personal experiences? We never had to do that in my country. Why is it such a big deal to do that here?” There are a lot of “why's” floating around the campus. This article addresses some of these questions.     

A Guide to Setting Up a College Bereavement Group: Using Monologue,Soliloquy, and Dialogue

Childhood grief disrupts and reshapes a developing child’s primary attachments, emotional regulation system, and identity formation. Bereft college students have to build their grief identity simultaneously with their social, academic, vocational, and sexual identities. This article describes a bereavement group to help students work on these developmental tasks. Providing long-term conversationally structured grief groups in a college counseling center provides support for college students’ adjustment and identity development.     

Creating a supportive environment for college Freshmen: Underlying dimensions of the Freshman Interest Group program

The Freshman Interest Group (FIG) program aims to create a supportive environment by providing increased opportunities for interaction with both faculty and peers, helping to ease the transition from high school to college life. This study sought to verify the expected supportive functions underlying the FIG program and to determine the effects of the program on college adjustment. The results indicated that the structure of the FIG program created a more supportive environment for participants compared with freshmen in the traditional academic structure. This was especially true in looking at classmates as the source of support. No differences were found between the two groups on college adjustment.Claire F. Sullivan holds a Ph.D. from the University of Washington (1991) and an M.A. from the University of Connecticut (1984). An assistant professor at the University of Maine, she teaches courses in interpersonal communication, health communication, small group communication, and research methods. Professor Sullivan conducts research in the area of supportive communication within academic and health care settings.     

STUDENT COMPARISONS OF EDUCATIONAL EXPERIENCES AT THE TWO‐YEAR COLLEGE AND THE UNIVERSITY: A PRELIMINARY STUDY

Student evaluations of instruction were obtained from two groups. Students in the first group were “reverse transfer” students (N = 97) who completed their freshman year at a university and then transferred to a two‐year college for their sophomore year. Students in the second group were “early transfer” students (N = 78) who completed their freshman year at a two‐year college and then transferred to a university. All students had one year of attendance at a two‐year college and one year at a university. The purpose of the study was to analyze the ratings of both groups of students with regard to their academic experiences at the university and at the two‐year college. An adaptation of the Student Instructional Report (SIR) was used to obtain ratings on overall college experiences from all students at the end of their sophomore year. The findings revealed: (1) considerable similarity of ratings given to the two‐year college and the university, (2) differences between ratings of early transfer and reverse transfer students, and (3) generally high ratings for both the two‐year college and the university.     

大学辅学体系的新实践:“精确评价—精准指导”

“精确评价—精准指导”辅助学生发展体系是评价学生与指导发展的新方案、新实践。该体系修正了传统的评价体系,从学生自身、同学、导师三者入手设定“自己眼中的自己”“同学眼中的自己”“老师眼中的自己”“自己认为别人眼中的自己”四个评价模块,挖掘学生学业成绩、努力程度等13项评价数据,利用EXCEL、赋权频数统计、大数据原理等方法进行统计与整合,用雷达图分析法对整合后数据进行了精准化分析,并提出个性化发展建议。该体系有助于发现学生的优势与不足,有利于高校将人才素质和人才特性与因材施教合理匹配,促成差异化管理、因材管理理念的实现,从而达到“人尽其才、人适其位、人位相宜”这一较为理想的模式。     

Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments

Using data from the 2004–2007 National Study of Living Learning Programs, the only national dataset offering longitudinal information on outcomes associated with living-learning (L/L) program participation, this study investigated the role of L/L programs and other college environments in the professional outcome expectations of women in science, technology, engineering, and mathematics (STEM) majors. Specifically, we examined an overall measure of professional outcome expectations, along with participants’ anticipation of the chances that they will “get a good job in their field,” “achieve success in their career,” and “combine a professional career with having a balanced personal life.” Findings indicated that attending a coeducational STEM L/L program and discussing academic and career issues with peers were positively related with three of the outcome measures. Additional findings spoke to the importance of self-efficacy and interactions with diverse peers in the development of professional outcome expectations among women in STEM. Implications are presented for higher education institutions’ efforts to support coeducational and women-only STEM-related L/L programs, peer and faculty interactions, and diverse peer interactions.     

An Attachment Model of University Connectedness

Students with high levels of connectedness to the university have been found to be more likely to complete their college degree than are students with low levels of university connectedness. This study examined the role of parental and peer attachment as distal predictors of school connectedness. As predicted, it was found that attachment style to parents predicted attachment style to peers. An avoidant attachment style to peers predicted negative perceptions of peer support and support services. An anxious attachment style to peers predicted negative perceptions of faculty support. Perceptions of peer support, support services, and faculty support then predicted feelings of connectedness to the university. Classroom comfort also predicted university connectedness, although it was not found to be related to attachment style to parents or peers. Implications for college students and college/university administrators are discussed.     

The impact of an open campus program upon high school students' sense of control over their environment

Students in an experimental and a control high school were compared in the fall and spring on their Locus of Control scores. An Open Campus policy was instituted in the experimental school, which essentially gave its upperclassmen the same freedom and responsibilities as those of a community college student. The experimentals increased significantly more than controls in internal control. Students reported that the Open Campus experience led to: after school jobs, greater time to pursue own interests, feelings of freedom, autonomy, and responsibility, a decline in grades due to “goofing off,” and less time for social activities.     

The University Essay Writing Experience: A pathway for academic integration during transition

The purpose of this paper is to explore ways in which students' experiences during the writing process can contribute to their academic integration. Students ( n = 46) were surveyed on their experiences before, during and after completion of their first major writing assignment. They were also interviewed in focus groups. Data indicate that students perceived several factors that may potentially inhibit their academic integration—some within the broader university context and others pertaining to completion of the written assignment. Findings suggest that interactions with staff and peers during the assignment writing process can provide significant opportunities for integration, provided these interactions are supportive. The study has implications for those who plan, support and deliver first year university courses, particularly those courses involving academic writing assignments.     

The Mediating Effects of Approaches to Learning on the Academic Success of First-Year College Students

Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.     

Using Cognitive Interviews to Explore the Many Different Meanings Undergraduate Students in China Attribute to the Term “College Teacher”

The cognitive interview method was applied to evaluate survey questions translated and adapted from a US-based college student survey instrument. This paper draws data from cognitive interviews with 45 undergraduate students in China and explores the different meanings they attribute to the term “college teacher.” Students understood college teacher as course instructor, academic advisor, class headteacher and counselor, student organization supervisor, and student service personnel. Students developed the understanding through a socialization process of student-teacher interaction. This paper also discusses the importance of using cognitive interviewing to improve questionnaire design, implications for research on student-teacher relationships, and suggestions on fostering student-teacher interaction in Chinese higher education institutions.     

Educational characteristics of students with high or low self-concept

In response to methodological concerns associated with previous research into the educational characteristics of students with high or low self-concept, the topic was re-examined using a significantly more representative sample and a contemporary self-concept measure. From an initial screening of 515 preadolescent, coeducational students in 18 schools, students significantly high or low in self-concept were compared using standardized tests in reading, spelling, and mathematics, and teacher interviews to determine students' academic and nonacademic characteristics. The teachers were not informed of the self-concept status of the students. Compared to students with low self-concept, students with high self-concept were rated by teachers as being more popular, cooperative, and persistent in class, showed greater leadership, were lower in anxiety, had more supportive families, and had higher teacher expectations for their future success. Teachers observed that students with low self-concept were quiet and withdrawn, while peers with high self-concept were talkative and more dominating with peers. Students with lower self-concepts were also lower than their peers in reading, spelling, and mathematical abilities. The findings support the notion that there is an interactive relationship between self-concept and achievement. © 1998 John Wiley & Sons, Inc.     

Implications of the olympiad studies for the development of mathematical talent in schools

In this chapter educational implications arising from the data about the Olympiad winners in the U.S., Taiwan and Mainland China (Chapters 3–5) are offered. The discussion addresses two lines of questioning: (1) How can we ensure support for recognized math talent through schooling to professional life? (2) How can we increase the pool of gifted students who participate in the Olympiad and other academic competitions and programs? To address the first question, related research studies in a number of different areas are explored. The second part of the chapter looks at how and why schools should expand the number of students who participate in competitions. This view is supported by a rationale for the role of talent development, including whether broad or narrow curricula for secondary students should be pursued and how the “the leaky pipeline” leading to math-based careers can be “plugged.”     

Heterogeneity in the Effects of College Course Placement

Traditionally colleges have relied on standalone non-credit-bearing developmental education (DE) to support students academically and ensure readiness for college-level courses. As emerging evidence has raised concerns about the effectiveness of DE courses, colleges and states have been experimenting with approaches that place students into credit-bearing coursework more quickly. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using a regression discontinuity design and administrative data from the state of Texas. We focus on student characteristics that are related to academic preparation or might signal a student’s likelihood of success or need for additional support and might therefore be factors considered for placement into college-level courses under “holistic advising” or “multiple measures” initiatives. We find heterogeneity in outcomes for many of the measures we examined. Students who declared an academic major designation, had bachelor’s degree aspirations, tested below college readiness on multiple subjects, were designated as Limited English Proficiency (LEP), and/or were economically disadvantaged status were more likely to benefit from placement into college-level math. Part-time enrollment or being over the age of 21 were associated with reduced benefits from placement into college-level math. We do not find any heterogeneity in outcomes for our high school achievement measure, three or more years of math taken in high school.

     

College Student Access: How Articulation Agreements Support Rural Students

Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of improving access for these students.     

The Benefits of Being Latino: Differential Interpretations of Student Behavior and the Social Construction of Being Well Behaved

Students of color are overrepresented in school disciplinary records nationally, but little is known about how disciplinary disproportionality varies among groups. Classroom observations in 1 elementary school suggested that when Latino students misbehaved, teachers were less inclined to interpret their behavior as problematic and less inclined to discipline them than their African American peers. Interpretations of behavior developed relationally, as teachers assessed behavior and compared it to that of students whom they considered problematic. Compared to students with “impulse control problems,” Latino students developed a positive reputation and avoided the cycle of disciplinary processes in which their peers found themselves.     

A Comparison of Students' Predictions of Rank Order on Proximate and Remote Tasks

Abstract

Students’ expectations of relative academic achievement tend to decline over time. “High” and “low” ranking students alike tend to make lower predictions of final class standing at mid-course than at the beginning In the absence of feed-back supporting other conclusions. Moreover, In predicting relative achievement in successive competitive tasks, “high” and “low” students alike tend to predict much lower ranking on the proximate task than the remote task. This phenomenon has Implications for the allocation of counseling efforts to adjust students' expectations to their realistic academic prospects.

It has also been found that graduate students’ predictions of final letter-grades can be quite ambiguous with respect to their expectations of final class rank.