A Study of Urban–Rural Differences in College Student Employment—Based on National College Sample Survey Data

Abstract

Using large sample data from the 2013 National College Graduate Employment Survey, this article compares and analyzes differences in the job-seeking process and results for college students with urban and rural household registrations and uses a measurement model to explore factors affecting the starting salaries of college students. The research found that in the job seeking results, college students with urban household registrations had higher starting salaries than did college students with rural household registrations, and a greater proportion of college students with urban household registrations entered the main labor market. An overall analysis of the job seeking process shows that compared to college students with rural household registrations, college students with urban household registrations first showed a greater inclination to choosing management and technical professions. Furthermore, they obtain better quality positions by investing more economic resources, making more effective use of information channels, and using less time for job seeking. Finally, a study of the factors impacting starting salaries found that gender factors have a greater impact on college students with urban household registrations, the contribution rate of academic degrees toward starting salary is greater for college students with rural household registrations, and the intergenerational transmission of extent of education and income is more significant for graduates with urban household registrations.     

Urban and Rural College Students’ Family Background and Their Participation in Student Organization: A Study in Guangzhou University

Abstract

Based on the survey of “undergraduate family and educational background and freshman learning experience,” a statistical analysis of Guangzhou University first-year undergraduate students’ family backgrounds and participation in student organizational activities found a significant correlation between family background and the degree of student participation in such activities. A preliminary discussion of the findings is presented on the basis of cultural reproduction theory.     

Is What Glitters Really Gold? A Quasi-Experimental Study of First-Year Seminars and College Student Success

First-year seminars are frequently designed to help students adjust to and succeed in college. Although considerable literature has explored this topic, many previous studies may have notable problems with self-selection, since students who choose to participate are likely more motivated academically than those who do not. Therefore, this study used quasi-experimental analyses within a large, longitudinal, multi-institutional dataset to explore the link between seminar participation and several student success outcomes. Overall, the use of propensity score analyses substantially alters the results, such that first-year seminars are positively associated with first-year college satisfaction, but they have no effect on fourth-year satisfaction, college grades, retention, or four-year graduation within the full sample. This lack of impact is largely consistent regardless of whether the seminar is designed to engage students in academic inquiry or to promote orientation and academic success. Additional analyses observed some differential effects of first-year seminars by race/ethnicity, ACT score, and sex; the most consistent finding is that first-year seminars appear to promote the college grades and college satisfaction of Black students. Implications for future research and practice are discussed.

     

Differences in Household Registration and College Student Employment—An Empirical Study Based on an Employment Survey of College Graduates

Abstract

This article uses 2011 sampling survey data on the nationwide state of employment of college graduates to investigate differences in the following three areas: starting salary, industry entry, and entry to state-owned work units between college students with urban and rural household registrations. The study finds that college students with rural registrations have differing degrees of disadvantages in the three aforementioned aspects, and the disadvantage for industry entry is the most prominent. Among the factors studied, family background and differences in social relationships during the employment search are the most important factors leading to employment inequalities among urban and rural college students. Choice of major can explain some of the disadvantages of rural students in starting salary and entrance to high-income industries, and school performance of college students was not a major cause of employment differences for urban and rural college students.     

A Study on MI Model in College English Teaching

MI theory,proposed by Howard Gardner,a well-known American psychologist,maintains that every person possesses a different intelligence combination which mayresultin his personal learningstyle (Gardner,1983).In lightof MI theory,designing different teaching activities based on learners’intelligence strength will be greatly effective to improve learners’confidence and learningability.This paper aims to make a tentative research on howto apply the MI theory into task-based college English Teaching.Besides,the limits in applying MI theory to task-based college English teaching are discussed based on the research data.     

Cultural Perspectives on Student Behaviors： A Study of American and Chinese Students

To explore factors that influence the behavior of Chinese students and strategies for interventions, this paper presents a cross-cultural study on Chinese and American students. It examines the relationships between students＇ behaviors and the cultural influences; implications for special educators who work with minority students with emotional/behavioral disorders （E/BD） will also be discussed.     

Relationship Between Teacher Factors and Student Achievement： A Correlational Study of Secondary Schools

Teachers always played a significant role in the intellectual and moral development of students by using various techniques, assessments, and methods to improve student achievement in school＇s subjects. This study therefore focuses on the effect of teacher factors, such as assessment interval, communication language, the distance of residence, and the teacher＇s personal characteristics （gender, age, academic and professional qualification, designation, experience, and in-service training） on the 9th grade students＇ achievement in three subjects （English, Chemistry, and Mathematics at secondary level）. The population of the study is comprised of all ＂public sector＂ secondary schools, male and female teachers, and boy and girl students. A total number of 16 secondary schools （eight for boys and eight for girls）, 114 secondary school teachers （66 males and 48 females）, and 2,404 students （1,400 boys and 1,004 girls） were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean, and standard deviation were employed to obtain stronger validity to the study. The results of the study identify weak and negative weak relationship between most of the teacher factors and student achievement in three subjects but the relationship between students＇ background and learning achievement in all three subjects were found positively correlated.     

A Study of Code-Switching in Students’Talk in College English Class

Code-switching between English and Chinese usually occurs in students’talk when they are involved in taking com?municative language activities in college English class. This paper studies the situation...     

A Study of Code-Switching in Students’ Talk in College English Class

Code-switching between English and Chinese usually occurs in students’ talk when they are involved in taking communicative language activities in college English class. This paper studies the situations in which students are likely to use codeswitching and analyzes it from the perspective of the mental world in Verscheren’s Adaptation Theory. It shows that inadequate mastery of English language, cultural differences and the improper adjustment to context may lead to students’ using of codeswitching. It also shows that the use of code-switching in students’ talk adapts to students’ cognitive elements and emotive elements as well.     

A Study on Teachers’ Occupational Belief in Local Universities and Colleges: Based on the Survey of a College in Xiamen

Abstract:

In higher education institutions (HEI), teachers’ occupational belief is an important factor to promote teachers’ development and maintain their occupational stability, so the research of teachers’ occupational belief has become more and more significant. This study took the teachers in a local college as samples. The following four aspects were analyzed: living conditions, occupational reputation, role expectation, and development expectation. According to the results of the survey, there are some new findings. For living conditions, the salary satisfaction of teacher is low and many of them show the tendency to resign. For occupational reputation, the overall evaluation of their reputation is at a general level. For role expectation, these teachers face different difficulties and also suffer the pressure in various aspects, especially in school requirements and their own demands. For development expectation, their satisfaction with promotion opportunities and working environment conditions is also low. Male and female teachers show noticeable discrepancy on public evaluation of teachers’ occupational reputation. Teachers with different discipline background and teaching ages have obviously different attitudes on public evaluation and individual evaluation of teachers’ occupational reputation. Teachers with different education background vary with each other on the issue of working pressure.     

A Study of Interlanguage Fossilization in College Students’ English writing

English writing is the college students’synthetical application about the knowledge of English.English writing,however,is the weak segment of the college students'English learning all the time.Based on the researches home and abroad,the paper makes an implicational study on interlanguage fossilization in English writing of Chinese college students.Though probing the causes of fossilization in English writing,the paper proposes some measures to reduce the fossilization.In the chapter one,the paper introduces simply the interlanguage fossilization.In the chapter two,the paper analyzes college students English writing and get the causal factors of fossilization:unfavorite learning motivation of students,ineffective feedback to errors,interference of the mother tongue.Then,at the last chapter,the paper put up some measures to overcome and avoid the fossilization in college students'English writing:promoting students'motivation,providing right feedback,avoiding mother tongue interference.     

Responding to Student Writings──A Case Study of a Writing Teacher

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A Case Study of Students’ Motivation in College Algebra Courses

This paper examines data from a larger study that focused upon students’ experiences and motivations in a college algebra course. The study revealed that students failed this course because of various factors and continued to view this course as a “gatekeeper” class. Through a stepwise multiple regression, the analysis of the ARCS instrument showed that Attention, Relevance, and Confidence were strong predictors of Satisfaction in the course.     

Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross-Lagged Study in Secondary Education

The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; M_age = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.     

Reaching Back Strategy: Using Mirroring,Trust, and Cultural Alignment in a Service-learning Course to Impact Hispanic Parents’ Perception of College—A Case Study

Thirty-four undergraduate public relations majors participating in a problem-based service-learning project at a Hispanic-Serving Institution executed an event that attracted more than 100 low-income Hispanic families to campus. The purpose was to help parents prepare their children for college. From primary and secondary research, the students identified 3 dimensions for reaching the targeted audience—mirroring, trust, and cultural alignment—which were dubbed the Reaching Back strategy. Our purpose is to describe how the Reaching Back strategy works, the benefits of problem-based service-learning projects for both students and community participants, and how this strategy can be replicated.     

Using a Comprehensive Case‐Based Examination To Evaluate and Integrate Student Learning in Social Work Administration

While the case method has been used in teaching social work practice for many years, its use as an evaluation tool is less common. This analysis describes the use of the case method in a comprehensive examination for MSW students in an Administration concentration. After a brief review of the issues related to student outcome assessment and the curriculum of the Administration concentration, a case debriefing framework is described, along with examples of student responses. The analysis concludes with a discussion of issues and implications for future research.     

Morningness–Eveningness and College Advising: A Road to Student Success?

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.     

A Study of Chinese College Students’ Face Needs in EFL Class

Based on Brown &Levinson’s Face Threatening Acts and Geert Hofstede’s Cultural Dimensions,this study is an analysis of Chinese college students’ face needs in EFL class.In this study,the subjects are 116 freshmen,non-English majors.Selecting totally 60 students from them and dividing them into two groups according to their scores of College English Entrance Examination.The collected data from questionnaire are analyzed by statistical software SPSS16.0 version.The major findings from the analysis include the following:1) high-scored students and low-scored students have similar positive face needs;2) Weight of imposition,group tendency and uncertainty avoidance are used to exam students’ negative face needs.According to the data in SPSS16.0,there is a difference between the two groups in terms of the weight of imposition.But the Independent-Samples T test of Sum of Questionnaire indicates that there is no distinct difference in the negative face needs between the two groups.     

A Study of the Problems in College Students’ Oral English Practice

In recent years,as we all know that English is spreading and using widely in china.It has developed from monotonous language and knowledge to multiple and compositive language and knowledge.For example,the level four and the level eight test of English major and the level four and level six text of non-English major is also reforming.They usually major in reading before,but with the time going on,they need all the students to apply the ability of listening,reading,writing and speaking all in one.Spoken language is the most unsubstantial link all of these days.Of cause,it’s reflected in English teaching,it makes spoken language an unsubstantial link in College English Teaching.     

An Analysis of Discourse Features between a Native English Speaker and a High School Student——A Case Study

Discourse is more than verbal language itself.The social significance of discourse lies in the relationship between linguistic meanings and the wider context in which interaction takes place.In this paper,the author describes a research project involving qualitative dialogues between a Chinese high school student and an American teacher.Discourse analysis let us see how macro-structures are carried through micro-structures.