Choosing and leaving science in highly selective institutions

This study sought to discover some of the causes of initial interset in and atrition from the natural sciences and engineering among the students (N=5320) who entered four highly selective institutions in 1988, with particular attention to possible special causes for the disproportionate attrition of women from science. Though a smaller proportion of women (35 percent) than men (49 percent) were initially interested in science, gender added little to the prediction of such initial choice when preadmission measures of developed abilities were taken into account in regression analysis. Of the group of 2,276 students initially interested in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66 percent) persisted. The most significant cognitive, factor predicting these losses was low grades earned in science courses taken during the first two years of study. With grades held equal, gender was not a significant predictor of persistence in engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women from a category that included the physical sciences and mathematics. Responses to a questionnaire administered in the fall of 1991 showed that science majors regarded their instruction as too competitive, with too few opportunities to ask questions, taught by professors who were relatively unresponsive, not dedicated, and not motivating. Students who defected from science did so largely because of the attraction of other fields, but many shared the criticism of overcompetitiveness and inferior instruction, along with the view that the work was too difficult. Several items were about elements of classroom instruction and atmosphere thought to be especially difficult for women (i.e., the chilly climate), but except for perceived competitiveness, women did not rate their classroom experiences as being more unpleasant than did men. This research was supported by grants from the Alfred P. Sloan Foundation and the National Science Foundation.     

Students choosing colleges: Understanding the matriculation decision at a highly selective private institution

This paper provides an econometric analysis of the matriculation decisions made by students accepted to Williams College, one of the nation's most highly selective colleges and universities. Using data for the Williams classes of 2008 through 2012 to estimate a yield model, we find that—conditional on the student applying to and being accepted by Williams—applicant quality as measured by standardized tests, high school GPA and the like, the net price a particular student faces (the sticker price minus institutional financial aid), the applicant's race and geographic origin, plus the student's artistic, athletic and academic interests, are strong predictors of whether or not the student will matriculate.     

‘Slaughtering this beautiful math’: graduate women choosing and leaving mathematics

The quality of graduate students' relationships with faculty are crucial for students' success. Unfortunately, negative relationships with faculty are common for women in the sciences and mathematics. Six women doctoral students in one mathematics department in the US were interviewed to better understand the nature of their relationships with faculty members, and the effects of those relationships on their decisions to persist or to leave. These women described the limited or negative relationships they had with faculty. They spoke of ways in which they felt ignored, the lack of mentoring, advising, and other guidance, poor teaching, and a general lack of moral support. Each of them described ways in which they felt they did not ‘fit in’ in the department. These findings are interpreted through two lenses: the idea of participation in a community of practice and all that that entails, and Noddings' notions of caring. Implications for women in mathematics at all levels are discussed.     

The influence of gender,ethnicity and rurality upon perceptions of science

This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science in the world and to science in the school curriculum. Specializations: gender issues and affective aspects of science and technology education. Specializations: Constructivism in science education, development education and gender issues.     

The role of higher education institutions in national development

Abstract from the report of the International Conference on Education (33rd Session) of the International Bureau of Education. It deals with (i) the role of higher education institutions in national development, (ii) improving and sustaining the competence of educators and (iii) managing the system of education.     

Gender,ethnicity, science achievement,and attitudes

Science achievement and attitudes were assessed for a series of students in Grades 3–12 representing the four major ethnic groups in Hawai'i (USA). It was found that more differences were accounted for by ethnicity and even grade than by gender; in addition, there was little interaction between ethnicity and gender. With respect to ethnicity, Caucasian and Japanese-American students outscored Hawaiians and Filipino Americans at all grade levels. Caucasians also expressed the most positive attitudes toward science and Japanese expressed the most positive perceptions of scientists; Hawaiians generally expressed the least positive perceptions. Younger students generally expressed more positive attitudes toward science but less positive perceptions of scientists compared to older students. Caucasians expressed the most positive perceptions of their own science ability and achievement. With respect to gender, there were no consistent differences in science achievement and very few in science attitudes and perceptions. The major differences were that males reported more experiences with physical science activities and also expressed a more male-stereotyped view of science than females, with some variation by ethnicity and grade. There were differences in enrollment in advanced science and mathematics classes in that females were more likely than males to enroll in many, but for both genders the major reason was college admission: Japanese students were most likely and Hawaiians least likely to indicate science interest as a reason. Findings are discussed within the context of cultural ecology and feminist social theory. © 1996 John Wiley & Sons, Inc.     

The role of ethnicity in the attainment and experiences of graduates in distance education

In the UK, the attainment of White graduates (as measured by the class of honours that they have been awarded) tends to be higher than that of graduates from other ethnic groups. This is apparent, in particular, in graduates who have taken courses by distance learning with the Open University. Analysis of data from Open University graduates over three successive years yielded no evidence that the latter trend could be attributed to confounded demographic variables. A postal survey found little variation in perceptions of academic quality or reports of personal development among Open University graduates from different ethnic groups. Quantitative variations in the attainment of graduates from different ethnic groups are not necessarily reflected in qualitative variations in their experience of distance education.     

Learning through transitions: The role of institutions

In this paper two models are proposed for analysing transitions in education. Firstly, transitions are the processes that follow ruptures perceived by people. They include learning, identity change, and meaning making processes. Secondly, processes of change are observed through a semiotic prism, articulating self-other-object-sense of the object for self, and located in a specific social frame. Transitions are thus analysed as reconfigurations of such semiotic prism. The paper proposes to highlight the role of institutions as social frames likely to facilitate, or constrain, such reconfigurations. The role of institutions in transitions is discussed through three case studies: the transition to vocational training, the transition out of a religious school, and the transition to work at war-time.     

The social competence of highly gifted math and science adolescents

Involving 740 highly gifted math and science students from two different countries, Korea and the United States, this study examined how these gifted adolescents perceived their interpersonal ability and peer relationships and whether there were differences between these two groups by demographic variables. Based on the survey data, results showed that our gifted students perceived their interpersonal ability and peer relationships at levels comparable to or higher than those of their non-gifted counterparts. They were satisfied and confident with their peer relationships and did not identify negative effects of being gifted when forming and maintaining friendships. Differences were found between Korean and American students by gender in their profiles of interpersonal ability and peer relationships. Positive self-portrayal of social competence found for our sample disputed previous studies suggesting that highly gifted students tend to struggle with social relationships. Given that each group of students had different educational, linguistic, and cultural backgrounds, the results should also be interpreted with caution.     

Photoshop在计算机专业的作用及教学建议

Photoshop是一款图像处理软件,在计算机各专业中应用广泛,是辅助美化作品的强大武器．将Photoshop与专业课、学生的就业岗位相结合,能有效提高学生的综合应用能力．     

The role of the governing board in higher education institutions

More autonomy to institutions andincreased focus on institutional policiesimplies that institutional governing bodies arebecoming central actors in developingstrategies for universities or colleges. TheBoard of the institution is an important actorin the decision-making process and formallythe most central elected strategic body at theinstitutional level. The governing Board can beviewed as an important arena for institutionalchange and is also responsible for qualityassurance, efficiency and effectiveness. Thisarticle investigates the role of the governingBoards in higher education institutions. Threeperspectives on organisations are used in orderto illuminate the Board's roles. Aninstrumental perspective focuses on roles thatmay be expected according to the mandate of theBoard. The point of departure for this approachis the legal base of the Board.Neo-institutional theory focuses attention onthe possible decoupling between the formalstructure and actual behaviour, and discussesthe circumstances under which this arises. In apolitical model the Board is seen as an arenafor the practice of power and promotion ofinterests where the members have conflictingpreferences which they attempt to advancethrough negotiation and formation ofcoalitions.     

高校法律援助机构在社会服务中的作用

高校法律援助机构作为一种特殊的法律援助组织,主要依托高校资源,面向社会,提供无偿法律援助服务。它是我国法律援助机构中不可或缺的组成部分,对法治社会的推动作用不可忽视。但是,由于各种主客观原因的限制,高校法律援助机构在实际运行中并不能充分有效地发挥其应有的作用。因此,本文主要研究高校法律援助机构的实际运行情况,针对限制其发挥社会作用的主要原因,提出科学合理的建议,也为高校法律援助机构体制改革提供了依据。     

The role of discursive resources in science talk

Tao, Oliver, and Venville’s paper addresses a debate between two hypotheses of children’s development of conceptual understandings of the Earth. The authors aim to investigate whether culture influences students’ conceptions of the Earth. However, one questionable assumption shared among conception and conceptual change studies is that researchers can identify children’s mental models, through their discourse, to explain their conceptions of scientific phenomena. In this commentary, I challenge this assumption by looking closely at various interview data and examining different dimensions of interview discourse about the Earth. Based on my findings, I suggest that instead of seeing science talk as representations of mental models, we look at children’s science talk as discursive practices mediated by the immediate social situation and the broader social milieu.     

The role of the experiment in science education

The article focuses on defining the role of demonstration in general and experiments in particular in science education at the high school level, on the basis of psychological data and recent conceptions about the nature of science. It is argued that experiments play a restricted role in transmitting knowledge, but may be used as deductions demonstrating concepts; they are useless or harmful in teaching problem-solving but important as aids in testing alternative solutions and in training specific scientific skills; and finally, they are not the best means for evoking and maintaining curiosity in adolescents. Special consideration is paid to the role of concepts and concretizations in science, adolescent thinking and science instruction.     

The engineering and science institutions in the UK: changes,ambiguities and current challenges

The role and performance of the engineering and scientific institutions in the UK have been undergoing gradual change in response to external, State and global influences. Consequently, the institutions are having to adapt and in the process of doing so the traditional balance between learned society and qualifying association activities is now in a state of flux. The relevance of professional registration is being questioned by employers and practitioners alike and the institutions are now having to operate in a greater collaborative context than hitherto. This paper reviews developments which have been taking place since the early 1970’s and, by using responses from a survey of engineering and scientific institutions, identifies significant current problems and some challenges which lie ahead and which have yet to be confronted if the institutions are to continue to make a constructive contribution to society.     

Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways

Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy.