Predictive Variables of Success for Latino Enrollment in Higher Education

It is necessary to better understand the unique variables that serve as predictors of Latino students’ postsecondary enrollment and success. Impacts of various variables were examined among 850 Latino and Caucasian students (76% and 24% of the sample, respectively). Gender, ethnicity, perceived affordability, high school grade point average, and high school credits earned served as significant predictors. Yet the highest mathematics class taken by the 11th grade was not significant, and Latino students’ negative perceptions of college affordability may have hindered students’ postsecondary enrollment aspirations, despite their having access to a guaranteed scholarship.     

More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors

An international repositioning of vocational teachers in relation to knowledge and the workplace is reflected in English Further Education through the terminology of ‘dual professionalism’. Particularly in settings most closely linked to specific occupations, this discourse privileges occupational expertise that vocational educators bring from their former employment alongside pedagogic expectations of the teaching role. In a qualitative study of recently qualified teachers employed substantially in workshop settings, using the analytical framework of Margaret Archer, workplace skills and generic attributes provided a basis for claims to expertise, extending to a custodianship of former occupations. Further augmentation of educator roles, however, appeared constrained by market approaches to development and employment insecurity in the sector and beyond. In Archer’s terms, the current environment appears to cast ‘dual professionalism’ as morphostasis, drawing on former practice at the expense of teacher identity in the face of insecurity. Morphogenesis into enhanced professional teacher identities, for example, developing coherent vocational pedagogies informed by research into advances in knowledge, appears the less likely outcome in the current and emerging sector.     

Recording the Creative Process: An Empirical Basis for Practice‐Integrated Research in the Arts

A case is made for a form of narrative reporting (the Creative Process Journal) as a methodology for practice‐integrated research in the arts. It is argued that this stage of research creativity, which applies in all domains of academic study but is often not reported, is fundamental to the kind of arts research which allocates practice a central role. The practical and technological character of making a CPJ, and its consequent benefits to the maker‐researcher are outlined.     

The effects of initial interval size on the efficacy of DRO schedules of reinforcement

The differential reinforcement of other behavior (DRO) is a behavior-reduction procedure that has been popular for several years. In classroom settings, it provides reinforcement when a student does not display inappropriate responding for a particular interval of time. Unfortunately, relatively little is known about how to use DRO effectively in applied settings. Most research has been conducted in laboratory settings; the purpose of the present study was to provide a replication of one of those studies. This study examined the effect of the size of the initial DRO interval on the disruptive behavior of students with moderate disabilities. In the first experiment, a group of six students was observed during baseline in two classes. Two different DRO values were then used. In one classroom, it was equal to the mean number of 10-second intervals between disruptions during baseline. In the other classroom, it was twice the mean number during baseline. In the final phase, behavior in both classrooms was put under the same DRO program. In the second experiment, the disruptive behavior of three students was studied in a different design in which both methods of determining the initial DRO value were compared. The results of both experiments showed that an initial DRO value equal to the mean number of intervals between responses in baseline was much more effective than a value twice that size in reducing disruptions.     

我的网上教学三原则

比尔.佩尔茨博士是纽约州立大学赫基默社区学院（Herkimer County Community College）（HC-CC）大学心理学教授。比尔.佩尔茨教授可以算作是HCCC大学的元老级教授,他是在1968年8月进入该校任教,第二年这所大学才开始正式运营。在38年的教学生涯中,他曾经担任过人文社科部主席,远程学习部主任等职,但是他一直没有中断他最热爱的事业-教学。1994年,他获得了“纽约州立大学系统校长优秀教学奖”;2003年,由于他在网络教学方面的尝试和出色的成果,获得斯隆基金会“Sloan-C2003年度优秀网上教学奖”-这些大奖是对他在教学方面研究和钻研的肯定。佩尔茨发表了多篇论文,近年来,他的研究兴趣集中在学生和教师对网络异步教学的满意度方面的研究和实践,目前他正在研究在虚拟学习环境中有哪些教学因素影响学生的学业成就。除了担任全职的网络教师以外,佩尔茨还是HCCC网络学院的负责人,HCCC教学设计专家。此外,他还担任SLN的主要培训师,在过去的五年里,他已经把1000多名来自纽约州立大学系统各个大学的普通教师培养成了网络教师。他还代表纽约州立大学系统担任Merlot项目的心理学科代表,Merlot是美国高校开展的一项精品网络教学资源建设和共享计划,目的是建立美国高等教育精品资源库。     

Underprivileged urban mothers' perspectives on science

The purpose of this article is to report our findings from a qualitative study intended to develop our understandings of how inner‐city mothers perceive science. Using qualitative methodologies, our analysis reveals that the mothers' perceptions can be grouped into four categories: perceptions of science as (a) schoolwork/knowledge, (b) fun projects, (c) a tool for maintaining the home and family, and (d) an untouchable domain. After we present these categories we compare our findings across categories to argue that those mothers who had spent time doing science with their children were more likely to have a more personal, dynamic, and inquiry‐based view of science. We also argue that mothers' perceptions of science were more dynamic when they spoke about situations and contexts that were familiar to them, such as food, nutrition, and child care. We conclude the article with a discussion of the implications our findings have for science education reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 688–711, 2001     

A new statistical procedure for the analysis of hierarchy validation data

Conclusion The likelihood ratio test is a powerful and soundly based statistical procedure which can be applied to the White and Clark model without introducingad hoc approximations or assumptions. Since use of this test often leads to different decisions than those reached using the procedure suggested by White and Clark, it is recommended that it be used in future hierarchy validation studies.     

Science education in urban settings: Seeking new ways of praxis through critical ethnography

The challenges faced in urban science education are deeply rooted in the ongoing struggle for racial, class and gender equity. Part of this struggle is tied to huge differences in class and involves making more equitable the distribution of resources. Another part of this struggle is tied to the rich diversity of children who attend urban schools and involves generating new ways of understanding, valuing, and genuinely incorporating into school‐based practices the culture, language, beliefs, and experiences that these children bring to school. Thus, this article argues that to address these two challenges—and indeed to achieve a more just science education for all urban students— explicitly political research methodologies must be considered and incorporated into urban education. One potential route for this is critical ethnography, for this kind of methodology emerges collaboratively from the lives of the researcher and the researched and is centrally about praxis and a political commitment to the struggle for liberation and in defense of human rights. In making this argument, I have drawn from stories from my own research with homeless children. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 899–917, 2001