The determinants of interstate student migration: a place-to-place analysis

In this paper an empirical test of the factors underlying the student migration decision is made using place-to-place data. The school selection decision is modeled as one involving the choice of particular institutions and its characteristics, as well as those economic and other factors which influence non-student migrants. The results indicate first, that non-resident students may not be as sensitive to tuition levels as may have been believed; second, that the economic climate in the destination state is an important factor in the migration decision; and third, that there are many asymmetries in factors determining migration which cannot be captured without the origin and destination state data. The data allow us to make separate tests for subsamples of male and female student migrants. The results show little difference between these two groups.     

Computers for Literacy: Making the difference?

Starting from the premise that literacy is a set of practices situated within particular contexts, and that any practice of literacy always involves technologies which affect its forms and use, this paper draws on three diverse examples of classroom and curricular practice, in order to explore how particular forms of cultural difference are being produced through different practices of literacy pedagogy. One form of literacy pedagogy uses drill-forskill programs via information and communication technologies (ICTs) for reasons of efficiency. Where such programs are used, they may promote assimilation in several overlapping forms. In a second form of pedagogy ICTs are used for enhancement or amplification. But even a liberal constructivist environment may lead to the reproduction of a schooled sameness - of information, types of text, and the literacy practices that teachers and students accept as the norm. A third pedagogical approach encourages transformation through new genres and new hypermedia literacy practices. Where a curriculum is driven by teachers' intentions to negotiate difference explicitly, they and their students may use ICTs to manipulate texts, knowledge and positions for comprehending and composing. Nonetheless, given the complex relationships among teachers, students, classrooms and ICTs, no practice is likely to be 'pure' or certain in its effects. Partly for these reasons teacher educators need to help pre- and in-service teachers to be scrupulous in analysing the role of ICTs in pedagogic work with least-advantaged groups of students.     

Usage and evaluation of nonformal environmental education services at a state park: are anglers catching more than fish?

Although park naturalists should be inclusive in their attempts to reach a variety of audiences, visitors having a consumptive resource orientation may get overlooked. The activity involvement, place attachment and resource knowledge scores of trout anglers at Montauk State Park (Missouri, USA) were combined into a typology that consisted of four levels of recreation specialization (least, moderately, very and most). This continuum was used to explain anglers’ usage and evaluation of nonformal environmental education services at the park. A total of 532 trout anglers completed questionnaires during the summer of 2003. Results showed that specialized anglers participated more in educational opportunities than those who were less specialized. Each of level of the continuum was mutually exclusive. Nearly three‐fourths of the trout anglers (72.8%) believed that environmental education was important and that the park was doing a good job of providing this type of service. A positive trend between levels of specialization and evaluation of environmental education was observed. This study indicated that a segmentation procedure based on recreation specialization can be useful to accomplish some key park management objectives, such as environmental literacy.     

Infusing humanistic activities into cognitively oriented curriculum

In our current quest for excellence, we often miss the essential nature of it. It is trendy to use such terms as back-to-basics, gifted education, and excellence to describe a new teaching strategy or innovative educational program. It is also true that many of these programs designed for children are really intended to benefit others.Harry Morgan is Chairman of Early Childhood Education at West Georgia College in Carrollton. He is author ofThe Learning Community (Charles Merrill).     

Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children

Studies have suggested that language and executive function (EF) are strongly associated. Indeed, the two are difficult to separate, and it is particularly difficult to determine whether one skill is more dependent on the other. Deafness provides a unique opportunity to disentangle these skills because in this case, language difficulties have a sensory not cognitive basis. In this study, deaf (n = 108) and hearing (n = 125) children (age 8 years) were assessed on language and a wide range of nonverbal EF tasks. Deaf children performed significantly less well on EF tasks, even controlling for nonverbal intelligence and speed of processing. Language mediated EF skill, but the reverse pattern was not evident. Findings suggest that language is key to EF performance rather than vice versa.     

5位最棒的前童星

1. Drew BarrymoreHow could we not include our little Drew? Though now on top as one of America's sweethearts, her lineage of theatrical and cinematic royalty is the quintessence of the live fast, die young kid-do. Thankfully, she lived. "Little Girl Lost" is the tide of her     

“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.