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121.
Carrie B. Myers Doreen E. Brown D. Michael Pavel 《Journal of Education for Students Placed at Risk》2013,18(4):299-321
The purpose of this study was to assess how a comprehensive precollege intervention and developmental program among low-income high school students contributed to college enrollment outcomes measured in 2006. Our focus was on the Fifth Cohort of the Washington State Achievers (WSA) Program, which provides financial, academic, and college preparation support to 500 high school students who come from the lowest 35% of Washington state income levels. One important feature of the WSA Program is that it provided funding for complete high school curriculum reform among 16 Washington high schools that have a high prevalence of low-income students. The data set contained three groups of students from these 16 high schools: Funded Achievers who were part of the WSA Program and received funding for college; Nonfunded Achievers who were part of the WSA Program and but did not receive funding for college; and Nonrecipients who were neither part of the WSA Program nor received funding for college. Results from generalized multinomial logistic models found two trends (a) early and continuous financial support for college along with being active in the WSA Program nearly guarantees enrollment in college and increases enrollment in 4-year and highly selective colleges; and (b) even in the absence of financial support for college there are still quantifiable and positive effects on college-going for just participating in the WSA Program and receiving its abundant nonfinancial resources and support. These results persist even with strong controls for selection, background, academic, financial, aspiration, and school-level variables. 相似文献
122.
Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257
This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy. 相似文献
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This study examined technical and nontechnical employee attitudes toward participation in training. A survey was administered to 337 self‐identified technical and nontechnical university employees. Our findings are as follows: (a) most employees prefer training that is less than 2 hours in length, (b) employees do not want training outside their regular shift, (c) employees strongly prefer hands‐on training, and (d) less than half were encouraged by their supervisor to apply what was learned in nontechnical training to their job. 相似文献
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Meagan M. Patterson Rebecca S. Bigler Erin Pahlke Christia Spears Brown Amy Roberson Hayes M. Chantal Ramirez Andrew Nelson 《Monographs of the Society for Research in Child Development》2019,84(3):7-185
In this monograph, we argue for the establishment of a developmental science of politics that describes, explains, and predicts the formation and change of individuals’ political knowledge, attitudes, and behavior beginning in childhood and continuing across the life course. Reflecting our goal of contributing both theoretical conceptualizations and empirical data, we have organized the monograph into two broad sections. In the first section, we outline theoretical contributions that the study of politics may make to developmental science and provide practical reasons that empirical research in the domain of politics is important (e.g., for identifying ways to improve civics education and for encouraging higher voting rates among young adults). We also review major historical approaches to the study of political development and provide an integrative theoretical framework to ground future work. Drawing on Bronfenbrenner's ecological systems model as an organizing scheme and emphasizing social justice issues, we describe how factors rooted in cultural contexts, families, and children themselves are likely to shape political development. In the second section of the monograph, we argue for the importance and utility of studying major political events, such as presidential elections, and introduce the major themes, rationales, and hypotheses for a study of U.S. children's views of the 2016 U.S. presidential election. In addition, we apply a social-justice lens to political thought and participation, addressing the role of gender/sex and race/ethnicity in children's political development broadly, and in their knowledge and views of the 2016 U.S. presidential election specifically. In interviews conducted within the month before and after the election, we examined two overarching categories of children's political attitudes: (a) knowledge, preferences, and expectations about the 2016 election, and (b) knowledge and attitudes concerning gender/sex and politics, particularly relevant for the 2016 election given Hillary Clinton's role as the first female major-party candidate for the presidency. Participants were 187 children (101 girls) between 5 and 11 years of age (M = 8.42 years, SD = 1.45 years). They were recruited from schools and youth organizations in five counties in four U.S. states (Kansas, Kentucky, Texas, and Washington) with varying voting patterns (e.g., Trump voters ranged from 27% to 71% of county voters). The sample was not a nationally representative one, but was racially diverse (35 African American, 50 Latinx, 81 White, and 21 multiracial, Asian American, Middle Eastern, or Native American children). In addition to several child characteristics (e.g., age, social dominance orientation [SDO]), we assessed several family and community characteristics (e.g., child-reported parental interest in the election and government-reported county-level voting patterns, respectively) hypothesized to predict outcome variables. Although our findings are shaped by the nature of our sample (e.g., our participants were less likely to support Trump than children in larger, nationwide samples were), they offer preliminary insights into children's political development. Overall, children in our sample were interested in and knowledgeable about the presidential election (e.g., a large majority identified the candidates correctly and reported some knowledge about their personal qualities or policy positions). They reported more information about Donald Trump's than Hillary Clinton's policies, largely accounted for by the substantial percentage of children (41%) who referred to Trump's immigration policies (e.g., building a wall between the United States and Mexico). Overall, children reported as many negative as positive personal qualities of the candidates, with negative qualities being reported more often for Trump than for Clinton (56% and 18% of children, respectively). Most children (88%) supported Clinton over Trump, a preference that did not vary by participants’ gender/sex or race/ethnicity. In their responses to an open-ended inquiry about their reactions to Trump's win, 63% of children reported negative and 18% reported positive emotions. Latinx children reacted more negatively to the election outcome than did White children. Girls’ and boys’ emotional responses to the election outcome did not differ. Children's personal interest in serving as U.S. president did not vary across gender/sex or racial/ethnic groups (overall, 42% were interested). Clinton's loss of the election did not appear to depress (or pique) girls’ interest in becoming U.S. president. With respect to the role of gender/sex in politics, many children (35%) were ignorant about women's absence from the U.S. presidency. Only a single child was able to name a historical individual who worked for women's civil rights or suffrage. Child characteristics predicted some outcome variables. For example, as expected, older children showed greater knowledge about the candidates than did younger children. Family and community characteristics also predicted some outcome variables. For example, as expected, participants were more likely to support Trump if they perceived that their parents supported him and if Trump received a greater percentage of votes in the children's county of residence. Our data suggest that civic education should be expanded and reformed. In addition to addressing societal problems requiring political solutions, civics lessons should include the histories of social groups’ political participation, including information about gender discrimination and the women's suffrage movement in U.S. political history. Providing children with environments that are rich in information related to the purpose and value of politics, and with opportunities and encouragement for political thought and action, is potentially beneficial for youth and their nations. 相似文献
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Susan Hurst Dominic Marsh Dean Brown Shona Forbes 《New Review of Academic Librarianship》2017,23(4):442-452
This case study describes the creation of a leisure reading collection in the Clifford Whitworth library at the University of Salford. It briefly surveys existing literature on leisure reading collections and looks at the growing interest among U.K. academic libraries in recreational reading. It considers the reasons for promoting reading as a leisure activity to students and describes the processes of selecting, purchasing, and marketing the collection at Salford. It also considers possible future developments for the collection and the evaluation of the library's attempts to encourage a culture of reading among Salford students. The positive response to the collection suggests the development of leisure reading is a worthwhile activity for academic libraries to focus on and the study contains useful information for others who are interested in creating a similar collection. 相似文献
130.
Kevin Brown 《资料收集管理》2017,42(3-4):196-207
ABSTRACTThe Indigenous Nations Library Program (INLP) at the University of New Mexico is entering its twelfth year of program history and developing a unique venture into Indigenous librarianship. Rather than taking a passive role of information literacy and content support, INLP is participating as an active cognitive participant in Indigenous knowledge contextualization. INLP has done this in various ways including designating culturally sensitive learning spaces, collection development, and Indigenous knowledge promotion. 相似文献