Once and Future Partners: The State and Its University

Public universities, their states and the citizenry have a long established social contract of partnership in American higher education, and this relationship has been enormously productive. However, it is now in the process of being reinvented within a climate of changing attitudes and priorities; and the partners need to work at improving the partnership. Four steps for so doing are proposed—lifting the public dialogue about higher education, addressing the meaning of accountability, providing universities with greater management flexibility, and preparing students for citizenship.     

Trajectories of Ethnic–Racial Identity and Autonomy Among Mexican‐Origin Adolescent Mothers in the United States

This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; M_age at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.     

Equivalent but not the Same: Teaching and Learning in Full Semester and Condensed Summer Courses

Research on teaching and learning in condensed-course formats is varied and difficult to generalize. We analyze this research and identify factors that may account for the varied findings. Additionally, we present a mixed methodology study of 20 matched-pair courses (i.e., full and condensed formats) from 11 disciplines which examines student learning and student and faculty perception data. We find that faculty and students perceive condensed courses as more effective, but that student learning varies depending upon the measures used to assess it. We conclude by considering the implications of our study for teaching and assessment practices.     

气候变化（英文）

正【阅读难度:】外籍专家解读各行各业你不知道的那些事儿。Pre-reading task1.What are the effects of global warming?2.What do climate analysts feel about the recent changes in the environment?Now,read the article and see if your answers are correct.     

How European American and Taiwanese Mothers Talk to Their Children About Learning

Little cross‐cultural research exists on parental socialization of children's learning beliefs. The current study compared 218 conversations between European American and Taiwanese mothers and children (6–10 years) about good and poor learning. The findings support well‐documented cultural differences in learning beliefs. European Americans mentioned mental activities and positive affect more, whereas Taiwanese mentioned learning virtues and negative affect more. Mothers, especially European American, reciprocated their children's talk about mental activities, learning virtues, and negative affect. Children, especially Taiwanese, reciprocated their mother's talk about positive affect. Mothers invoked more mental activities and positive affect when discussing good learning, but more learning virtues and negative affect when discussing poor learning. These findings reveal a source of cultural differences in beliefs and potential enculturation.     

The long-term impact of effective teaching

This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel models, controlling for baseline assessment, deprivation, sex, and ethnic status, showed that classes in the 1st year differed substantially in their progress but did not vary in their impact on equity. Those classes defined as effective and students from those classes were tracked on 3 further occasions up to the age of 16 and compared with others. Being in an effective class in the 1st year of school, when the children were aged 4 to 5 years, was significantly related to later attainment at age 16 (Effect Size = 0.2). However, it was unrelated to equity at age 16.