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101.
A number of policymakers have shifted their attention from the participation rates of Hispanics in postsecondary education to the percentage of this population that completes a baccalaureate degree. Several reports stress that while participation rates have increased, there are continued disparities in outcomes between Hispanic and White college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003; Council of Economic Advisers, 2000; Fry, 2002; Vernez & Mizell, 2001). Although many states have experienced increases in Hispanic postsecondary attendance, such is not the case in Texas—a state with one of the largest Hispanic populations in the country. Figures for 2003 show that 3.9% of Hispanics in Texas were enrolled in some type of postsecondary institution compared to 5.2% of African Americans and 5.6% of Caucasians (Haurwitz, 2005). 相似文献
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Sami Mecheri Guillaume Laffaye Céline Triolet David Leroy Matt Dicks Mohamed A. Choukou 《Journal of sports sciences》2013,31(17):1962-1971
ABSTRACTThis study investigated split-step timing when returning serves and whether this timing is related to neuromechanical capabilities in world-class tennis players. In Experiment 1, the split-step timing of four groups of world-class players (male and female ATP/WTA seniors, and ITF juniors) was measured on court when returning serves of the same level players. The four groups initiated the split-step at a similar time, starting around the time ball-racket contact in the serve stroke and landed when early ball-flight information was available. In Experiment 2, the neuromechanical capabilities (leg stiffness and vertical jump performance) of a group of world-class players and three groups of less-skilled tennis players were examined. The results showed an increase in leg stiffness with an increase in the level of expertise. A cross-experiment analysis in world-class male players (ATP/ITF, n = 10) revealed that the timing of initial foot movement was significantly correlated with the leg stiffness (r2 = 0.54), with later lateral step after the serve in the players who had higher stiffness. The findings support the hypothesis that world-class tennis players adapt perceptual-motor control on the basis of their neuromechanical capabilities and maximise the time before initiating their interceptive action to rely on more reliable information. 相似文献
104.
ABSTRACTPolicy and program language in the UK and Australian higher education sectors consistently deploys the term aspiration in ways that adhere to the hegemonic neo-liberal ideal of the entrepreneurial competitor-individual, de-meaning and de-valuing ‘other’ personhoods. University Equity and Widening Participation (EWP) outreach programs that engage with marginalised groups in school and community settings challenge people to perform particular aspirations from what can be a deeply uncertain present. This paper presents a cautionary tale from the Australian Equity and Widening Participation (EWP) context that emerged from a research-informed practice PhD, spanning two methodologically different phases. The paper argues that the discursive framing of certain aspirations as legitimate works in subtle ways to shape the perceptual horizons of EWP practitioners and participants. Specifically, the work takes issue with policy frames that create conditions for misrecognition(s) that are themselves difficult to re/cognise. A metaphorical pedagogical tool is developed using the Ames Room illusion. 相似文献
105.
This project explores conceptual continuity as a framework for understanding students’ native ways of understanding and describing. Conceptual continuity suggests that
the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association.
This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association
to scientific explanations. We conducted a 2-year study involving 15 high school baseball players’ understanding of the physics
involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test
prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain
their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students’ conceptual understanding in the informal contexts and their similarities to canonical
scientific ideas. The results indicated students’ performance on the multiple-choice questions suggested no significant improvement.
The qualitative analyses revealed that students were able to accurately explain different components of the idea by using
a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of
science learning to include a more language sensitive approach to teaching and learning. 相似文献
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The 1973 Raising of the School Leaving Age from 15 to 16 has been used to identify returns to years’ schooling. However, because the first set of “high stakes” exams are taken in the UK at age 16, the reform affected the proportion with qualifications, as well as schooling length. In order to shed light on whether the returns reflect the extra length of schooling or the increase in qualifications, we exploit another institutional rule – the Easter Leaving Rule – which we argue only affected the probability of obtaining qualifications (and not the length of schooling). We find sizeable returns to academic qualifications – increasing the probability of employment by 40% points – and our results suggest that qualifications drive most of the returns to education. 相似文献
108.
This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe. 相似文献
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The aim of our paper is to analyse the process of collaboration between independent firms linked by a technological agreement in the energy field, with a specific focus on the degree of codification of inter-organisational rules. Considering the agreement as a collection of different types of more or less codified rules, we show that their degree of codification and some other characteristics have an impact on the process of inter-firm cooperation.The paper first provides an analytical framework defining the concept and the types of rules relevant for our purpose. A rule is conceived to solve a problem of allocation or creation of resources; it serves a main function which can be of a cognitive, incentive or coordination nature; it is ambivalent, i.e. it entails side functions in addition to the main one. Two theoretical propositions are then developed and largely confirmed by our empirical research results based on two detailed case studies in the emerging field of fuel cell (FC) technology. 相似文献