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961.
Ted N. Ingram Melissa Gonzalez-Matthews 《Community College Journal of Research & Practice》2013,37(8):636-641
Latinos are being educated in American colleges and universities in greater numbers than ever before. Yet, despite the increases in population growth, Latinos are still falling behind. Little attention has been given to the experiences of Latino males enrolled at the community college. However, research shows that it is the community colleges in which a large portion of the college-going Latino population is enrolled. The purpose of this qualitative study is to examine how community colleges can increase Latino male engagement in the quest to promote their academic persistence. Findings suggest these 12 Latino men are faced with unique circumstances (familial commitment, employment, peers) both on and off campus that impedes their involvement. Institutions of higher education are encouraged to be more supportive by offering opportunities for engagement that are sensitive to lifestyle of these participants in order to maintain their enrollment. 相似文献
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Dale Lynn Cusumano Kathleen Armstrong Rachel Cohen Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. 相似文献
963.
Sharon Rae Jenkins Aimee Belanger Melissa Londoño Connally Adriel Boals Kelly M. Durón 《Journal of College Counseling》2013,16(2):129-142
First‐generation undergraduate students face challenging cross‐socioeconomic cultural transitions into college life. The authors compared first‐ and non‐first‐generation undergraduate students’ social support, posttraumatic stress, depression symptoms, and life satisfaction. First‐generation participants reported less social support from family and friends, more single‐event traumatic stress, less life satisfaction, and marginally more depression symptomatology than non‐first‐generation participants, but significant generation–gender interactions showed first‐generation women doing worse and first‐generation men doing better than others. 相似文献
964.
Assistant teachers are a ubiquitous yet virtually overlooked part of the early education workforce. Assistant teacher education level and its relationship to various classroom characteristics and the roles lead teachers feel assistants play in classroom management and teaching were examined in a nationally representative sample of 3,191 state-funded prekindergarten classes. Research Findings: Most classrooms had at least 1 paid assistant teacher, and classrooms with multiple assistants were more likely to be in Head Start. Lead teachers in public schools were more likely to have a bachelor's degree or higher, to be paired with an assistant with a high school degree, and to report fewer release hours for planning (alone or shared with assistants) than teachers in Head Start. Hierarchical multiple regression indicated that assistant teachers were rated as most useful to teaching duties when the classroom was in a Head Start setting, when the discrepancy between the lead and assistant teachers’ education was smaller, and when there were more shared release hours for planning. Practice and Policy: Implications focus on future prekindergarten teacher workforce needs, the need for more shared planning time and guidance in its use, and the need for more attention to and support for the training and roles of assistant teachers. 相似文献
965.
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as ‘positive discourse analysis’ or ‘reconstructive discourse analysis’. Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses. 相似文献
966.
This paper describes tests of an automated essay grader and critic that uses Latent Semantic Analysis. Several methods which score the quality of the content in essays are described and tested. These methods are compared against human scores for the essays and the results show that LSA can score as accurately as the humans. Finally, we describe the implementation of the essay grader/critic in an undergraduate course. The outcome showed that students could write and revise their essays on-line, resulting in improved essays. Implications are discussed for the use of the technology in undergraduate courses and how it can provide an effective approach to incorporating more writing both in and outside of the classroom. 相似文献
967.
Anthony Esolen 《Academic Questions》2018,31(3):274-280
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