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891.
Peter Riley Bahr 《Research in higher education》2009,50(7):691-714
Variables that address student enrollment patterns (e.g., persistence, enrollment inconsistency, completed credit hours, course
credit load, course completion rate, procrastination) constitute a longstanding fixture of analytical strategies in educational
research, particularly research that focuses on explaining variation in academic outcomes. However, nearly all measures of
enrollment patterns are handicapped by untested assumptions about a more fundamental measure, namely students’ rate of progress.
In this paper, I first explain how a variety of widely used measures of enrollment patterns are inextricably linked to students’
rate of progress. I then describe a method of modeling mathematically students’ rate of progress that employs hierarchical
(multilevel) discrete-time event history analysis of repeated events. I conclude with an empirical example of the application
of this method in which I test several hypotheses concerning students’ rate of progress through the remedial math sequence
toward the outcome of college-level math competency. In addition to the utility of the method that is proposed here, the issues
discussed in this paper have important practical implications for institutional research, particularly with respect to the
use of the various measures of enrollment patterns to explain variation in students’ attainment.
相似文献
Peter Riley BahrEmail: |
892.
893.
The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows people develop cognitive skills such that they are able to "read the world" (Wink, 2004). The approach is one that permits readers to go beyond the literal text to examine what is present as well as what is missing as it relates to issues of equity and fairness. Becoming critically literate enabled these teacher-participants to challenge the subtle attitudes, values, and beliefs conveyed by a range of written and oral texts. The teacher-participants in this course improved their critical literacy skills by actively reading, critically writing about, and using evidence to support their conclusions about issues arising from advances in human genetics. A biologist, a linguist, and an educator collaboratively designed and taught the course. The personalized focus on the integration of thoughtful reading and writing in this class enhanced the teacher-participants' (n = 16) professional and intellectual development and will potentially improve learning in their biology and English classrooms in the future. 相似文献
894.
Every interaction within an early childhood program either promotes community or disrupts it. Therefore, excellent early childhood
programs have in place a process that pulls the energies and abilities of all the members of the school community together
so that everyone—children, educators, parents, and community members—develop well. In particular, healthy interactions between
educators and families create the necessary conditions for the early childhood programs: (1) to impact the lifepaths of the
families; and, in turn, (2) to engage the families in the work of improving the early childhood programs. In this article,
research on the Jewish Early Childhood Education Initiative (JECEI) is presented. JECEI was selected for study because JECEI
early childhood programs are characterized by healthy relationships, the capacity to successfully promote children’s learning
and development, and the engagement of families in the work of school improvement. 相似文献
895.
Understanding the distinctions among heat, energy and temperature can be difficult for students at all levels of instruction, including those in engineering. Misconceptions about heat transfer have been found to persist, even after students successfully complete relevant coursework. New instructional methods are needed to address these misconceptions. This pilot study examined whether researcher-developed and inquiry-based activities could increase conceptual understanding of heat transfer and alter common misconceptions. Twenty-two undergraduate chemical engineering students were assessed before and after instruction with inquiry-based activities using a ten-item concept inventory. Concept inventory questions were developed to assess students' performance on questions closely related to the inquiry-based activities and questions applying concepts in new contexts. Participants significantly improved their overall scores from pre-test to post-test. An examination of performance on individual items revealed significant improvement on half of those questions closely related to the instructional activities and half of those applying concepts in new but related contexts. Results are examined in light of the assessment and inquiry activities that were used, as well as the difficulty of the concepts. Educational implications and suggestions for future research are discussed. 相似文献
896.
The authors examined internalizing behavior problems at middle childhood, adolescence, and young adulthood and brain-based measures of stress vulnerability in 154 right-handed, nonimpaired young adults ( M age = 23 years): 71 (30 males, 41 females) born at extremely low birth weight (ELBW; < 1,000 g) and 83 (35 males, 48 females) controls born at normal birth weight (NBW). Internalizing behavior problems increased from adolescence to young adulthood among ELBW individuals. ELBW adults exhibited greater relative right frontal electroencephalogram activity at rest and more concurrent internalizing behavior problems than NBW controls. Being born at ELBW may have subtle influences on brain–behavior relations even in survivors without major impairments and evidence of these influences may not emerge until young adulthood. 相似文献
897.
Michael Allen 《科学教学研究杂志》2010,47(2):151-173
Pupils' expectation‐related errors oppose the development of an appropriate scientific attitude towards empirical evidence and the learning of accepted science content, representing a hitherto neglected area of research in science education. In spite of these apparent drawbacks, a pedagogy is described that encourages pupils to allow their biases to improperly influence data collection and interpretation during practical work, in order to provoke emotional responses and subsequent engagement with the science. The usefulness of this approach is borne out quantitatively by findings from a series of three randomized experiments (n = 158) which show superior gains using this pedagogy that are still significant 2 and 3 years after the initial treatment. In addition, pupils who experienced more intense emotions during treatment demonstrated the most gains after 6 weeks. This research is one element of a large‐scale study of expectation‐related observation in school science whose findings impact generally on the proper consideration of empirical evidence and the learning of science content. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:151–173, 2010 相似文献
898.
Massive oil revenues are currently fueling a surge in the number of educational institutions in the Gulf Cooperation Council (GCC) countries, presenting leadership at all levels with many unprecedented questions. In particular, the growth and reform of higher education challenges the delicate balance between academic freedom and Arab cultural values. This paper describes faculty perceptions of academic freedom at a major GCC national university. Faculty members’ views and perceptions regarding academic freedom are presented based on interviews, questionnaire responses, and the authors’ own thoughts. Findings indicate that faculty members have complex and often contradictory understandings of academic freedom and related responsibilities and often engage in self-censorship. The authors discuss these findings by engaging in self-reflection regarding their own perspectives and personal experiences. 相似文献
899.
Michael Mendelson 《Children‘s Literature in Education》2010,41(4):340-354
Given the serious decline in the number of undergraduates majoring in the humanities in general, and literature in particular,
teachers of Children’s Literature have a unique opportunity to serve their discipline by tapping the power of classroom dialogue
to introduce students to the practical reasoning central to humanistic study. This essay takes Long John Silver, from Robert
Louis Stevenson’s Treasure Island (1883), as a model for generating lively discussion that begins with literary matters but leads, with help from the teacher, to
fundamental questions about the role of the humanities in students’ education and in their lives. In the process, the essay
traces a pedagogical strategy that moves from matters of plot and character, to issues of ethics and judgment, to larger questions
regarding approximate knowledge and sound reasoning about the complexities of the human condition. This inquiry focuses specifically
on the charming but villainous Silver and the possible explanations for his escape at the end of the novel. But the ambiguity
and fascination of his character are also catalysts for wide-ranging classroom discussion of a kind that Children’s Literature
routinely promotes and sustains. Such discussion can provide broad, balanced insight into the nature and variety of critical
understanding. As such, Children’s Literature and the pedagogy it supports serves to identify and enliven the benefits of
humanistic study at a crucial moment of academic history. 相似文献
900.