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991.
The present study explores Greek parents’ views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent–school communication, the psychological climate dominating teacher–parent interactions and parents’ suggestions for improvement of current policies and practices are examined. Four hundred and seventy‐five parents participated in the study. Findings showed that family–school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. 相似文献
992.
993.
Thomas F. Nelson Laird 《Research in higher education》2011,52(6):572-588
Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes.
Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great
need for a complimentary body of research demonstrating what faculty and what types of courses are more likely to include
diversity. This study relies on 12 diversity inclusivity items derived from a comprehensive model of how diversity is included
into a course to investigate how much diversity is being included in collegiate courses and what predicts diversity inclusivity,
as measured by two scales: diverse grounding and inclusive learning. The results, based on 7,101 responses from faculty participating
in the 2007 Faculty Survey of Student Engagement, suggest that most faculty are including diversity in their courses in some
way, but that women and faculty of color tend to include diversity to a greater extent than their colleagues. Also, courses
taught in the soft fields are more likely to be inclusive of diversity. 相似文献
994.
Thomas F. Nelson Laird Amy K. Garver Amanda Suniti Niskodé-Dossett 《Research in higher education》2011,52(3):261-277
Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study
examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class
time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between
men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times
a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies
that efforts to improve teaching and learning must also adapt to the instructional context. 相似文献
995.
996.
Kitae Sohn 《The Urban Review》2011,43(2):217-234
The hypothesis of acting White has been heatedly debated and influential over the last 20 years or so in explaining the Black–White
test score gap. Recently, economists have joined the debate and started providing new theoretical and empirical analyses of
the phenomenon. This paper critically reviews the arguments that have been advanced to support and refute the hypothesis.
This review particularly covers the analyses in economics because the economic analyses are relatively new and usually neglected
in other disciplines. Also, nationally representative data are emphasized, whenever possible, to improve the generalizability
of the arguments. This review concludes that although the analyses in both non-economics and economics are thought-provoking
and compelling in some respect, a substantial body of empirical evidence is inconsistent with the assumptions of and results
from the analyses. 相似文献
997.
Margaret Mackey 《Children‘s Literature in Education》2011,42(3):181-183
998.
999.
In 2004, the University of Michigan Medical School reduced its gross anatomy curriculum. To determine the effect of this reduction on resident perceptions of their clinical preparedness, we surveyed alumni that included residents from the original and new shortened curricula. A Likert-scale survey was sent to four classes of alumni. Respondents were compared in old curriculum (OC) and new curriculum (NC) groups, surgical specialty (SS) and nonsurgical specialty (NS) groups, and subgroups of SS and NS were compared for differences between OC and NC. Mean response scores were compared using independent samples T-tests. As a single population (n = 110), respondents felt their anatomy education prepared them well for residency, that a more robust anatomy curriculum would be helpful, that dissection was important to their residency preparation, and that a 4th year anatomy elective was effective in expanding their anatomy education and preparing them for residency. No significant difference existed between OC and NC groups, neither as a whole nor as SS and NS subgroups. The SS group felt dissection was more important to their residency preparation than the NS group (P = 0.001) and that a more robust anatomy curriculum would have better prepared them for residency (P = 0.001). Thirty percent of SS respondents who did not take a 4th year elective commented that they wish they had. Fourth year anatomy electives were highly valued by residents, and respondents felt that they should be offered to students as a way of revisiting anatomy following the 1st year of clinical training. 相似文献
1000.
Pascual Marqués-Bruna 《Sports Engineering》2011,13(4):195-204
This study examined aerodynamic properties and boundary layer stability in five cambered airfoils operating at the low Reynolds
numbers encountered in motor racing. Numerical modelling was carried out in the flow regime characterised by Reynolds numbers
0.82–1.29 × 106. The design Reynolds number of 3 × 106 was used as a reference. Aerodynamics variables were computed using AeroFoil 2.2 software, which uses the vortex panel method
and integral boundary layer equations. Validation of AeroFoil 2.2 software showed very good agreement between calculated aerodynamic
coefficients and wind tunnel experimental data. Drag polars, lift/drag ratio, pitching moment coefficient, chordwise distributions
(surface velocity ratio, pressure coefficient and boundary layer thickness), stagnation point, and boundary layer transition
and separation were obtained at angles of attack from −4° to 12°. The NASA NLF(1)-0414F airfoil offers versatility for motor
racing with a wide low-drag bucket, low minimum profile drag, high lift/drag ratio, laminar flow up to 0.7 chord, rapid concave
pressure recovery, high resultant pressure coefficient and stall resistance at low Reynolds numbers. The findings have implications
for the design of race car wings. 相似文献