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961.
962.
Despite the expansion and professionalisation of university administration over the past 20 years there has been no scholarly
study on the extent to which universities, which promote the value of generic skills from research degrees to prospective
research students and their employers, capitalize on the research and transferable skills of PhD graduates later employed
in the university sector as professional staff. Findings from this study of research-trained professional staff at one research-intensive
Australian university suggests that these professionals are using their research and generic skills in management roles, to
the benefit of the university. In the context of the knowledge based economy, this study suggests that universities could
benefit from actively targeting the products of their own system for professional roles. 相似文献
963.
Marilyn A. Winkleby Judith Ned David Ahn Alana Koehler Jeanne D. Kennedy 《Journal of Science Education and Technology》2009,18(6):535-545
Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically
underrepresented in science and health professions. This report describes college and career outcomes among graduates of the
Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among
whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited
to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program
leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums,
research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance.
A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups.
Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree
(among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California
adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year
college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become
health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes
the role of universities as “high school interventionists” to help diversify health professions. 相似文献
964.
Shamsul H. Mahmud Judith R. Warchal Ayumt Masuchi Rafiq Ahmed Axel Schoelmerich 《美中教育评论》2009,6(7):29-44
The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional (Singh, 1975) and other five were identified as dysfunctional (Parek, 1988) in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers' preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers' value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect (Boli, 2005) on human values. 相似文献
965.
Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents ( M = 16.37 years, SD = 0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity. 相似文献
966.
This paper describes general curriculum design principles and specific software design implementations resulting from an ongoing collaboration between software designers and programmers, researchers, and a classroom teacher and his students. Research and observations in the classroom setting led to both the emergence of useful learning principles as well as the design of a specific piece of software, E-LabBook. The paper traces the development of the software in the context of the principles that emerged during the design process. 相似文献
967.
From an ecological perspective, the inclusion of children in school-age child care (SACC) requires collaboration among policy
makers, educators, parents, and child care providers. Both typically and atypically developing children benefit from inclusive
programs, yet they pose challenges for care-givers primarily due to lack of training, resources, and identification of successful
inclusive program components. The process of successful SACC inclusion should be at the forefront of human service and research
agendas. 相似文献
968.
Marilyn A. Winkleby Judith Ned David Ahn Alana Koehler Kathleen Fagliano Casey Crump 《Journal of Science Education and Technology》2014,23(1):138-144
Given limited funding for school-based science education, non-school-based programs have been developed at colleges and universities to increase the number of students entering science- and health-related careers and address critical workforce needs. However, few evaluations of such programs have been conducted. We report the design and methods of a controlled trial to evaluate the Stanford Medical Youth Science Program’s Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program. This 5-year matched cohort study uses an annual survey to assess educational and career outcomes among four cohorts of students who participate in the SRP and a matched comparison group of applicants who were not chosen to participate in the SRP. Matching on sociodemographic and academic background allows control for potential confounding. This design enables the testing of whether the SRP has an independent effect on educational- and career-related outcomes above and beyond the effects of other factors such as gender, ethnicity, socioeconomic background, and pre-intervention academic preparation. The results will help determine which curriculum components contribute most to successful outcomes and which students benefit most. After 4 years of follow-up, the results demonstrate high response rates from SRP participants and the comparison group with completion rates near 90 %, similar response rates by gender and ethnicity, and little attrition with each additional year of follow-up. This design and methods can potentially be replicated to evaluate and improve other biomedical pipeline programs, which are increasingly important for equipping more students for science- and health-related careers. 相似文献
969.
The goals of Child Development's new From Another Perspective format are discussed, and an overview of the content of the inaugural From Another Perspective collection on child care effects is provided. The two lead articles suggest, respectively, that long hours in child care are related to children's later behavior problems and that child care may be physiologically challenging for young children. Commentaries focus on the need to examine a range of additional factors before drawing definitive conclusions about cause and effect. Among the issues discussed in the commentaries are the need to account for context, individual differences among children, and methodological challenges. The introductory editorial also overviews policy implications and directions for future research. 相似文献
970.