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231.
Nathan Lindsay Krista Harrell‐Blair Lindsey McDaniel Clifton Williams Diane Reed 《About Campus》2010,15(2):26-29
The authors describe the University of North Carolina Wilmington's Sustainability Film Series and the impact it has had on both the university and local communities. 相似文献
232.
The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical
therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically
taught by the classroom teacher who may have little to no knowledge of how to initiate a motor program. For this reason, a
collaborative approach in teaching the motor domain facilitates developing preschool readiness skills such as motor imitation,
bilateral coordination and sequencing, and spatial awareness—all while taking the child’s special needs into consideration.
The team also collaborates on teaching strategies, behavioral supports, and how they will keep the activities fun to facilitate
active participation. The team members work in synchrony for common goals, providing input from their individual areas of
expertise, so the children can learn and generalize skills across all environments. 相似文献
233.
Legacies, or students with a family member who graduated from the same college or university, have been the source of much
debate. We add to the existing literature by providing a detailed empirical portrait of legacies at a private, selective university
across the college years. We examine how legacies are distinctive in their admissions profiles, within-college achievement
and post-graduation plans, using data from a panel study of students attending Duke University. We find that legacies enter
college with an abundance of economic, cultural and social capital, but also have lower levels of human capital compared to
other students with college graduate parents. Due to this human capital deficit, legacies have lower grades in the first college
year, but show little academic underperformance in subsequent semesters. Additionally, legacies are less likely to plan to
be a medical doctor or engineer and have somewhat lower degree aspirations than other students.
相似文献
Nathan D. MartinEmail: |
234.
Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language
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Oren R. Shewach Winny Shen Paul R. Sackett Nathan R. Kuncel 《Educational Measurement》2017,36(3):46-57
The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English‐speaking students. In contrast, a smaller literature on language proficiency suggests academic performance of those with more limited English language proficiency may be underpredicted by standardized tests. These two literatures have not been well integrated, despite the fact that a number of racial/ethnic minority groups within the United States contain recent immigrant populations or heritage language speakers. This study investigates the joint role of race/ethnicity and language proficiency in Hispanic, Asian, and White ethnic groups across three educational admissions systems (SAT, HSGPA, and their composite) in predicting freshman grades. Our results indicate that language may differentially affect academic outcomes for different racial/ethnic subgroups. The SAT loses predictive power for Asian and White students who speak another best language, whereas it does not for Hispanic students who speak another best language. The differential prediction of college grades of linguistic minorities within racial/ethnic minority subgroups appears to be driven by the verbally loaded subtests of standardized tests but is largely unrelated to quantitative tests. 相似文献
235.
Nathan F. Alleman L. Neal Holly 《Journal of Education for Students Placed at Risk》2014,19(3-4):148-168
In the past decade, rural education has been critiqued for contributing to brain drain and social stratification that saps the human, social, and economic resources of rural communities. This article, based on an investigation of six small rural school districts in the same state, offers an alternative view of the role of community groups and individuals in the academic preparation and postsecondary aspirations of local low-income students. From the accounts of 79 school and community residents, we developed a typology that categorizes local stakeholders by their involvement in three common functions: program support, program directing, and program initiation/administration. These proeducational activities, in combination, support the necessary tasks of qualification, graduation, application, and aspiration. Results not only increase understanding about the ways rural communities support educational preparation, but also clarify the links between particular community behaviors and the completion of essential college-preparation tasks. 相似文献
236.
Nathan E. Sanders Chris Faesi Alyssa A. Goodman 《Journal of Science Education and Technology》2014,23(3):431-440
Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX. 相似文献
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239.
Tricia A. Seifert Kathleen M. Goodman Nathan Lindsay James D. Jorgensen Gregory C. Wolniak Ernest T. Pascarella Charles Blaich 《Research in higher education》2008,49(2):107-125
Despite scholars’ praise of liberal arts education as a model form, very little research has examined the actual impact of
liberal arts education on learning outcomes. The elaborate rhetoric and anecdotal support, long used to advance liberal arts
education as the premier type of education with value for all, is no longer sufficient. The practices and conditions that
lead to outcomes of a liberally educated student remain an empirical black box. Guided by the work of Pascarella et al. [2005, Liberal arts colleges and liberal arts education: New evidence on impacts. ASHE Higher Education Report, 31(3)], this study examined the extent to which an institutional ethos, that values student–student
and student–faculty interaction within a supportive environment characterized by high expectations for developing the intellectual
arts, manifests in the lived experiences of students and predicts the development of outcomes theoretically associated with
the liberal arts. Specifically, we investigated the construct and predictive validity of the liberal arts experience scale
relative to liberal arts outcomes. Using data from the first phase of the Wabash National Study of Liberal Arts Education,
net of student background characteristics and institution attended, we found liberal arts experiences had a positive effect
on four of six liberal arts outcomes, including intercultural effectiveness, inclination to inquire and lifelong learning,
well-being, and leadership.
相似文献
Tricia A. SeifertEmail: |
240.
We propose an expanded definition of Threshold Concepts (TCs) that requires the successful acquisition and internalisation not only of knowledge, but also its practical elaboration in the domains of applied strategies and mental models. This richer definition allows us to clarify the relationship between TCs and Fundamental Ideas, and to account for both the important and the problematic characteristics of TCs in terms of the Knowledge/Strategies/Mental Models Framework defined in previous work. 相似文献