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341.
Michael Nussbaum E. Dove Ian J. Slife Nathan Kardash CarolAnne M. Turgut Refika Vallett David 《Reading and writing》2019,32(6):1531-1552
Reading and Writing - Although the Toulmin model (1958) has dominated argumentation research, it does not provide many tools for evaluating argument quality. Towards that end, we draw on work in... 相似文献
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International comparative studies in education provide a fresh perspective on K-12 education policy by enabling countries to learn from each other’s approaches. The recently conducted Teacher Education and Development Study—Mathematics provides a worldwide lens by which to examine the role of subject-matter in the preparation of US teachers of mathematics for primary and lower secondary students. More specifically, a previous study looking at the international top-performing teacher preparation programmes identified a common set of learning experiences (topics/content) related to mathematics. This empirically derived international benchmark is used in this paper to examine the quality of the mathematics preparation of future US teachers in various university and college programmes. 相似文献
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Langston Clark Asherah Allen Samuel R. Hodge Nathan Murata 《Quest (Human Kinetics)》2016,68(4):406-419
ABSTRACTMany articles over the years have bemoaned the lack of diversity in doctorate-granting Physical Education Teacher Education (D-PETE) programs without attainable solutions towards significant increases in student and faculty diversity. The purpose of this article is to emphasize the potential significance of implementing D-PETE programs at Minority Serving Institutions (MSIs). To that end, we discuss the impact MSIs have on the success of students of color and the impact MSI D-PETE programs would have on the diversification of PETE faculty and student bodies. In this article, we suggest ways to reframe the diversity narrative and offer solutions that are not currently utilized. The implementation of D-PETE programs at MSIs can enhance the broader PETE ecosystem, diversifying it like never before. 相似文献
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Eric L. Oslund Nathan H. Clemens Deborah C. Simmons Leslie E. Simmons 《Reading and writing》2018,31(2):355-379
The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word identification, vocabulary, silent reading efficiency, and inference-making on reading comprehension. Comparing struggling versus adequate comprehenders revealed statistically significant differences in path coefficients. In both groups, vocabulary had the largest total effect when considering its direct and indirect effects. Word identification was the strongest direct predictor for struggling comprehenders (β = .18 for struggling vs. β = ? .03 for adequate), while vocabulary was the strongest predictor for adequate comprehenders (β = .40 for adequate vs. β = .14 for struggling). Findings reinforce (a) vocabulary knowledge plays a primary role in explaining individual differences in adolescent reading comprehension, (b) the need to differentiate intervention to address underlying difficulties of struggling readers, and (c) the relations of reading component skills (e.g., word reading and silent reading efficiency) to reading comprehension may be different based on reader proficiency. 相似文献
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In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority‐serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority‐Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self‐reflective process. As a result, while the program's graduates have traditionally pursued entry‐level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post‐graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority‐serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long‐standing under‐representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017 相似文献
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Nathan D. Martin Kenneth I. Spenner Sarah A. Mustillo 《Research in higher education》2017,58(6):617-645
In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that roughly half of the observed gap was attributable to family background characteristics and pre-college academic preparation. Of the within-college factors we considered, perceptions of campus climate and selection of major field of study were most important in explaining racial/ethnic differences in GPA. Personal resources, such as academic effort, self-esteem and academic identification, and patterns of involvement in campus life were significantly associated with GPA, but these factors did not account for racial/ethnic differences in academic performance. Overall, our results suggest that efforts to reduce the college achievement gap should focus on assisting students with the process of selecting major fields of study and on fostering a welcoming and inclusive campus environment. 相似文献
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Nathan Bond 《The Educational forum》2019,83(1):75-89
Educators and policy makers often lack the ability to work together to address issues facing schools. For this multiple case study, three educators who advocate regularly at the local, state, and national levels were asked by the researcher to offer advice for influencing legislative change. The findings suggest that educators interested in advocacy should use personal strengths and interests to advocate, focus on one issue and one level of government, and build professional relationships with policy makers and constituents. 相似文献