排序方式: 共有49条查询结果,搜索用时 0 毫秒
21.
The influence of instruction,prior knowledge,and values on climate change risk perception among undergraduates 总被引:1,自引:0,他引:1 下载免费PDF全文
We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain‐specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political orientation were not. These results contrast with previous studies highlighting worldviews as a dominant influence on risk perception. At the beginning of the semester, students' climate change content knowledge was relatively low, with average scores on a 21‐item test less than 50%. Post instruction results indicated that students learned climate change science during the course, and their perceptions of risks associated with climate change increased. Unlike most prior research evaluating links between climate change knowledge and risk perception, our measure of content knowledge was a validated assessment specific to climate change. Use of this specific climate knowledge test may be one reason that we detected a relationship between climate knowledge and risk perception whereas most of the previous research has not. Another—possibly complementary—explanation may be a generational shift between our study sample and prior samples. Undergraduates today, having grown up with more exposure to climate change in schools and the media than previous generations, may be diverging from average adults in that learning climate science appears to also increase their perceptions of the risks climate change poses. Undergraduate courses with embedded climate‐related activities present an opportunity to both increase climate science knowledge and risk perceptions of future decision makers. 相似文献
22.
Oren R. Shewach Kyle D. McNeal Nathan R. Kuncel Paul R. Sackett 《Educational Measurement》2019,38(1):25-35
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education. 相似文献
23.
24.
Clery Act: Road to Compliance 总被引:1,自引:0,他引:1
Laura R. McNeal 《Journal of Personnel Evaluation in Education》2007,19(3-4):105-113
The purpose of this study was to explore what factors served as impediments to institutional efforts to comply with Clery
Act guidelines through the perceptions of campus law administrators. Statistical analyses were performed on data collected
from an online survey, which was distributed to members of the International Association of Campus Law Administrators currently
working at colleges and universities in the United States. Survey items were designed to explore the relationship between
the following factors and Clery Act compliance: (a) institutional resistance, (b) ambiguity in the Act, (c) lack of funding,
(d) lack of support, and (e) inaccurate reporting. Mazmanian and Sabatier’s Theory of Effective Policy Implementation was
used as a conceptual framework to examine challenges to institutional compliance with the Clery Act statute. The findings
in this study will be used to help college administrators assess how to improve the performance level of campus law personnel
in relation to promoting campus safety and complying with the Clery Act statute. 相似文献
25.
Ramona Buske 《School Effectiveness & School Improvement》2018,29(2):262-284
The study examines the correlation between collective innovativeness of the teaching staff and the principal’s leadership style as well as additional school structure characteristics. The construct of collective innovativeness is examined as a precondition of successful school improvement processes driven by the teaching staff. Based on theoretical interdisciplinary analyses and empirical findings, the examined hypothesis was that the principal’s leadership directly and positively influences the collective innovativeness of the teaching staff. The results of the structural equation modeling (partial least squares regression) indicate that the principal’s leadership style is the strongest predictor of teachers’ collective innovativeness and, together with the teaching staff’s perception of hierarchical structures and autonomy within the school, explained 51% of variance in the construct. The paper highlights important aspects of principals’ leadership styles that can encourage collective innovativeness among teachers. 相似文献
26.
For this study we used institutional web sites to examine the mission statements of 80 higher education institutions for messages
about diversity. Of the 80 institutions, 59 (75%) referenced diversity in their mission statements; but only 19% defined diversity
in racial or ethnic terms. In addition to mission statements, 52 (or 65%) of the 80 institutions had a separate diversity
statement; but only 18 of these were an official institutional statement. These treatments of diversity are interesting in
light of the changing demographics of the incoming college student population and the recognized need for greater cultural
development or awareness on campuses. If mission and diversity statements reflect the priorities of the institution, 35% of
the institutions in the sample said nothing about diversity. 相似文献
27.
Ana MarÍa Perez Aguirre Patricia Zorzoli Paula Ramirez Ramona Oviedo Dora Vai Gabriel Lopardo 《Educational Action Research》2013,21(1):51-60
The authors present the Didáctica de las Prácticas Escolares Cotidianas – The Didactics of Everyday School Practice (DIPEC). From their point of view, it owes its specificity to certain special characteristics, one of which is the inevitable presence of concrete, immediate teaching action, which presents particular problems and therefore particular ways of dealing with them. This article includes an example of a problematic situation, the way it was handled using Paulo Freire's methodology and the action subsequently developed. 相似文献
28.
The work in family child care is becoming increasingly more professional, moving from an image of ‘mothering’ toward one of
educare. The growing demand for expertise and competence in family child care providers can be examined in light of their
pedagogical experiences and the ways in which children engage in learning in providers’ homes. This article is based on a
phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience
with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five
dimensions of learning: children’s skills for learning, essential opportunities for learning, two forums for learning, socio-emotional
learning, and meaningful learning. The authors conclude with implications for further research. 相似文献
29.
The purpose of this study was to determine whether adult children of alcoholics (ACOAs) on college campuses have a more problematic style of drinking compared with their non-ACOA counterparts. Results indicated that ACOAs endorsed more problematic drinking patterns than did non-ACOAs. Implications discussed include identification of ACOAs and their specific counseling. 相似文献
30.
Marjorie Armstrong-Stassen Margaret Landstrom Ramona Lumpkin 《The Information Society》1998,14(2):153-164
This study examined how students who had no prior experience with videoconferencing would react to the use of videoconferencing as an instructional medium. Students enrolled in seven different courses completed a questionnaire at the beginning of the semester and again at the end of the semester. Students at the origination and remote sites did not differ in their reactions toward videoconferencing but there was a significant difference for gender. Women reacted less favorably to videoconferencing. Compared to the beginning of the semester, students reported significantly less positive attitudes toward taking a course through videoconferencing at the end of the semester. There were no significant differences in students' attitudes toward videoconferencing across courses at the beginning of the semester but there were significant differences across the courses at the end of the semester. The results suggest the need for better preparation for both students and instructors. 相似文献