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Research studies on higher education: A content analysis 总被引:1,自引:0,他引:1
Samuel E. Kellams 《Research in higher education》1975,3(2):139-154
This paper reports the results of a content analysis of a comprehensive set of abstracts of ongoing research projects in the United States and Canada in 1972. The questions asked were: What kind of research is being done on higher education? Who does this research? Secondary questions were: How are the research projects financially supported? How are the research results to be disseminated? The results are presented and interpreted in relation to some of the less data-based literature on the field of higher education as an emerging area of systematic study. 相似文献
23.
Samuel Folorunso Ogundare 《Educational studies》1991,17(2):149-156
This paper examined the extent to which gender, academic achievement in social studies and the occupation of the parents of the students may be intervening variables in the citizenship behaviour of students within the school purview. An observational scheme, using Mehlinger's and Okunrotifa's posit, was used to observe 60 students for 3 weeks by trained raters. While the general picture appears satisfactory and gender has no significant influence, academic achievement in social studies and the occupation of parents are significant variables associated with student degree of citizenship behaviour. Therefore, in all school work dealing with civic competence, moral education concepts should be used and students should be associated heterogeneously across sex, intellectual capability and parents’ status. 相似文献
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Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate
course. Path analyses revealed a significant influence of the intervention on class performance, calibration, and self-efficacy.
The results suggest the appropriateness of integrating distributed metacognitive exercises in class content and the fundamental
role of monitoring ability in performance-based course outcomes and self-efficacy. 相似文献
26.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
27.
Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring
literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA)
in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general
cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated
that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent.
RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found
uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly
associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development
of English-speaking preschool children. 相似文献
28.
This paper describes a lesson centered around a metric for measuring partisan gerrymandering: the efficiency gap. We situate the efficiency gap in the current US political climate, describe the activity itself, and then provide recommendations for readers interested in adapting the lesson for their own classrooms. 相似文献
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Droplet microfluidics enables powerful analytic capabilities but often requires workflows involving macro- and microfluidic processing steps that are cumbersome to perform manually. Here, we demonstrate the automation of droplet microfluidics with commercial fluid-handling robotics. The workflows incorporate common microfluidic devices including droplet generators, mergers, and sorters and utilize the robot''s native capabilities for thermal control, incubation, and plate scanning. The ability to automate microfluidic devices using commercial fluid handling will speed up the integration of these methods into biological workflows. 相似文献