“Is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations

Success in college is not simply a matter of students demonstrating academic ability. In addition, students must master the “college student” role in order to understand instructors’ expectations and apply their academic skills effectively to those expectations. This article uses data from focus groups to examine the fit between university faculty members’ expectations and students’ understanding of those expectations. Parallel discussions among groups of faculty and groups of students highlight important differences regarding issues of time management and specific aspects of coursework. We find definite incongruities between faculty and student perspectives and identify differences between traditional and first-generation college students. We argue that variations in cultural capital, based on parents’ educational experiences, correspond to important differences in each group’s mastery of the student role and, thus, their ability to respond to faculty expectations. The conclusion discusses the theoretical and practical implications of considering role mastery a form of cultural capital.     

Effectiveness of using learner‐centered principles on student retention in distance education courses in rural schools

This article examines the effectiveness of training facilitators in secondary schools to follow APA learner‐centered principles to support learners in distance education. The study was a cluster‐randomized control trial with 36 match pairs of schools and 246 students in the rural USA. The schools were selected at random and assigned at random to treatment condition. Instructors were blind to the treatment condition as were the local facilitators and schools. Data on length of time spent in the course and whether students completed the semester were analyzed. The results indicated that students in the intervention condition completed the first semester at a statistically higher rate than control students where facilitators did not have this training. The number of weeks students remained in the course was likewise statistically different with students in the intervention condition staying in the course more weeks holding instructor constant.     

Parents’ and teachers’ views on the psychosocial adjustment of students with and without a history of early grade retention

The study compared teachers’ and parents’ views about elementary school children’s psychosocial adjustment with and without a history of early grade retention. The sample included retained and non-retained students currently in Grades Two and Four (age range 7.5 to 11.6 years) in Cypriot public schools. The retained students experienced early grade retention either in kindergarten or Grade One and, therefore, were one year older than their current classmates. Both parents and teachers of all children completed a psychosocial adjustment inventory designed to assess social, emotional, and school competence as well as behaviour problems. The findings indicated important differences between teachers and parents in their evaluation of children’s psychosocial adjustment, but notable similarities in consistently evaluating early-retained children lower on all aspects of adjustment. Teachers evaluated all students lower than parents in terms of behaviour, school, and social competence. Both groups, however, considered retained students lower in social and school competence regardless of grade level. The implications of these findings in relation to evaluation aspects of psychosocial adjustment and the practice of early-grade retention are discussed.     

用GC和GC／MS分析河流悬浮物上的多环芳烃

河流悬浮物上的有机污染物品种繁多，成分极为复杂，多环芳烃只是其中的一类，对这类复杂的环境样品进行分析鉴定相当困难。本文提出了一个简单而有效的预处理及预分离方法，将多环芳烃首先从复杂体系中分离出来，再采用ＧＣ／ＭＳ系统配合程序升温保留指数法，对运河苏南段的二个悬浮物样品中的多环芳烃组分进行了分析鉴定，共鉴定出多环芳烃５０余种，对检出的多环芳烃利用多重内标相对重量校正因子法进行了半定量分析。     

关于大学非英语专业学生词汇刻意学习方式的实证研究

刻意学习和附带学习是学习词汇的两大主要方式。为了测试两种词汇学习的效果,笔者从当前大学英语学习者词汇学习的现状出发,在大学生非英语专业学生中进行一次实证研究。实验结果表明,现阶段,刻意学习词汇是学生的主要词汇学习方式。刻意学习词汇方式的效果优于附带习得,但其记忆保持率和附带习得方式相当。因此,通过对两种方法的综合分析,笔者主张在上下文中刻意学习词汇。     

英国中小学教师流失:特征、原因及其应对策略

近年来,英国中小学饱受教师短缺问题的困扰,不仅师资供不应求,离职现象也十分普遍,面临教师招聘困难与教师流失严重的双重困境。研究发现,繁重的工作量、较低的工资收入与职业生涯发展受阻等因素是导致教师离职的主要原因。为了应对日益严重的教师流失危机,英国政府致力于从改革问责制、增强教学改革的稳定性、助力教师提高课堂管理效率等方面减轻工作量负担;从上调工资幅度、提供薪酬补助金、资助养老金计划等方面整体上提升教师的薪酬;再通过制定完整的职业发展路径、鼓励实施灵活工作制、出台应对脱欧的政策意见等创造利于教师职业发展的条件。     

扩大开放远程学习的规模并提高保持率——马来西亚开放大学的策略(英文)

作为马来西亚第一所开放远程学习机构,马来西亚开放大学的创建旨在通过向不同背景的人士提供高等教育机会,从而帮助政府实现教育民主化的倡议。然而,这里存在两个明显不相容的议题,一是无所不包,另一个就是卓越。为了应对这一挑战,马来西亚开放大学设计并实施了一些策略,以确保获得学习机会的学习者能有成功的机会,这些策略涉及到开放远程学习的很多方面,例如入学要求、提供相关专业和课程、适当的评估和监控。本文还介绍了规模和保持方面的问题,以及未来一些新的确保教育公平、灵活的方法。     

提升宽带服务水平 再塑企业核心竞争力

重组后的电信企业已经进入了全业务运营时代,如何在融合的大趋势下,开展差异化服务是企业的战略核心内容,是提高客户忠诚度,减少客户流失的重要手段,也是运营商取得竞争优势的关键;介绍了推进差异化电信服务的意义,阐述了服务差异化的核心,及如何具体落实差异化服务创新举措。     

岳城矿防水及保水开采技术实践

针对岳城矿矿井的水文地质条件,分析矿井主采煤层的含水层、隔水层等赋存状况,研究矿井开采后上覆岩层的导水裂隙带发育高度,对影响矿井水害因素和保水开采的条件进行科学评价,提出矿井防水和保水开采的思路和措施。在防治采场突水的同时,对水资源进行有效保护,达到防水和保水并举的目的。     

The retention and success of under-represented groups in a Bachelor of Education program in New Zealand

For several decades researchers have raised questions regarding factors that enable undergraduate students, particularly those from ethnic minority groups living in low socio-economic areas, to persist with their studies to degree completion. Seeking answers to these questions becomes more urgent as universities around the world enrol increasingly diverse cohorts of students. This article reviews the patterns of participation and success for students enrolled in a Bachelor of Education program at one university, distributed across three different locations and attracting different cohorts of students. This provided the university with a unique opportunity to learn about the retention and success of diverse cohorts, particularly those traditionally under-represented at undergraduate-level study. At least 75% of students in the under-represented groups passed their courses. Surprisingly the pass rates of students at the three campuses were similar, despite dissimilarities in ethnicity, socio-economic status and previous academic success.