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1.
Debra A. Felix Mark D. Hertle Jill G. Conley Lori B. Washington Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195
We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science. 相似文献
2.
The National Science Foundation GK-12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K-12 students and teachers. The goals of the current study were to determine the number of sustained GK-12 programs that follow the original GK-12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K-12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK-12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections. 相似文献
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Frank D. Tinari 《College Teaching》2013,61(2):61-67
Abstract An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction. 相似文献
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Tazzarae Spivey-Mooring 《Peabody Journal of Education》2014,89(3):393-410
This study examines an innovative model program for the mentorship of diverse graduate students entitled the Inter-Ethnic/Interdisciplinary Mentoring Institute for Graduate Education (i.e., Mentoring Institute), which was established by the Graduate Student Diversity Programs in the Office of the Vice President for Research at the University of Virginia (UVa). The Mentoring Institute was created to promote an inclusive environment for graduate students from diverse backgrounds as well as to provide support for and increase the number of students of color who successfully matriculate and graduate from UVa. A comprehensive program evaluation was conducted that assesses the mentoring experiences of UVa graduate students who participate in the Mentoring Institute. The evaluation data reveals how graduate students’ involvement in the Mentoring Institute has positively impacted their academic and social experiences as well as their feelings of connectedness to UVa's professional community. The evaluation also assesses ongoing activities, professional trainings, workshops, and other support mechanisms provided for graduate students by the Mentoring Institute. In all, graduate students who participated in the Mentoring Institute evaluation indicated that the program has contributed significantly to their academic success, social well being, and feelings of connectedness to the UVa graduate school community. This study should particularly benefit administrators, faculty, students, and higher education professionals who are interested in multicultural graduate student development at predominately White institutions of higher education. 相似文献
5.
黄翌皓 《武汉职业技术学院学报》2014,(4):103-105
国家助学金是为帮助家庭经济困难的大学生顺利完成学业而实施的的资助政策。实施几年来,有无数贫困大学生得到帮助,顺利毕业并踏上工作岗位。但是,随着资助力度的加大和困难评定的标准笼统,在操作过程中也出现了一些问题,产生了许多负面影响。通过分析助学金评定过程中存在的一系列问题,探寻较为合理的解决对策,让这项惠及民生的政策能更有效、公正地落实。 相似文献
6.
美国城乡教育机会均等与“农村教育成就项目” 总被引：7，自引：0，他引：7
长期以来,美国农村地区的公立学校面临着严峻的挑战。由于产业增长迟缓、少数民族集中、人口居住分散和政府顾及不足,致使美国农村社区贫困严重、财税资源匮乏,教育规模偏小、教育人力短缺,学校竞争联邦教育拨款乏力,所获公式拨款数额较小,不能有效地满足这些学区教育发展的实际需求。针对这种情况,联邦政府出台了“农村教育成就项目,”以期改善农村学区教育教学条件,提高学生的学业成绩,保障农村教育机会的平等。 相似文献
7.
This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth? 相似文献
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秦玉梅 《泰州职业技术学院学报》2013,(5):39-41
随着国家助学金资助比例的提高以及资助金额的增大,高校助学金发放过程中存在的问题愈加凸显出来,贫困生界定困难、助学金发放程序上的公平掩盖了事实上的不公平,背离了国家奖助学金设立的初衷。应采取探索科学的贫困生认定方法、加强对助学金发放过程监督、按需分配助学金名额、调整助学金资助方式等对策,贯彻教育公平和资助育人的原则。 相似文献
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There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and General Certificate of Education (GCSE) as well as data on funding from Section 52 statements. Students in secondary modern schools gained one less grade on average than equivalent students in comprehensive schools while grammar school pupils obtained five grades more. After taking account of the cost factors and grant entitlements that influence funding per pupil, secondary modern schools in the years 2000/01–2002/03 were funded around £80 less per pupil while grammar school pupils received over £100 more per pupil compared to comprehensive schools. Secondary modern schools were more likely to be in financial deficit than comprehensive and particularly grammar schools. Thus, students are academically disadvantaged by attending secondary modern schools, which in most selective LEAs do not receive sufficient additional funding to offset the depressing effects on attainment of the increased social segregation arising from a selective system. 相似文献
12.
Judy Brown-DuPaul Joseph H. Davis Melanie Wursta 《Community College Journal of Research & Practice》2013,37(11):807-815
A high impact mentoring program at a community college connected professionals from the special education and early intervention fields with small groups of teacher education students. Two federal grants from U.S. Department of Education funded tuition scholarships and mentoring for 76 Special Education students and 78 Early Childhood Education/Early Intervention students in associate degree programs. The mentor programs consisted of individual monitoring by project staff, consistent contact with a mentor from the professional community and with other students in mentor groups, and structured monthly dinner meetings. Students who participated in the mentoring programs showed increased persistence and higher grade point average when compared with the general population of similar majors. Within each grant-funded population, students who showed low participation in the mentor programming presented lower retention rates and lower GPA than grant-funded students who took full advantage of the mentoring program. 相似文献
13.
The lack of workable approaches for evaluatingthe effects of state student grant programs may havecontributed to the problems that advocates for theseprograms have had in securing funding in the past decade. This study pilot tests a new, moreworkable approach to assessing the effects of changes infunding for state grant programs on college persistence.This case study of the State of Washington's grant program indicates that an increase instate funds for need-based grants in 1993-94 resulted inimproved within-year persistence in public four-yearuniversities. The study illustrates that it is possible for states to undertake systematic evaluationsof their grant programs. 相似文献
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Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(2):141-147
Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project designed to give students early in their professional preparation an authentic opportunity be a resource for the families of the children with whom they have worked. Service learning is a particularly appropriate pedagogical approach to enhance students' confidence and competence working with families because it provides authentic and hands-on opportunities to apply course content. This project effectively provided students an opportunity to assume a professional voice when working with families. It enhanced our program's success ensuring that our students take the requisite skills and dispositions to their work with families, while building their confidence and honing their communication skills. 相似文献
16.
Susan E. Metros 《Open Learning》2013,28(1):93-102
This article describes the learning objectives, the course activities, experiences and outcomes of a graduate level course on learning object design. The course was developed and taught at The Ohio State University by the author during the Spring Quarter of 2003. Students from the visual design and education disciplines partnered to work on a client‐initiated, authentic, grant‐funded project. The students, working in teams and serving as expert consultants to each other, were tasked with designing prototypes for learning objects to be used by freshman high school students, particularly those with disabilities. The course provided an opportunity to observe how developers actually built learning objects and to apply that knowledge to better understanding the issues facing faculty when challenged with the same tasks. 相似文献
17.
Francis D. Curtis 《Peabody Journal of Education》2013,88(1):22-34
Congress's role in defining and promoting equality of educational opportunity has evolved over the past 55 years since Brown v. Board of Education. Most recently, all three branches of the federal government have focused more on equality of educational opportunity for individual students rather than for protected classes. In this article, the authors combine two different frameworks to assess Congress's evolving role in ensuring equality of educational opportunity for all students—particularly given the new political and economic realities facing the nation. The first is federalism; the second is policy instruments for advancing varied goals in education, which the authors use to examine specific policy domains where Congress might increase its impact on equality of educational opportunity. These domains are concerned with “incentivizing equity” through competitive grants designed to reduce racial and socioeconomic inequality, improving existing categorical grant programs to make them more targeted and efficient, and strengthening enforcement of existing policies and programs. Throughout, the authors consider how recent research about equality of best be brought to bear on congressional priorities. In conclusion, they discuss the political realities facing Congress in 2012 and beyond, including partisanship and the prospect of cuts to pre-K-12 education spending. 相似文献
18.
Jane M. Leatherman Judith A. Niemeyer 《Journal of Early Childhood Teacher Education》2013,34(1):23-36
Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning activities during coursework provide an important foundation for collaboration, there are several challenges. These challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children's behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Implications are discussed for strengthening relationships between professional preparation programs as a way to improve collaborative teaming and increase early childhood teacher retention. 相似文献
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2020年新冠肺炎疫情在全世界肆虐与蔓延，常规教学模式被迫集体转向应急性在线教学。世界知名高等教育研究专家乌尔里希·泰希勒（Ulrich Teichler）教授认为：后疫情时代，全球高等教育机构可尝试以此为契机构建更具创造性的、线上线下有机融合的混合式教学；教学与研究均衡型的大学教师更容易适应在线教学对能力提升的要求；与学术型大学相比，应用型高等教育机构受到的冲击更显著，其人才培养的应用性与实践性决定了其依然要坚持面授教学为主、在线教学为辅；应用型高校的发展要坚持四个原则，分别是培养学生适应巨变的素养、注重双师型教师的培养与发展、确保学习科目的高度应用性和市场对应性、保障学生的校内外实践机会，同时离不开政府提供的政策与资金支持。 相似文献
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This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 629–654, 2000 相似文献