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Responsiveness to a Prospective Student E-Mail Inquiry by Community Colleges in the Nine Mega-States
David A. Shadinger 《Community College Journal of Research & Practice》2013,37(7):674-683
This quantitative study investigated e-mail responsiveness by community colleges in the nine mega-states to an inquiry from a prospective student. Noel-Levitz (2006b) reported that prospective students want to receive an e-mail with information about an institution prior to applying for admission. Specifically, high school juniors and seniors want to have a two-way conversation with an institutional representative during their college search (Noel-Levitz, 2006a, 2007a, 2007b, 2008). Research also indicates that community colleges are not as likely as four-year institutions to use web-based communication with prospective students (Noel-Levitz, 2008; Peakow, 2006). Half of the community colleges in this study replied to an e-mail inquiry from a prospective student within five business days, just over 30% of community colleges responded with individualized responses, and a number of institutions utilized automated software that did not address the prospective student's questions. Community colleges must acknowledge and respond to the wants and needs of their prospective students for two-way communication during the college search process. With the dramatic expansion of web-based communications options, community colleges that routinely ignore prospective student e-mail inquiries risk a negative backlash from a variety of directions. Numerous student complaints about an institution's lack of responsiveness could trigger any number of local- and state-level concerns impacting everything from simple image and reputation to questions about administrative priorities and the appropriateness of funding levels. 相似文献
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Dina J. Wilke PhD Karen A. Randolph Linda Vinton 《Journal of Teaching in Social Work》2013,33(1):18-31
Students taking a class together belong to a group where members typically develop a sense of connection to each other by engaging in mutual support and assistance through shared experiences and knowledge. Some have argued that the lack of face‐to‐face interaction precludes such processes and prevents the effective teaching of social work in an online environment. When online students were asked what they liked most and least about their classes, one‐third of the responses referred to ideas that reflected interactions among students and with faculty. These comments were evaluated in the context of Shulman's (1999) processes of mutual aid. This exploratory study suggests that despite a lack of face‐to‐face contact, mutual aid is relevant to online students and could be used to strategically enhance the delivery of course content in an online environment and facilitate a sense of connection among students. 相似文献
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Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
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Mark Vicars 《Sex education》2013,13(3):269-279
In this paper, I reflect on how the culture of schooling that I experienced throughout the 1970s and early 1980s scaffolded a formative awareness of sexual difference. Quinlivan and Town have pointed out that ‘School communities seldom have to move beyond the personal deficit model in attempting to meet the needs of Lesbian and Gay youth’ (Quinlivan & Town, 1999, p.251). In reconstructing the memories of those days, months and years, I offer a personal account of how schooling reinforces heterosexual identification, through gender display, and situates students in activities where deviation from what is considered and accepted as ‘normal’ is pathologised. I hope to convincingly tell what it felt like to be positioned within institutional discourses that naturalised and rehearsed a collective knowledge about sexuality. 相似文献
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Terrell L. Strayhorn 《Community College Journal of Research & Practice》2013,37(5):358-375
A large majority of African American males begin their postsecondary education careers at two-year community colleges. Prior research has focused largely on Black students at four-year institutions, and even theoretical work has assumed that influences on retention are the same at two-year and four-year institutions. Drawing on Tinto's (1993) retention theory and Astin's (1993) input-environment-outcome (IEO) model, this study estimated the impact of academic and social integration on retention—controlling for an array of intervening variables—based on a sample of African American males who responded to the Community College Student Experiences Questionnaire. Findings suggest a statistical link between social integration and satisfaction in college; factors explained approximately 27% of the variance in the dependent variable. Implications for future policy and practice are highlighted. 相似文献
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John Kerrigan 《College Teaching》2018,66(1):35-36
Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students. 相似文献
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For most of the last two centuries, Native Greenlandic teachers had been left out of the decision-making process regarding effective education for Greenlandic students. Rather, Danish education and church officials, living in Denmark, made important pedagogical and curricular decisions with little to no input from local teachers (Jakobsen, 1999). This article describes a collaborative effort between Center for Research on Education, Diversity, and Excellence (CREDE) professional developers and Greenlandic teachers in the design and implementation of a coaching model that includes Native Greenlandic ways of teaching and learning. Implications for other professional developers and researchers in education doing similar work are included. 相似文献
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Ralph Mario Wirth Raymond V. Padilla 《Community College Journal of Research & Practice》2013,37(9):688-711
This qualitative study highlighted student perspectives on barriers to success at a community college located in a south Texas city. The study examined barriers to student success, the knowledge that successful students possess to overcome the barriers, and the actions that successful students undertake to overcome the barriers. Padilla's (2004) theoretical framework and methods for modeling student success provided the conceptual framework for the study. The data analysis resulted in the development of a local student success model and an implementation model for student services at the subject campus. 相似文献
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Set in a context of increasing competition and changing dimensions of internationalisation, the paper offers an analysis of one institution’s approach to changing its strategy and practice in the light of both the external context and the internal drivers to internationalise. The research methodology was based on OECD/IMHE’s Internationalisation Quality Review tool (1999). The findings provide insights into strategy development and internationalisation and how both are experienced by students and staff. While the detail is drawn from one UK institution, comparisons at a more general level are made with institutional approaches to internationalisation in other UK institutions. 相似文献
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Eva Zygmunt-Fillwalk 《Journal of Early Childhood Teacher Education》2013,34(1):84-96
This study reports the relationship of an undergraduate course in family and community relations to the teaching practices of 1st-, 2nd-, and 3rd-year elementary and early childhood education graduates of a mid-sized Midwestern university. Sixty students were surveyed using the Peabody Family Involvement Survey (Katz & Bauch, 1999), with a treatment group (n = 21) having taken the course, and a control group (n = 39) who did not, in order to both quantify and qualify a difference in practices based on preservice preparation. Quantitative measures indicated minimal differences between groups. Qualitatively, however, treatment group members reported engaging families in creative, less standardized levels of involvement than members of the control group. Treatment group members articulated a theoretical and practical understanding of the benefits of family involvement. They emphasized importance of collaboration between home and school, while control group members expressed frequent antagonism and ambivalence toward families. 相似文献
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Ann Chinnery 《Equity & Excellence in Education》2013,46(4):395-404
Although school climate has been thought to be especially important for racial minority and poor students (Booker, 2006; Haynes, Emmons, &; Ben-Avie, 1997), little research has explored the significance of racial climate for these students. Furthermore, research in the area has tended to treat race, socioeconomic class, and gender separately, ignoring the ways in which they interact. Using quantitative survey data from 842 African American and white middle school students, this study examined the associations of race, class, and gender with school racial climate perceptions. Results indicated students’ perceptions of racial climate differed by race, class, and gender. African American, poor, and female students perceived the racial climate in more negative terms than their white, non-poor, and male counterparts, respectively. Results also indicated joint associations between race and class and climate perceptions. Non-poor, African American students perceived a more negative racial climate than did non-poor Whites. There was limited support for a race and gender interaction. African American females tended to perceive less racial fairness in school than African American males. We discuss the conceptual and methodological tradeoffs of examining students’ school racial climate perceptions from a perspective that considers race, class, and gender jointly. 相似文献
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Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes. 相似文献
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This article presents 2 studies aimed at validating a measure of stress experienced by children and parents around the issue of homework, applying Benson's program of validation (Benson, 1998). Study 1 provides external validity of the measure by supporting hypothesized relations between stress around homework and students’ and parents’ positive and negative affect, students’ sense of competence, and students’ type of motivation. In Study 2, the measure was administered to students with and without learning disability—2 groups assumed to differ in the level of stress experienced while doing homework. Results of both studies support the validity of the measure. 相似文献
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Our educational system is undergoing great scrutiny. The success of our nation's schools and their students is under serious evaluation and interpretation. Currently, one of the most visible and pertinent “political products” impacting our schools and students is the federal legislation No Child Left Behind (2002). Specific concerns arise around schools' ability to include students with disabilities, among other “disadvantaged groups,” in strategies for academic success. Disability Studies contends that the place and positioning of disability is fundamentally political. This article uses a Disability Studies lens to critique NCLB. The potential benefits, problematic areas, and dangerous aspects to schools, teachers, parents, students with disabilities, and the community at large are presented within this Disability Studies context. 相似文献
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Neil Selwyn 《Learning, Media and Technology》2006,31(1):5-17
Educational commentators have long feared a ‘digital disconnection’ between emerging generations of technology‐rich students accustomed to high levels of Internet use and their technology‐poor schools. Yet few studies have empirically examined the existence and potential implications of such a disconnect from the students' perspective. The present paper replicates Levin and Arafeh's (2002) US study which solicited online stories from students detailing how they used the Internet for school. Responses from 84 UK secondary school students show that just over half felt restricted in their Internet use at school. Unlike the original US study, the primary disconnect between UK Internet‐using students and their schools was not one of physical access but the restriction of their Internet use through school rules and content filters, firewalls and other technologies of control. Whilst some students displayed frustration and disenchantment, most gave measured and sometimes sympathetic views of their schools' less‐than‐perfect information technology provision. As such, many of our students were well aware of a digital disconnect but displayed a pragmatic acceptance rather than the outright alienation from school that some commentators would suggest. 相似文献
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Guy Trainin Kathleen M. Wilson Malinda Murphy-Yagil Joan L. Rankin-Erickson 《Journal of Education for Students Placed at Risk》2014,19(3-4):183-195
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006; Calfee &; Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters. 相似文献
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The study of knowledge transfer rarely draws upon motivational constructs in empirical work. We investigated how students' achievement goals interact with different forms of instruction to promote transfer, defined as preparation for future learning (Bransford & Schwartz, 1999) Students were given either invention or tell-and-practice activities when learning statistics concepts and their achievement goal orientations were measured at the beginning of the experiment. We also assessed students' goals during the learning activity. We predicted that students who entered the experiment with a high mastery-approach goal orientation would be more likely to transfer, regardless of instruction. We also hypothesized that invention activities would lead to higher mastery-approach goal adoption for the task and more attention to important conceptual features, as students would focus on trying to understand the material. Finally, because we expected that invention activities would promote mastery goal adoption during the task, we predicted a moderating effect of invention activities, such that there would be a smaller effect for students' initial mastery-approach goal orientation on transfer for those who invented compared to those who received tell-and-practice instruction. All three hypotheses were supported. Results are discussed in terms of contributions to research on knowledge transfer, achievement goals, and educational practice. 相似文献
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Catherine Horn Zoë McCoy Lea Campbell Cheryl Brock 《Community College Journal of Research & Practice》2013,37(6):510-526
Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-year campuses across the country. 相似文献
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Karen Smith 《Perspectives: Policy and Practice in Higher Education》2013,17(4):97-101
Education must be a force for opportunity and social justice, not for the entrenchment of privilege. We must make certain that the opportunities that higher education brings are available to all those who have the potential to benefit from them, regardless of their background (DfES, 2003 : 67). We will continue to widen participation in higher education and encourage students of all backgrounds with academic potential to go to university (Queen’s Speech, 15 November 2006). 相似文献