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1.
The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research‐based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 522–549, 2002 相似文献
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Early Identification of Student Performance and Effort Using an Online Homework System: A Pilot Study 总被引：2，自引：2，他引：0
David C. Perdian 《Journal of Science Education and Technology》2013,22(5):697-701
Two distinct student groups, in terms of academic performance, were identified early in the semester as either being under-performing students or over-performing students using an online homework system. The students who are identified as under-performing received, on average, lower grades than their fellow students but spent more time completing the homework assignments. These students are great candidates for targeted advertisement of student resources such as tutoring services. The students who are identified in the over-performing student population received higher grades than their fellow students, but spent less time completing the homework assignments. These students are great candidates for honors programs, independent research projects, and peer-tutoring programs. Incorporating these evaluation criteria to online homework systems will allow instructors to quickly identify students in these academic student populations. 相似文献
3.
T. Logan Arrington Aubteen Darabi 《Educational technology research and development : ETR & D》2018,66(1):173-189
This exploratory study investigated what faculty and current students in Instructional Design and Technology (IDT) programs perceive as indicators of an exemplary program. We surveyed a sample of the faculty and students and asked them to identify the most important indicators of an exemplary program and rank their own programs according to those indicators. We contacted programs from 11 different countries, though the majority of contacted programs were from the United States of America. We coded and analyzed the respondents’ 941 indicator statements and created 35 thematic indicators. The frequency and percentage of occurrence of these themes across the programs for both faculty and students were analyzed. Their mean rating of their programs for each theme was also calculated. The paper presents the results of this analysis and examines the differences across students/faculty and program types. The findings of this survey, albeit limited due to the low response rate, could benefit IDT programs in terms of performance improvement and assist students by offering criteria by which they can select a graduate program. 相似文献
4.
Peggy Nightingale 《高等教育研究与发展》1984,3(2):137-150
The examination of postgraduate research theses is of vital importance to academic institutions as well as to students. This paper reviews examination procedures at one university, summarising examiners’ comments on 58 theses. A number of questions regarding examiner anonymity, alternatives to the traditional doctoral dissertation, and most importantly, the criteria for the award of degrees are raised. Although great care is taken in choosing examiners, the criteria they are expected to employ are inadequate. Rates of progress of research students in different degree programs suggest that some students may well lack adequate information about the extent of their task as postgraduates. 相似文献
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Although numerous studies have researched gender differences in gifted identification and program participation, the results of these studies are largely mixed. The goal of the present study was to synthesize data on gender differences in gifted identification and programming by combining data from multiple studies into a single meta-analysis. The combined results from 130 studies published between 1975 and 2011 indicated that boys were 1.19 times more likely than girls to be identified as gifted and included in gifted programs. Moderator analyses indicated that gender differences were particularly evident among pre-adolescents, within gifted summer programs, and for students who were identified as gifted using IQ scores and standardized tests. Recommendations for reducing gender bias include encouraging pre-adolescent girls to participate in gifted programs and using multiple assessment criteria to identify gifted students. 相似文献
6.
Gero Lenhardt Robert D Reisz PD Dr Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2008,11(4):559-576
The system of higher education in the USA comprises the undergraduate programs of the colleges and the graduate programs in research universities. This distinction has no equivalent in Germany. The idea of elite education is connected exclusively with the colleges. Its meaning and functions are demonstrated with an analysis of the criteria which are used for the ranking of higher education institutions. The ranking of the colleges is addressed to the students and is based on indicators, which give expression above all to the educational priorities of the students and the alumni. The ranking of the graduate programs focuses on specific academic programs and is addressed to the members of the various academic fields and to their prospective students. A few rankings cover whole educational institutions and serve to inform the higher educational management. We use these data to identity the specifics of outstanding research universities and their role in American higher education. 相似文献
7.
《Journal of Marketing for HIGHER EDUCATION》2013,23(4):73-85
ABSTRACT The study surveyed (questionnaire) 222 doctoral business students from private and public universities in Northeastern United States. The objective was to identity important criteria used to select a university. In addition, this study compared the responses of students from these schools to determine whether selection criteria differ. Using a Likert scale of important to unimportant, students from these universities rated ten of the 52 criteria important to their selection. They included: programs, academic reputation, degree marketability, faculty contact time, accreditations, assistantship/campus employment, financial aids, placement reputation, completion time, and library size. However, they rated academic reputation and completion time significantly different. The private school students rated academic reputation significantly (0.00) more important, whereas the public school students rated completion time significantly (0.03) more important. To attract prospective private school students to public schools, public school administrators would benefit by emphasizing the quality and reputation of its faculty and programs. Private school administrators are likely to attract more students if they are able to improve the quality and increase the quantity of computer facilities. Moreover, they would profit from designing flexible programs and classes that would allow for a more rapid completion time. 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(2):159-183
In this article, we review research on programs designed to reduce dropout rates and increase college attendance among at-risk students in middle and high schools. Two dropout prevention and 4 college attendance programs either fully or partially met the review's criteria for methodological adequacy of evaluation and replicability. The Coca-Cola Valued Youth Program and Achievement for Latinos through Academic Success demonstrated strong impacts of comprehensive programs to reduce dropout rates. Improved college attendance rates were documented for Upward Bound, SCORE, Project Advancement Via Individual Determination, and Graduation Really Achieves Dreams. In general, successful programs emphasized creating meaningful bonds between students and teachers, connecting students to an attainable future, giving students opportunities to work while in school, providing academic assistance, and giving students high-status roles in the school. 相似文献
9.
The quality of degree programs offered off-campus, particularly on military bases, has become an issue affecting many institutions of higher education. This study asked the question: Do students in off-campus programs perform as well as students in on-campus programs? As a basis for comparison, only courses taught on- and off-campus by the same instructor were chosen. Six courses, taught 37 times, by ten instructors, met these criteria. The subjects included the 649 undergraduate students from Southern Illinois University-Carbondale who received letter grades in these courses between 1975 and 1977. As a measure of performance, the grades of on- and off-campus students were compared by means of at-test. The mean grade of off-campus students (3.34) was not significantly different (at the .01 level) from that of on-campus students (3.29). As a control, faculty were interviewed to determine the equivalence in content and rigor of courses they taught in both settings. Faculty generally responded that their on- and off-campus courses were equivalent in content and rigor, supporting the use of grades as a measure of student performance. These results indicate that not only do faculty maintain their standards while teaching off-campus, but that the academic performance of off-campus students equals that of on-campus students. 相似文献
10.
LOUIS A. QUATRANO HAROLD SILVERMAN BRUCE BERGLAND PERRY HALL 《Counselor Education & Supervision》1975,15(2):95-104
Traditional counseling and clinical programs have been reluctant to train lay counselors. The innovative program described in this article was designed to assist disadvantaged adults in obtaining credentials to qualify for a professional position. Unlike traditional students, TIP (Training Indigenous Persons) students were admitted to graduate level courses in mental health counseling on criteria other than their past academic record. Results supported the recent focus on variables related to candidates' success as counselors, rather than on their previous academic performances. 相似文献
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This literature review examines the ways in which college and university outreach programs impact Latino (and other minorities) high school students. This article demonstrates that the outreach programs outlined do aid in closing the gap of college enrollment for Latinos. However, a review of three representative programs—AVID, the University of California's Early Academic Outreach Program, and Upward Bound—reveals that the Latino students who exhibit the most need are summarily excluded from participating in the programs, thus leaving them on the margins of the educational system. One of the conclusions of this study is that the problem lies with the political nature of the programs, which causes them to have stringent eligibility criteria. 相似文献
13.
Mindy Kornhaber 《High Ability Studies》1999,10(2):143-161
In the United States, poor and minority students are disproportionately excluded from programs for the gifted. Current identification practices for gifted education programs are a primary barrier for these youngsters. This study investigated three alternative assessments for identifying students. Each was said to draw on the theory of multiple intelligences (Gardner, 1983) and to increase the identification of traditionally under‐served youngsters. This investigation asked: (1) Is it reasonable to associate increases in the identification of under‐served youngsters with these assessments? (2) Is it reasonable to associate each assessment with the theory of multiple intelligences? To answer these questions, qualitative data were analyzed against a framework of eight criteria. This revealed that no assessment met all eight criteria; each met a different subset of the eight. 相似文献
14.
Brigid M. Noonan William E. Sedlacek Suthakaran Veerasamy 《Community College Journal of Research & Practice》2013,37(6):463-469
ABSTRACT As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college. NCQ scores were related to college grades using Pearson correlation and multiple regression. Results showed modest but statistically significant relationships with community college grades. The NCQ scales of Community, Leadership and Strong Support Person contributed most to multiple-regression Equations predicting college grades. NCQ scales tended to correlate highest with early and late community college grades. While students in the study had mean NCQ scores similar to normative samples, they tended to be lowest on Community, which was most predictive of their performance. It is recommended that a predicted GPA generated from NCQ scores be added to the admissions criteria for health programs at the college, and that pre and postmatriculation advising programs include use of noncognitive variables. 相似文献
15.
In the last decade institutions of higher education have received increasing pressure to reduce and/or eliminate any discriminatory actions. Affirmative action programs have been used by these institutions to comply with the letter of the law. Research shows, however, that these programs have not been highly successful in eliminating discrimination. This study was designed to assess the judgment policies of personnel and affirmative action officers in institutions of higher learning regarding the criteria necessary for effective affirmative action programs. The research identified 13 separate potential criteria. The results suggest attitudes and procedures were the most important criteria for effectiveness. Institution type (public versus private) and size (number of students) have no moderating effects. 相似文献
16.
Worldwide, 3.0–7.0 percent of school-aged children meet criteria for a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In-Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD. 相似文献
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《Journal of College Student Psychotherapy》2013,27(4):7-24
Abstract Inasmuch as college mental health programs are ordinarily mandated and designed to provide a wide range of services, modalities of treatment, and a competent professional staff determined to assist students in various states of crisis, there is usually little thought or attention given to denying services to particular students. Nevertheless, most college mental health programs are, from time to time, beset by students who attempt to utilize their services in a manner that is highly inappropriate, sometimes quite disruptive, and, in extreme cases, even dangerous. This article will provide certain guidelines and criteria that may be used, when and if necessary, for disqualifying such students from utilizing the campus psychological service. 相似文献
19.
Michael Strong Elizabeth Stone Charlson Ruby Gold 《International Journal of Disability, Development & Education》1987,34(3):181-195
This article describes an investigation of 26 mainstreaming programs for students with hearing impairments from pre‐kindergarten through high school. The purpose of the study was to examine selection criteria, quality and quantity of mainstreaming time, and available support services. Students were found to be mainstreamed according to a number of criteria reported in the literature such as academic performance, hearing loss, and interpersonal skills, but also were affected by the willingness of regular education teachers to accept them into their classrooms. Academic mainstreaming was infrequent, and classroom observations showed that children with hearing impairments often appeared to be not well integrated into classroom activities. Programs varied considerably on all variables examined, including support services; in particular sign language interpreting was offered in some programs, available to a limited extent in others, but in many cases not at all. Clearer definitions of mainstreaming are a necessity and regular education teachers need to be informed of the special requirements of children with hearing impairments. 相似文献
20.
Claudine Schweber Koren 《Research in higher education》1973,1(3):215-223
Recent changes in undergraduate programs now enable students to design their own curricula. In the process, many students define their post-baccalaureate goals as graduate school or professional school work.This study investigated how a graduate department or professional school would react to an applicant with a self-designed program. Questionnaires were distributed to admissions directors of the 58 graduate departments and professional schools of the State University of New York at Buffalo, a major university center in the state.The results indicate that recognition of differences between student-designed programs and standard (university-designed) ones are only beginning. Thus, (1) special-degree students are initially not differentiated from other applicants, e.g., in the first sift; (2) criteria for effectively evaluating special-program applicants, as distinct from standard ones, are necessary.To date it is the applicant's responsibility to document and communicate his worth and that of his endeavor. Admissions personnel are eager for additional information. 相似文献