共查询到20条相似文献，搜索用时 625 毫秒
1.
Patricia L. Buczynski 《Research in higher education》1991,32(5):571-583
This study examined the relationship between intellectual development and identity from the beginning of the student's freshman year in college to the end of the sophomore year. Hierarchical structural equation modeling was performed on the data utilizing LISREL VI. The optimal structural model included significant positive longitudinal paths from time one to time two for both intellectual development and identity. In addition, the cross-lagged path from identity to intellectual development was significant and positive. The results of this investigation suggest that one's sense of identity as a college freshman plays an important role in his or her intellectual development at the end of the sophomore year. Results for intervention possibilities and further research are discussed. 相似文献
2.
John Losak 《Community College Journal of Research & Practice》2013,37(4):361-377
Student evaluations of instruction were obtained from two groups. Students in the first group were “reverse transfer” students (N = 97) who completed their freshman year at a university and then transferred to a two‐year college for their sophomore year. Students in the second group were “early transfer” students (N = 78) who completed their freshman year at a two‐year college and then transferred to a university. All students had one year of attendance at a two‐year college and one year at a university. The purpose of the study was to analyze the ratings of both groups of students with regard to their academic experiences at the university and at the two‐year college. An adaptation of the Student Instructional Report (SIR) was used to obtain ratings on overall college experiences from all students at the end of their sophomore year. The findings revealed: (1) considerable similarity of ratings given to the two‐year college and the university, (2) differences between ratings of early transfer and reverse transfer students, and (3) generally high ratings for both the two‐year college and the university. 相似文献
3.
Wendell D. Hall Alberto F. Cabrera Jeffrey F. Milem 《Research in higher education》2011,52(4):420-439
Using a revised version of the Transition to College Model (Locks et al. 2008, Rev High Educ 31(3), 257–285), this study examined the extent to which minority students and non-minority students differ
in their predispositions to engage in campus-based diversity activities as well as in their engagement with ethnically diverse
college peers at a predominantly White college. Findings indicate that engagement with diverse peers is a learned behavior;
one that was shaped long before a student stepped into college. The importance of past interactions with diverse peers extends
beyond freshman year predispositions to engage; students who interacted with diverse students prior to college were also more prone
to report engagement with diverse peers at the end of their sophomore year. Notably, freshmen minority students were more
predisposed to engage diverse peers next to their White peers; these ethnic-based differences, however, dissipated by the
end of the sophomore year of college. 相似文献
4.
ANTHONY KALLINGAL 《Journal of Educational Measurement》1971,8(4):263-265
The regression equations of sophomore year cumulative grade point averages on five ability and achievement test scores for blacks and whites at Michigan State University showed a significant difference. However, use of these separate regression equations would not be in favor of black students. The variance accounted for by the predictors was similar for both groups. 相似文献
5.
Jonathan F. Mattanah Leonie J. Brooks Bethany L. Brand Julie L. Quimby Jean F. Ayers 《Journal of College Counseling》2012,15(1):22-36
The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty‐eight 1st‐year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance. 相似文献
6.
五星教学模式对大学英语阅读教学策略的启示 总被引：1，自引：0，他引：1
李玉仙 《沈阳教育学院学报》2009,11(6):44-47
从国内外主要的阅读策略入手,围绕五星教学模式的聚焦解决问题、激活原有知识、展示论证新知、尝试应用练习和融会贯通掌握等五个关键环节,以大二英语阅读教学一堂课为实例,探讨在大学英语阅读教学策略中教学前、教学中及教学后如何提高学生英语阅读的效果。 相似文献
7.
Jessica J. Summers Marilla D. Svinicki Joanna S. Gorin Teresa A. Sullivan 《Innovative Higher Education》2002,27(1):53-64
Previous research conducted by Pascarella and his colleagues (1996) has shown that undergraduate students tend to change toward greater openness and tolerance to diversity from their freshman to their sophomore year. Although the study by Pascarella includes many different types of universities in the United States, the average size of the entering freshman class in their research was reported to be approximately 4,000 students. While these findings are extremely valued in a general sense, Pascarella believed that they might not be found at very large universities. To our surprise, our findings indicated that large universities may have higher levels of openness to diversity and campus connectedness than what was originally explained by Pascarella. 相似文献
8.
Erica J. Gosman Betty A. Dandridge Michael T. Nettles A. Robert Thoeny 《Research in higher education》1983,18(2):209-236
In this study of college student retention and progression, significant differences were found between black and white student cohorts in terms of their attrition rates, overall progression rates (defined as length of time to graduate), and tendency to follow the prescribed progression pattern (sophomore in the second year, junior in the third year, senior in the fourth year, and graduate after the fourth year). However, multiple regression analyses show that racial differences disappear when the effects of other student and institutional characteristics are statistically controlled. Therefore, colleges and universities would do well to rethink special retention and counseling programs designed especially to serve minority group students. 相似文献
9.
The Self-Directed IEP has been found effective in increasing student participation in the first Individualized Education Plan (IEP) meeting following Self-Directed IEP instruction. To date, no published reports have examined the extent students are involved during their second IEP meeting following Self-Directed IEP instruction. This study presents an exploratory mixed method case study analysis of a student with a learning disability in sophomore and junior year IEP meetings to illustrate the difference a year can make in IEP meeting participation, the development of postschool goals, confidence, maturity, and self-advocacy. Results indicate a marked increase from year one to year two in the student's word count and speaking rate, a more focused postschool employment vision, and an increase in meeting leadership. Discussion of these results and suggestions for additional research are offered. 相似文献
10.
夏淼 《河北职业技术学院学报》2004,4(4):36-38
大二学生在体育课中开展三人制篮球的研究性学习，通过实验研究与对照班比较，证实研究性学习是高职院校体育课中一种行之有效的学习方法。 相似文献
11.
If you have been to college, your life has been touched by a support staff member. Recognizing the influence these individuals can have,Wabash College opened its sophomore core course to these “partner teachers.” 相似文献
12.
对重庆市五所高校体育专业一、二、三年级的240名学生的自我妨碍与学习成绩进行调查研究,结果发现：一、二年级学生学习成绩优秀者与不良者采用自我妨碍策略存在显著差异;三年级学生学习成绩优秀者与不良者采用自我妨碍策略不存在显著差异：学习成绩不良与自我妨碍预测因素即自我效能感、智力责任归因、自尊、抑郁存在相关,与惧怕否定不存在显著相关等。 相似文献
13.
The last year of a National Science Foundation (NSF) funded scholarship program was used to provide pseudo-formal peer mentoring activities to engineering, mathematics, and science undergraduates. A one-credit class was used to afford time for peer mentors and mentees to interact. During the fall semester, seniors augmented each week’s topics with personal experiences as to how they used the skill/topic that they had learned in their freshmen class in a future sophomore, junior or senior level course or on their co-op assignment. The last 10 min of every class were used for the seniors and freshmen to have an informal discussion. During the spring semester, the seniors served as an additional technical resource for the freshmen as they completed their class project. All participants found the one-credit class, project and peer mentoring activities beneficial to their education and would highly recommend the experience to incoming students. 相似文献
14.
本文论证了作者专题研究运用于我国英语专业低年级语言技能综合训练课的可行性和有效性,认为图画故事尤其能满足这类学生的实际需要.然后,文章以莫立思·森戴克为例,讨论了作者专题研究方案的设计.讨论不仅涉及体裁、作者和作品的选择,还涉及活动内容、具体目标和日程安排等. 相似文献
15.
Academic Readiness and Career/Life Planning: A Collaborative Partnership Focused on Student Learning
The umbrella program called Keeping Options Open, initiated by Johnson County Community College (JCCC), is a collaborative partnership between JCCC and Johnson County high schools to meet the educational and career needs of learners. Assessment of academics and interests are key components when assisting students to make the best decisions regarding their high school and postsecondary educational plans. A pilot program was designed to deliver a series of 3-year tiered career development/academic readiness workshops for students and parents beginning in the sophomore year and building through the junior and senior years. The goal was to enhance career development for high school students by linking it with academic readiness. 相似文献
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17.
为了研究大学生体育锻炼行为,真实了解大学生的锻炼行为是如何形成的,此研究采用行为干预理论,综合运用文献资料法、实验法、数理统计法、访谈法等对处在不同阶段的401名大二学生的体育锻炼行为进行干预,并在此基础上提出了相应的建议,旨在为高校探索健康行为教育的方法。 相似文献
18.
Rafael García-Ros Francisco Pérez-González Francisco Cavas-Martínez José M. Tomás 《教育心理学》2018,38(4):451-469
Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students. 相似文献
19.
贺学勤 《湖州师范学院学报》2007,29(5):103-107
通过定量结合定性分析的方法,对英语专业二年级学生的词汇和写作水平进行研究,结果发现:被动词汇量对写作水平有一定程度的显著影响,但即使是被视为最重要的单门课程里的课本识记词汇量对写作也没有显著影响,能对写作发挥较显著影响作用的是综合词汇量;自由主动词汇量比被动词汇量对作文的影响更大更直接,较大的被动词汇量是写作水平的基本保障,也同时是自由主动词汇量的必要条件,但词汇量只是影响作文水平的其中一个重要因子。该研究对英语教学有一定的启示作用。 相似文献
20.
Y.M. Lo S.L. Gdovin J.B. Stankiewicz L. Appezzato E.M. Garvey 《Journal of Food Science Education》2002,1(3):45-51
ABSTRACT: An internship program based upon problem-based learning (PBL) and student-centered mentoring is developed. Food science majors are introduced to the program in their sophomore/junior year and follow a process that involves learning-style assessments, career counseling, and direct contact with industrial mentors to develop a resume. The problems are designed in collaboration with a faculty advisor so the students can apply their knowledge to industrial situations. Assessment of performance is conducted by having students submit weekly journal entries and a final report and participate in a closing interview. The journals and reports are graded on 6 aspects of a pedagogical reasoning model: Comprehension, transformation, implementation, evaluation, reflection, and new comprehension. This trains students to use a range of knowledge within a restrained environment, as well as assisting students to refine the critical food science and interpersonal skills needed for successful careers after graduation. 相似文献