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1.
The purpose of this study was to provide further evidence on potential determinants of college student involvement in curricular and cocurricular campus activities, particularly on the importance of student enrollment in three academic programs. The study focused on how students in two special academic programs—an honors program and a transition program to assist academically disadvantaged students adjust to college—as well as students in the regular curriculum become engaged in a variety of experiences and how their quality of effort (involvement) in the activities is related to student growth and development. The relationship between level of student activity and achievement supports the claims of previous research that involvement contributes to students' development and gains in intellectual and interpersonal areas. However, the strength of relationship between student effort and gain varied for the three groups. Overall, the honors and transition students appeared to get more for their effort than did the regular students.  相似文献   

2.
School Choice in a Post-Desegregation World   总被引：1，自引：1，他引：0  
In contrast to unregulated school choice, regulated choice programs oversee the assignment of students to schools with equity in mind. This article puts forth evidence for three claims with respect to unregulated and regulated school choice: (c) Unregulated choice plans tend to exacerbate the stratification of students along race, class, and achievement lines; (b) regulated choice programs have the potential to increase the integration of schools and, at the very least, to prevent further social stratification; and (c) the evidence that suggests unregulated choice programs lead to improved academic achievement or curriculum innovation is unconvincing. By influencing the racial and social class composition of schools, choice programs help determine the human capital obtained by students and families. Exposure to new cultural and social forms of human capital can lead to enhanced life opportunities for all children, but particularly to those who do not otherwise have access to such capital in a hegemonic society. Considerations of social justice suggest that policymakers should continue to search for ways to design school choice programs that promote integration.  相似文献   

3.
Abstract

This study was an investigation to determine intellectual and non-intellectual variables associated with achievement, persistence, and change of curricular choice among secondary school pupils. The sample of 140 students was categorized into three groups: achievers (N = 86), those who encountered no academic difficulty in their four years of a curriculum; persisters (N = 23), those who encountered difficulty but remained in their initial choice; and changers (N = 31), those who changed their curriculum. The analysis of variance was applied to test significance of the intellectual variables; chi-square for the nonintellectual variables. The level of confidence used for significance was .05.

All intellectual variables tested proved statistically significant. None of the non-intellectual variables tested for changers and persisters proved significant. The conclusion reached was that academic skills, especially reading, arithmetic, and language, related to achievement and persistence in curricular choice.  相似文献   

4.
This paper examines the relationship between admission status and college performance. In particular, we analyze admissions data from Hamilton College and find that students who applied through the Early Decision Plan II program have significantly lower GPAs and are less likely to receive departmental honors, fellowships, and outside scholarships than those admitted through the regular decision process. However, the results for Early Decision Plan I students are less consistent. These students have lower outcomes for some measures of academic achievement, but not others, than regular decision students.  相似文献   

5.
College students learned about science with a multimedia program. One group (choice or C) chose to learn with or without an animated pedagogical agent (APA) representing a male or female of five different ethnicities. Another group (no-choice or NC) was assigned an APA by the system. All participants in C group chose to learn with APAs and students of color chose significantly more same-ethnicity APAs than White American students. A significant interaction between choice and ethnic similarity factors revealed that group C produced lower retention, transfer, and program ratings when learning with same-ethnicity rather than different-ethnicity APAs. Results support an interference hypothesis for students who choose to learn with same-ethnicity APAs.  相似文献   

6.
This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention.  相似文献   

7.
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8.
Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables that may impact student physics achievement. This study examined the effect of different student and teacher/classroom level variables on student understanding of physics concepts using hierarchical linear modeling (HLM), a regression based technique. The data were collected from 68 different teachers and 3,119 students who were using a reform curriculum, Active Physics. Teachers and students completed surveys asking about their beliefs, their classes and their personal characteristics. Students also completed a physics achievement test. The data show that students of teachers who used Active Physics for a greater portion of the year scored higher on the achievement test than did students of teachers who did not use the curriculum as much. Furthermore, the data show that the achievement gap was narrowed between boys and girls and between students with different attitudes toward physics. Additionally teachers who received inservice instruction on how to implement Active Physics narrowed the gap between students with different views of their classroom involvement. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 961–976, 2009  相似文献   

9.
In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and motivation outcomes for 605 sixth-grade students who participated in the intervention with 530 students who did not participate and 593 ninth-grade students who participated in the intervention with 535 students who did not participate. Results indicated significant impacts of the intervention on reading achievement for ninth-grade students but not for sixth-grade students. Significant impacts on reading motivation were found for both sixth- and ninth-grade students. An exploratory follow-up study indicated potential benefits of a second year of intervention for sixth-grade students who are still low achieving after 1 year of intervention.  相似文献   

10.
Abstract

Students demonstrating outstanding promise were placed in an honors section in introductory psychology. A control group matched on grade point average, sex, major field, and class remained in the larger lecture section. The honors group attained a higher level of achievement, exhibited more positive attitudes toward psychology, studied more, initiated more independent work, missed fewer classes, and enjoyed the course more. It was suggested that an increment in the level of achievement motivation, mediated by downward shift in the probability of success, interacted with the augmented environmental stimulation to facilitate the performance of the honors students.  相似文献   

11.
A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students’ GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students’ initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p < .001. Teacher enactment factors, including adherence to implementing the critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students’ geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.  相似文献   

12.
This quantitative study examined the effectiveness of a geospatial curriculum approach to promote energy literacy in an urban school district and examined factors that may account for energy content knowledge achievement. An energy literacy measure was administered to 1,044 eighth-grade students (ages 13–15) in an urban school district in Pennsylvania, USA. One group of students received instruction with a geospatial curriculum approach (geospatial technologies (GT)) and another group of students received ‘business as usual’ (BAU) curriculum instruction. For the GT students, findings revealed statistically significant gains from pretest to posttest (p?<?0.001) on knowledge of energy resource acquisition, energy generation, storage and transport, and energy consumption and conservation. The GT students had year-end energy content knowledge scores significantly higher than those who learned with the BAU curriculum (p?<?0.001; effect size being large). A multiple regression found that prior energy content knowledge was the only significant predictor to the year-end energy content knowledge achievement for the GT students (p?<?0.001). The findings support that the implementation of a geospatial curriculum approach that employs learning activities that focus on the spatial nature of energy resources can improve the energy literacy of urban middle-level education students.  相似文献   

13.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.  相似文献   

14.
These are two major models for advanced science instruction in American high schools, the traditional honors program and the Advanced Placement (AP) program of the College Entrance Examination Board. Using the self-reports of teachers who were experienced in teaching honors and AP courses to students of similar academic preparation and ability, the author examined the perceived influences of program format upon the use of basic teaching techniques, the laboratory experience, the pace of the course, curricular freedom, and student creativity. One of the most notable aspects of the AP program is the speed at which teachers move through the curriculum. In the rush to prepare students for the exam, most AP teachers adopt a strong lecture format and minimize student-centered activities such as laboratory experimentation, student projects, and student presentations. When laboratory work is not assessed on the national AP examination, such experiences are sacrificed to provide time for lecture. When laboratory experiments are assessed, however, teachers respond by allocating more time for laboratory work, and by upgrading their exercises to make them more quantitative and experimental than those used previously or those used in honors classes. Although AP is associated with a loss in curricular freedom and flexibility, teachers perceive no clear influence of program format upon student creativity.  相似文献   

15.
Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population. The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result, it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students. Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic 9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3–8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study’s findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen’s d results ranged from +.673 (SE = .131) to −.670 (SE = .045) with slightly positive effects for Hispanic students using an NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012).  相似文献   

16.
A new learning unit in chemistry, Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM) was developed at the Technion. The CCL and CMM curriculum integrates computerized desktop experiments and molecular modeling with an emphasis on scientific inquiry and case studies. Our research aimed at investigating the effect of the CCL and CMM learning environment on students’ higher-order thinking skills of question posing, inquiry, and modeling. The experimental group included 614 honors 12th grade chemistry students from high schools in Israel who studied according to this learning unit. The comparison group consisted of 155 12th grade chemistry honors students who studied other chemistry programs. Pre- and post-tests questionnaires were used to assess students’ higher-order thinking skills. Students’ responses were analyzed using content analysis rubrics and their statistical analysis. Our findings indicated that the scores of the experimental group students improved significantly in question posing, inquiry and modeling skills from the pre-test to the post-test. The net gain scores of the experimental group students were significantly higher than those of their comparison peers in all three examined skills. In modeling skills, experimental group students significantly improved their achievements in making the transfer from 3D models to structural formulae, but only about half of them were able to transfer from formulae to 3D models. By presenting a case-based chemistry assessment tool and content analysis of students’ responses in this paper, we enable teachers and educators to analyze their students’ higher-order thinking skills both qualitatively and quantitatively.  相似文献   

17.
In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They received no performance feedback throughout the session. Regression analyses indicated that the students with higher individual interest levels chose more challenging puzzles, while the students with higher levels of perceived competence and low levels of individual interest did not necessarily choose difficult puzzles. The students who chose more challenging puzzles attributed their choices to interest rather than perceived competence. The study suggests a limitation of relying on students' self-reported confidence in their ability and the importance of conceptualizing individual interest as the reason behind the choice of challenging tasks in a low-pressure task choice environment.  相似文献   

18.
Reis  Sally M.  Díaz  Eva 《The Urban Review》1999,31(1):31-54
Recently, researchers at the National Research Center on the Gifted and Talented completed a three-year study of thirty-five economically disadvantaged, ethnically diverse, talented high school students who either achieved or underachieved in their urban high school. In this article, the results are discussed of the case study analysis of nine high-achieving female students who participated in the larger three-year study. Qualitative methods were used to examine the perceptions of students, teachers, and administrators about the reasons that some academically talented students achieve at high levels. Female students who achieved in school acknowledged the importance of being grouped together in honors and advanced classes for academically talented students, and of receiving support and encouragement from each other and from supportive adults, including teachers, guidance counselors, coaches, and mentors. Females who achieved in school participated in multiple extracurricular activities both after school and during the summer. Most high-achieving females in this study chose not to date in order to be able to concentrate their energies on their studies. They also had a strong belief in self and were resilient about negative aspects of their families and their environment. Although parents of students in this study cared deeply about their children, their involvement in their children's high school education was minimal.  相似文献   

19.
This study explored the effects of an integrated video media curriculum enhancement on students' achievement and attitudes in a first-year general high school chemistry course within a multiculturally diverse metropolitan school district. Through the use of a treatment-control experimental design, approximately 450 students in Grades 9–12 were sampled on measures of chemistry achievement and attitude over the period of 1 academic year. The results revealed significantly higher achievement scores on standardized measures of achievement as well as on microunit researcher-designed, criterion-referenced quizzes for the treatment students who experienced a general chemistry course enhanced with an integrated use of a structured chemistry video series. Correlation of student achievement with logical thinking ability revealed that students with high levels of logical thinking ability benefited most from the video-enhanced curriculum. Treatment students also scored significantly higher than control students on the chemistry attitude instrument. These results along with qualitative supportive evidence suggest that this integrated video media curriculum intervention can positively affect student chemistry achievement and attitude across ability levels and across a diverse multicultural population. Furthermore, the data suggest that educational science video media in general, and the World of Chemistry video series in particular, are instructional tools that can be used effectively to bring the often abstract, distant worlds of science into close focus and within the personal meaningful realm of each individual student. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 617–631, 1997.  相似文献   

20.
Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed.  相似文献   

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