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1.
Can relevant information influence student borrowing? In a field experiment with a large community college, we send emails about federal student loans to students who have received financial aid offers but have not made a borrowing decision. A treatment reminding students that they need not borrow the maximum amount of available loan aid has no effect. Treatments referencing amounts borrowed by recent graduates shift students from borrowing the maximum amount to not borrowing. Consistent with the hypothesis that students experience cognitive overload when presented with multiple loan amounts, the response is largest among low-performing students and arises from inaction. 相似文献
2.
Recent education reform in China reflects the global trend of education policy borrowing from Anglophone countries such as the USA. The reform in China essentially advocates shifting from knowledge reproduction and didacticism to knowledge construction by students through a learner-centredness approach. Aware of the trend of borrowing policy from ‘Western’ countries, some educators in China use the proverb ‘the West wind has overpowered the East wind’ to describe this phenomenon. This paper examines the cultural factors that influence education policy borrowing in China by drawing upon Johnson’s metaphors of the ‘politics of selling’ and the ‘politics of gelling’. This paper argues that there exist fundamental cultural differences between Western and Chinese perspectives on the nature and transmission of knowledge that make education policy transfer in China challenging. This paper further proposes that China borrow education policy judiciously by integrating foreign and indigenous sources of knowledge, teaching and learning. 相似文献
3.
Theodore Lewis 《Compare》2007,37(4):463-477
Culture impedes educational transactions between developed countries, and is often an area of tension when developing countries try to borrow models, or have models imposed upon them. This article uses the German Dual System as a case for examining issues surrounding the adaptation of borrowed models. Since attempts at borrowing models can fail for cultural as well as non‐cultural reasons, a contention here is that culture needs to be unpacked and laid bare, to avoid it becoming the too easy answer for failure. Borrowed models have a greater chance of taking hold, if the conditions that forged them are understood, and if conditions of the receiving country are likewise internalized. Limits imposed by culture have to be recognized. Four approaches to cultural borrowing that conceivably can reduce the tensions are proposed namely, partial borrowing, pilot borrowing, customization and conceptual borrowing. 相似文献
4.
We use a unique data set about the wage distribution that Swiss students expect for themselves ex ante, deriving parametric and non-parametric measures to capture expected wage risk. These wage risk measures are unfettered by heterogeneity which handicapped the use of actual market wage dispersion as risk measure in earlier studies. Students in our sample anticipate that the market provides compensation for risk, as has been established with risk augmented Mincer earnings equations estimated on market data: higher wage risk for educational groups is associated with higher mean wages. With observations on risk as expected by students we find compensation at similar elasticities as observed in market data. The results are robust to different specifications and estimation models. 相似文献
5.
Scientific knowledge, including the critical evaluation and comprehension of empirical articles, is a key skill valued by most undergraduate institutions for students within the sciences. Students often find it difficult to not only summarize empirical journal articles, but moreover to successfully grasp the quality and rigor of investigation behind the source. In this paper, we use instructional scaffolds (reading worksheets, RWs, with tutorials) to aid students in being able to comprehend, and ultimately transfer, the skills necessary in critically evaluating primary sources of research. We assess students’ learning of these skills on a multiple-choice assessment of Journal Article Comprehension (JAC). Students in experimental classes, who received instructional scaffolds, improved on the JAC post-test compared with students in control classes. This result shows that students are acquiring fundamental research skills such as understanding the components of research articles. We also showed that improvement on the JAC post-test for the experimental class extended to a written summary test. This result suggests that students in the experimental group are developing discipline-specific science process skills that allow them to apply JAC skills to a near-transfer task of writing a summary. 相似文献
6.
By applying a regression discontinuity design to national data of students at four-year colleges, this study identifies the average substitution effects of exogenously received increases of grant aid on hours of paid labor, earnings, and borrowing while in college. Results confirm students substitute grant aid for both paid labor and borrowing. An average increase of $1100 in grant aid reduces weekly job hours by 1.5–2 h per week for women, corresponding to a decline in annual earnings of $850, and reduces borrowing by an average of $300–$400 dollars among all students. We find limited evidence of grant aid's impact on academic outcomes. 相似文献
7.
Lisa Gillingham Dr. Joseph J. Seneca Michael K. Taussig 《Research in higher education》1991,32(4):449-468
The time doctoral students expect to take to complete their degree is investigated in a model which stresses the effects of economic factors. The model also accounts for the interdependency among such variables as employment hours, study hours, household income, and part-time study. We find that field of study, amount of borrowing, household income, and study hours have direct effects on expected time to degree. Indirect effects also occur from employment hours and the amount of fellowship, scholarship, or grant aid. When the sample is separated into foreign and U.S. students, we find that U.S. students underestimate their time to degree. Also, household incomes are higher for U.S. students and increase the time to degree, while the opposite is true for foreign students. Teaching assistantships increase the time to degree for foreign students while research assistantships reduce it. 相似文献
8.
William R. Doyle 《Economics of Education Review》2011,30(1):191-200
Several studies have reported a positive impact of increased academic momentum on transfer from community colleges to four-year institutions. This result may be due to selection bias. Using data from the Beginning Postsecondary Students dataset, I test whether taking more credits in the first year has an impact on transfer rates among bachelor's degree seeking students who begin at at community colleges. To test previous results, I estimate a dose-response function after balancing on the generalized propensity score, a relatively novel approach for estimating the effect of continuous treatments. I find that after balancing the sample on a rich set of covariates, the estimated dose-response function shows a linear relationship between credits taken and eventual transfer to a four-year college. 相似文献
9.
A straightforward way to prevent students from leaving education without a higher secondary diploma is increasing the compulsory education age. The idea is that, by staying longer in school, more students eventually obtain a higher secondary diploma. This paper examines the impact of a one-year increase in compulsory school-age on dropping out of secondary education by a difference-in-differences analysis. For this, we exploit a recent compulsory education policy reform in the Netherlands. After controlling for confounding factors and observable covariates, we find that the one year increase in compulsory school-age reduces dropout by 2.5 percentage points. The effect, however, is entirely situated in the group non-liable to the policy reform. We observe that native Dutch vocational students, mostly without retention in grade, but also without a higher secondary diploma at hand, more often left school in the immediate period before the policy reform. Given the economic revival at that time, this may reflect anticipation of labor market opportunities. 相似文献
10.
There is a vast literature on the decision to enroll in higher education, but it focuses almost entirely on traditional students: 18 year olds graduating from high school. Yet less than half of students at degree-granting institutions are in the traditional 18–22 age range; nearly 40% are at least 25. This paper examines the enrollment behavior of persons 25 or older. We use data from a large-scale 1998 Department of Labor (DOL) policy demonstration in Greater Baltimore. By studying the behavior of older people we can examine factors such as age, earnings and marital status that vary little among the much-studied traditional students. Our results conform to the (rarely tested) predictions of human capital theory that age and opportunity costs are impediments to enrollment. We also find that where you live has a substantial impact on whether you return to school. 相似文献
11.
We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the results obtained, while students in the control group could only take the final exam. The results show that students undertaking the intermediate exam perform better both in terms of the probability of passing the exams and of grades obtained. High ability students appear to benefit more from the treatment. The experiment design allows us to disentangle “workload division or commitment” effects from “feedback provision” effects. We find that the estimated treatment impact is due exclusively to the first effect, while the feedback provision has no positive effect on performance. Finally, the better performance of treated students in targeted examinations seems not to be obtained at the expenses of results earned in other examinations. 相似文献
12.
This teaching brief presents a capstone project designed to provide students with a contextual understanding of introductory management accounting theories through hands-on, experiential learning. It also exposes them to cross-disciplinary roles from operations management. Using this capstone approach, students quickly learn to prepare financial projections, either manually or in Microsoft Excel, to secure financing for their start-up business (Sand Art Brownie Company or SABCO) to produce and sell brownie mix during the holiday season. Students then assemble ingredients and create jars of brownie mix to gather the necessary data to evaluate initial projections and problem-solve for future production. This role play contextualizes the elements of direct and indirect labor, fixed and variable costs, and their impact on profit and borrowing. Postproduction reflection on the manufacturing activities and discussion of actual results of operations emphasizes the improvement and decision-making responsibilities in the management process. Feedback demonstrates that students find the exercise challenging and valuable and that it deepens their understanding of managerial accounting and its purpose in a company's management process. 相似文献
13.
We evaluate the impact of Florida's test-based promotion policy on the probability that low-performing students are retained using data on the universe of third-grade students in the state of Florida from 2001 to 2004. We also examine the effect of formal exemptions to the policy on student proficiency in reading two years later. In an evaluation of retention for third-grade students over time with a logit model we find that Florida's policy has increased the probability that minority students are retained to a greater extent than white students. Contrary to previous research, this differential retention occurs after controlling for student academic proficiency. However, in an evaluation of the academic performance of students who were in the first class subject to the retention policy, we find that retained students outperform students who received an exemption from the policy in reading two years after baseline, indicating that on average exemptions have not been granted to those individuals who would benefit from promotion. 相似文献
14.
We investigated students’ emotions as intervening variables between teaching methods, motivational and performance prerequisites, and outcomes. 144 students from German schools were assigned to two conditions. In one condition, students were prompted to develop multiple solutions for modelling problems that were missing information. In the other condition, students had to find one solution for modelling problems that were not missing information. Students’ interest and performance were measured before and after the 5-lesson teaching unit, and students’ enjoyment and boredom were measured during the teaching unit. The path analyses revealed: (1) Students who developed more solutions enjoyed their mathematics lessons more and were less bored than students in the other condition; (2) Enjoyment affected students’ interest and performance at posttest and mediated the effects of prompting them to find multiple solutions on interest at posttest; (3) Students’ enjoyment during learning mediated the effects of prior interest on interest at posttest. 相似文献
15.
曹静 《渭南师范学院学报》2011,(10):93-95
文章针对在线借阅图书这一问题,首先,建立0—1整数规划的数学模型,给出了在线借阅图书系统最优购置图书以及最优分配图书的具体方案;其次,在假定在线图书馆每一年借阅图书的比例保持不变的前提下预测出了图书借阅量;最后,根据调查数据,应用具体的算例对此模型进行了检验． 相似文献
16.
Neil H Spencer 《Teaching Statistics》1999,21(3):88-89
Students often find the concepts of bias and consistency hard to understand intuitively. This article presnts means of demonstrating these concepts using a computer so that students, once they have seen them in action, can more readily grasp their meanings and imlications. 相似文献
17.
This paper estimates the impact of private education on the academic achievement of low-income students in Chile. To deal with selection bias, we use propensity score matching to compare the test scores of reduced-fee paying, low-income students in fee-charging private voucher schools to those of similar students in public schools and free private voucher schools. Our results reveal that students in fee-charging private voucher schools score slightly higher than students in public schools. The difference in standardized test scores is approximately 10 points, a test score gain of 0.2 standard deviations. We find no difference in the academic achievement of students in the fee-charging private voucher treatment group relative to their counterparts in free private voucher schools. 相似文献
18.
This paper uses student level data from New York City to study the relationship between a public school losing enrollment to charter school competitors and the academic achievement of students who remain enrolled in it. Geographic measures most often used to study the effect of school choice policies on public school student achievement are not well suited for densely populated urban environments. I adopt a direct approach and measure charter school exposure as the percentage of a public school's students who exited for a charter school at the end of the previous year. Depending on model specification, I find evidence that students in schools losing more students to charter schools either are unaffected by the competitive pressures of the choice option or benefit mildly in both math and English. 相似文献
19.
Students often find the fact that a sample statistic is a random variable very hard to grasp. Even more mysterious is why a sample mean should become ever more Normal as the sample size increases. This simulation tool is meant to illustrate the process, thereby giving students some intuitive grasp of the relationship between a parent population and the distribution of a sample mean. 相似文献
20.
通过问卷调查、学生在图书馆的借阅情况统计分析等,发现高职学生存在阅读目的不明确、阅读氛围不浓厚、阅读方法不科学等问题。因此,高职院校图书馆要采取有效措施,改善阅读环境,做好新生入馆教育、举办读书节等活动,调动高职学生的阅读兴趣,培养良好的阅读习惯,繁荣校园文化。 相似文献