Course withdrawals: A probit model and policy recommendations     

John L. Adams  Dr. William E. Becker 《Research in higher education》1990,31(6):519-538

Withdrawals from college courses prior to the assignment of grades, but after the add-drop period, are analyzed. In a probit model student withdrawals appear to occur randomly with notable exceptions. The more experience a student has in college, the more likely it is that he or she will withdraw from any given course. Students who have withdrawn from courses in the past tend to withdraw again. Student motivation measures are related to the withdrawal decision. Physical and mental disabilities affect withdrawals only in certain courses while athletes are no more likely to withdraw from courses than nonathletes. Finally, there appear to be economies of scale in teaching: The more students an instructor teaches in other courses, the less likely it is that students will withdraw from the course under consideration. The number of students enrolled in the course, however, is not significantly related to withdrawals.  相似文献   

Preschool Children's Judgments about Hypothetical and Actual Transgressions   总被引：1，自引：0，他引：1  

Judith G. Smetana  Naomi Schlagman  Patricia Walsh Adams 《Child development》1993,64(1):202-214

Preschoolers' ( N = 112) judgments about hypothetical and actual moral and conventional transgressions were examined. Equal numbers of boys and girls at 2 ages (3 and 4 years old) either made judgments about 8 hypothetical moral and conventional transgressions or were interviewed on the same dimensions about 8 naturally occurring moral and conventional transgressions they witnessed in their preschools. Children judged both hypothetical and actual moral transgressions to be more serious, punishable, generalizably wrong, and independent of rules and authority than conventional transgressions. Regardless of domain, hypothetical transgressions were judged to be more wrong independent of rules than actual transgressions, and hypothetical (but not actual) moral transgressions were judged to be more independent of rules than conventional transgressions. 3-year-old girls judged the wrongness of actual moral transgressions to be more independent of authority than did 3-year-old boys. Similar findings were obtained when hypothetical and actual transgressions were matched, and domain differences were still obtained when individual items were examined. Findings are discussed in terms of previous research on preschoolers' conceptions of rules and transgressions.  相似文献   

Mother-child and father-child mutually responsive orientation in the first 2 years and children's outcomes at preschool age: mechanisms of influence.     

Grazyna Kochanska  Nazan Aksan  Theresa R Prisco  Erin E Adams 《Child development》2008,79(1):30-44

Mechanisms accounting for the effects of mutually responsive orientation (MRO) at 7, 15, and 25 months in 102 mother-child and father-child dyads on child internalization and self-regulation at 52 months were examined. Two mediators at 38 months were tested: parental power assertion and child self-representation. For mother-child relationships, the causal pathway involving power assertion was supported for both outcomes. Diminished power assertion fully mediated beneficial effect of mother-child MRO on internalization and partially mediated its effect on self-regulation. For father-child relationships, MRO predicted self-regulation, but the mediational paths were unsupported. Paternal power assertion correlated negatively with both outcomes but was not a mediator. Although MRO with both parents correlated with child self-representation, and it correlated with self-regulation, this mediational path was unsupported.  相似文献   

Considering ‘best practice’: the social construction of teacher activity and pupil learning as performance     

Paul Adams 《Cambridge Journal of Education》2008,38(3):375-392

Since the 1997 election of the Labour Party to political power in the UK the foci for educational change have been widespread. One area that has received particularly intense scrutiny is that of teacher activity. In particular, the profession has seen a marked rise in the identification of ‘best practice’. As a term ‘best practice’ has entered the parlance of English educational policy to describe that which seemingly has ‘official’ approval. This paper uses a social constructionist perspective to consider how increases in pupil attainment on national tests are currently used to demonstrate better pupil learning. Specifically, it identifies that the use of such data to describe the plausibility, veracity and legitimacy of teaching before the test as ‘best practice’ is questionable. In so doing, the critique argues that ‘best practice’ confers and retains legitimacy due to its self‐perpetuation within the discourse of performance. The paper concludes by offering three areas for further research and debate.  相似文献   

Scientific teams and institutional collaborations: Evidence from U.S. universities, 1981-1999     

James D. Adams  Grant C. Black  Paula E. Stephan 《Research Policy》2005,34(3):259-285

This paper explores recent trends in the size of scientific teams and in institutional collaborations. The data derive from 2.4 million scientific papers written in 110 top U.S. research universities over the period 1981-1999. The top 110 account for a large share of published basic research conducted in the U.S. during this time.We measure team size by the number of authors on a scientific paper. Using this measure we find that team size increases by 50% over the 19-year period. We supplement team size with measures of domestic and foreign institutional collaborations, which capture the geographic dispersion of team workers. The time series evidence suggests that the trend towards more geographically dispersed scientific teams accelerates beginning with papers published at the start of the 1990s. This acceleration suggests a sharp decline in the cost of collaboration. Our hypothesis is that the decline is due to the deployment of the National Science Foundation's NSFNET and its connection to networks in Europe and Japan after 1987.Using a panel of top university departments we also find that private universities and departments whose scientists have earned prestigious awards participate in larger teams, as do departments that have larger amounts of federal funding. Placement of former graduate students is a key determinant of institutional collaborations, especially collaborations with firms and with foreign scientific institutions. Finally, the evidence suggests that scientific output and influence increase with team size and that influence rises along with institutional collaborations. Since increasing team size implies an increase in the division of labor, these results suggest that scientific productivity increases with the scientific division of labor.  相似文献   

The Concept of Physical Education II     

Mollie Adams 《Journal of Philosophy of Education》1969,3(1):23-35

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Instructional leadership in Malaysia: a review of the contemporary literature*     

Alma Harris  Michelle Jones  Donnie Adams  Kenny Cheah 《School Leadership & Management》2019,39(1):76-95

This article provides a review of the contemporary instructional leadership research base in Malaysia. The core aim of this review is to assess the recent knowledge base on instructional leadership in Malaysia and to evaluate its current contribution to the existing international literature. The article explores a range of published material that has focused explicitly on instructional leadership and instructional leadership practices in Malaysia, including that written in Bahasa Malaysia. The article outlines the findings from the review and highlights certain strengths and limitations. The article concludes by identifying areas for further enquiry and investigation.  相似文献   

Transformative pedagogy: Dinka playgroups as spaces for cultural knowledge productions of Western science     

Fleer  Marilyn  Adams  Megan  Gunstone  Richard 《Cultural Studies of Science Education》2019,14(4):1045-1069

Cultural Studies of Science Education - As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for...  相似文献   

Working Memory and Children’s Mathematical Skills: Implications for mathematical development and mathematics curricula     

Joni Holmes  John W. Adams 《教育心理学》2006,26(3):339-366

This study examined the contributions of the different components of the working memory (WM) model to a range of mathematical skills in children, using measures of WM function that did not involve numerical stimuli. A sample of 148 children (78 Year 3, mean age 8 years and 1 month, and 70 Year 5 pupils, mean age 9 years and 10 months) completed WM measures and age‐appropriate mathematics tests designed to assess four mathematical skills defined by the National Curriculum for England. Visuo‐spatial sketchpad and central executive, but not phonological loop, scores predicted unique variance in children’s curriculum‐based mathematical attainment but the relative contributions of each component did not vary much across the different skills. Subsequently, the mathematics data were re‐analysed using cluster analysis and new performance‐related mathematics factors were derived. All three components of WM predicted unique variance in these performance‐related skills, but revealed a markedly distinct pattern of associations across the two age groups. In particular, the data indicated a stronger role for the visuo‐spatial sketchpad in the younger children’s mathematics performance. We discuss our findings in terms of the importance of WM in the development of early mathematical ability.  相似文献   

Creating Peace by Confronting Prejudice: Examining the Effects of a Multicultural Communication Skills Group Intervention     

Eve M. Adams  Michael Waldo  Robert Steiner  Robert Mayfield  Stacy J. Ackerlind  Luisa P. Castellanos 《International journal for the advancement of counseling》2003,25(4):281-291

This study investigated the effects of a Multicultural Relationship Enhancement Workshop on American education majors' ability to confront prejudice in order to create more peaceful communities in school settings. Due to the diverse group membership, participants were provided an opportunity to practice communication skills in a multicultural context that emphasized a social justice perspective. A repeated measures design with random assignment of participants to experimental (n = 26) and wait-list control (n = 22) groups was employed. Participants were studied at three different points in time, in five-week intervals, with the experimental group participating in the workshop during the first five-week interval and the control group receiving the treatment during the second five-week interval. The repeated measures analysis of variance revealed significant time by treatment interaction effects between Times 1 and 2 on a measure of communication skills in multicultural situations. The intervention is discussed in the context of policies that promote cultures of peace.  相似文献