Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers     

Hurtado  Sylvia  Inkelas  Karen Kurotsuchi  Briggs  Charlotte  Rhee  Byung-Shik 《Research in higher education》1997,38(1):43-75

This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students.  相似文献   

Design-Based Intervention Research as the Science of the Doubly Artificial     

Michael Cole  Martin Packer 《学习科学杂志》2016,25(4):503-530

This article uses a variety of principles of cultural-historical activity theory to extend Herbert Simon’s (1996) insight into the inherent linkage between the creation of artifacts and design. We argue that design research must grapple with the doubly artificial, as the classrooms in which many educational designs are implemented are themselves already artificial and contingent—the products of design—and the learning that is the focus of investigation is already an adaptation to the classroom environment and so artificial. Focusing our discussion on the mesogenetic character of the temporal characteristics of typical educational design-based intervention research, we present an example of an 18-year-long life span of an intervention that was initially expected to last 3 or 4 years. Crises late in the life of the system, 1 of which rescued the system, 1 of which terminated it, documented through field notes written by undergraduate participants, provide evidence for the dynamics of the system’s internal functioning in relation to events occurring in the larger ecology of which it was a part.  相似文献   

Relationships in the workplace: Doing what comes naturally?     

Ardra L. Cole 《Teaching and Teacher Education》1991,7(5-6)

In this paper I explore the connection between workplace relationships and teacher development. Using a conceptual framework built on Brim and Wheeler's (1966) ideas on self-socialization and Erickson's (1963) theory of psychosocial development I draw on information gathered in year one of a 2-year qualitative study of teacher socialization to explore the following questions: With whom do beginning teachers form relationships in their new professional contexts? What is the nature of these relationships? What functions do they serve? Are some relationships more important at some times than others? How do certain relationships facilitate or constrain the various aspects of teacher development? Can facilitating relationships be contrived? Can contrived relationships be facilitating? And, finally, what role does context play in all of this?The focus on relationships grows out of a need to understand better the role of the “other” in the professional growth process. By examining information gathered through conversations with 13 new teachers I will uncover and explore some of the issues pertaining to professional relationship formation and development particularly in relation to teacher socialization and the psychosocial aspects of teacher development. These insights will be used as a basis for a discussion of formalized induction programs which feature forms of institutionally imposed collaborative arrangements. Drawing on some of the recent work on teacher culture and collegiality (Hargreaves, 1990; Little, 1990; Rosenholtz, 1987, 1989), Barth's (1990) ideas on school improvement through the creation of a “community of learners”, and on Noddings' (1986) and Gherke's (1987) notions on the building of caring and helping communities, I will discuss the limitations of some of the recent trends in professional development for new teachers. I will recommend an alternative approach to new teacher induction, one that takes into account the individuality of the teacher, the school culture, and the socialization process. In essence, I will argue for a “natural” and integrated approach to teacher induction.  相似文献   

Effects of Mother-Infant Social Interactions on Infants'' Subsequent Contingency Task Performance     

Philip Dunham  Frances Dunham 《Child development》1990,61(3):785-793

20 3-month-old infants participated in a nonsocial contingency task immediately following a social interaction with their mothers. A measure of the time the dyads spent in a state of vocal turn-taking predicted individual differences in the infants' subsequent performance on the contingency task. These results parallel the social transfer effects we reported earlier in which the turn-taking dimension of social structure was experimentally manipulated to assess its effect on a subsequent nonsocial contingency task.  相似文献   

Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model     

Jonathan Lee Helm  Nilam Ram  Pamela M. Cole  Sy-Miin Chow 《Structural equation modeling》2016,23(5):635-648

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.  相似文献   

A Note on the Use of Mixture Models for Individual Prediction     

Veronica T. Cole  Daniel J. Bauer 《Structural equation modeling》2016,23(4):615-631

Mixture models capture heterogeneity in data by decomposing the population into latent subgroups, each of which is governed by its own subgroup-specific set of parameters. Despite the flexibility and widespread use of these models, most applications have focused solely on making inferences for whole or subpopulations, rather than individual cases. This article presents a general framework for computing marginal and conditional predicted values for individuals using mixture model results. These predicted values can be used to characterize covariate effects, examine the fit of the model for specific individuals, or forecast future observations from previous ones. Two empirical examples are provided to demonstrate the usefulness of individual predicted values in applications of mixture models. The first example examines the relative timing of initiation of substance use using a multiple event process survival mixture model, whereas the second example evaluates changes in depressive symptoms over adolescence using a growth mixture model.  相似文献   

Thinking outside the box: imagination and empathy beyond story writing     

Frances Brill 《Literacy》2004,38(2):83-89

It is sometimes assumed that the strongest opportunities for developing imagination and empathy through children's writing lie in narrative starting points, whereas other less obviously literary writing forms are more readily associated with functional literacy. Consequently, writing regarded as non‐literary is rarely analysed with these qualities in mind. This paper presents an exploratory, textual analysis of children's letter‐writing texts, which aims to identify and describe the uses of imagination and empathy. It is suggested that imaginative strategies were integral to this textual construction and that the significance of imagination and empathy in writing development is worthy of further exploration.  相似文献   

Characteristics of male and female science teachers     

Wayne W. Welch  Frances Lawrenz 《科学教学研究杂志》1982,19(7):587-594

The characteristics of 273 male science teachers were compared with 72 female science teachers randomly selected from a fourteen-state region in the USA. A multivariate analysis of variance found differences between the two groups significant at the p ? 0.0005 level. Female teachers were higher on measures of interest in science and receptivity to change. Males scored higher on science knowledge indicators and on their perceptions of the teaching support they received. No differences were noted on measures of professional development or their perceptions of teaching effectiveness, curriculum, workload, or facilities. The implications of the findings are discussed in terms of science career selection by women.  相似文献   

Behavior-Based Student Typology: A View from Student Transition from High School to College     

Mu  Lanlan  Cole  James 《Research in higher education》2019,60(8):1171-1194

Research in Higher Education - Several recent studies have successfully identified college student typologies based on individuals’ behaviors. One limitation of past studies has been their...  相似文献   

Impact of a Temporary Food Shortage on Children and Their Mothers     

Mary Alice McDonald  Marian Sigman  Michael P. Espinosa  Charlotte G. Neumann 《Child development》1994,65(2):404-415

Kenya experienced a severe drought and temporary food shortage during a study on mild malnutrition. Effects of the temporary food shortage on energy intake, weight, and behaviors were evaluated in schoolchildren and in toddlers and their mothers. Schoolchildren were seriously affected, showing significant declines in their energy intake, age-corrected weight, activity on the playground, and classroom attention. Toddlers appear to have been somewhat protected since their energy intake, weight, and play and language behaviors were stable. Maternal caregiving of toddlers declined for the group as a whole, but individually those mothers who maintained family food levels delegated responsibility for toddlers to other caregivers. While the food shortage affected poorer families more than those of higher SES, declines in the behaviors of schoolchildren occurred regardless of SES and previous level of nutrition, suggesting that food shortages can have behavioral consequences for schoolchildren in all communities.  相似文献