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111.
ABSTRACTSixty-five years after the Brown v. Board decision, American schools are re-segregated and re-segregating. The mechanisms of this re-segregation are legal action, voluntary moves towards unitary status, unintended consequences of integration-oriented strategies, and an increasing trend towards the fracturing, or splintering of school districts. Both economic and political theory would indicate that splintering districts would work to pull racial and economic advantage out of the remaining district and into their own. To test this theory, we created a dataset that captures the fiscal and demographic status of U.S. school districts between 2000 and 2014 and analyzed the effect of district separation on the remaining districts in terms of student body composition, overall integration and local, state, and federal resources. Our findings indicate that separating districts are less diverse than the districts left behind. We further find that separating districts gain resources from local revenue and that remaining districts gain federal revenue in insufficient amounts to account for the loss of local funds. We find that these relative disadvantages for left behind districts and relative advantages for seceding districts persist when compared to the general population of school districts. 相似文献
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Eric Hsu Judy Kysh Katherine Ramage Diane Resek 《Journal of Mathematics Teacher Education》2007,10(4-6):325-332
In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants
in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants,
and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different
iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture
in the process of change. 相似文献
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ABSTRACT This paper analyzes challenges indigenous Peruvian college students face in completing their studies, based on field research that included interviews with Peruvian higher education leaders, administrators, researchers, and faculty, and a review of published research. Since 2012, the government of Peru has sponsored Beca 18, a comprehensive scholarship designed to attract and support students from underrepresented populations, namely impoverished and largely indigenous communities. While the program has provided opportunities to thousands of students from all provinces, the struggles they have mirror those of other indigenous students around the world, including discrimination, unpreparedness, and attrition. The analysis pinpoints areas in which lessons from international scholarship and success strategies with other indigenous populations may enhance the success of the Beca 18 scholarship program and the experiences of its students. It discusses the critical role higher education institutions play in developing future leaders through future identity formation. 相似文献
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Learning & Behavior - As a test of differential processing of identity and conditional relations, subjects were first highly trained on 0-sec delay identity matching (IM) and conditional... 相似文献
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Eric G. Poitras Jason M. Harley Yang S. Liu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3345-3360
The purpose of this study is to experimentally manipulate discourse processes hypothesized to impact the emotions students experience when interacting with handheld augmented reality devices in informal learning settings. Research conducted in the field is often limited by practical constraints, requiring heavy investments in time and resources to collect data from large samples of students. To demonstrate the feasibility of our proposed method, a guided walking tour with 60 students using a location-based augmented reality app was simulated in the context of a controlled laboratory setting. The difference between groups of students clustered into distinct profiles of positive and negative self-reported emotions was attributed to patterns in the mined dialog between students and tour guide. Furthermore, student engagement predicted the ability to recall topics covered in the tour. We discuss the implications and directions for future research in tour simulations conducted in a laboratory setting as a means to evaluate the role of mobile technologies in enhancing learning and desirable emotions. 相似文献