Parental educational level,gender differences,and seniors' aspirations for advanced study     

Dr. Paul D. Isaac  Dr. Gary D. Malaney  John E. Karras 《Research in higher education》1992,33(5):595-606

Many factors affect an undergraduate student's postbaccalaureate plans. Academic interests, career-related factors, finances, and various psychological and sociological factors all have been found to be related to interest in advanced education. Few studies, however, are gender-specific in examining the relation of parental educational attainment to their children's aspirations. Such data would be helpful in the attempts to understand the continued underrepresentation of women in most fields requiring advanced degrees. All seniors at a large Midwestern university with at least a 3.0 cumulative grade point average planning to graduate in spring or summer of 1986 were sent questionnaires dealing with their postgraduation plans. Of these 1900 surveys, 791 (42%) were returned. Results reported here examine the relation of future educational plans to gender of student, educational level of parent, and field of study. A modeling effect not noted in previous literature is discussed.  相似文献   

School Readiness: Are There Social Prerequisites?     

Gary W. Ladd  Sarah L. Herald  Karen P. Kochel 《Early education and development》2006,17(1):115-150

The position advocated within this article is that the construct of “school readiness” has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling—challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery—that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness.  相似文献   

Opinion and the world of possibilities     

Gary Saul Morson 《Academic Questions》1994,8(1):45-59

Editor's Note: This is the concluding essay in a three-part series in which Professor Morson examines the intellectual maladies of the intelligentsia. The first essay, which appeared in the Spring 1993 issue, drew upon Russian intellectual history to clarify the concept of “the intelligentsia” and suggested its utility for an understanding of the politicized segment of the American professoriate. In the second essay, which appeared in the Winter 1993–94 issue, he contrasted the deterministic theories so attractive to both these groups with choice as experienced in the day-to-day realm of contingent events. Continuing this analysis, Professor Morson now examines “chronocentrism,” the view that the present moment is intellectually privileged in comparison with the past, showing it to be another of the basic elements of utopian thought. Exploring the relationship of multiple possibilities to intellectual freedom and pluralism, Professor Morson argues that there is a close connection between the appreciation of “open time” on the one hand, and the belief in free-wheeling dialogue, the tolerance necessary for democracy, intellectual modesty in the face of the world's complexity, and a rich sense of opinion, on the other. This essay is an adaptation of the final chapter of his new book,Narrative and Freedom: The Shadows of Time, and appears by the generous permission of Yale University Press.  相似文献   

Spontaneous partitioning: Pre-schoolers and discrete items     

Gary Ernest Davis  Robert Paul Hunting 《Educational Studies in Mathematics》1990,21(4):367-374

This study addresses the question of whether a dealing strategy that is widely used by young children in clinical interviews occurs in less structured situations. Our findings are that it did not in the setting we examined, namely the performance of a routine counting task, by pre-schoolers with the opportunity of sharing sweets when the task was completed. We discuss reasons for the apparent discrepancies between the results for clinical interviews and less structured situations.  相似文献   

University class size: Is smaller better?   总被引：1，自引：0，他引：1  

David D. Williams  Paul F. Cook  Bill Quinn  Randall P. Jensen 《Research in higher education》1985,23(3):307-318

This study investigates the relationship between class size and achievement at the college level. Recent meta-analyses have found a strong relationship between class size and student achievement, but few of the studies examined class size larger than 40 or university-age populations. This analysis examines a university's testing-center data-archives representing 305 sections from 24 different courses. Section sizes ranged from 13 to 1,006. A total of 16,230 test scores were analyzed. The results of this investigation reveal that at the college level, class size may be less important an influence on student achievement than some educators have thought.  相似文献   

The legacy of Robert M. Gagné     

Gary J. Anglin  Walter Dick 《Educational technology research and development : ETR & D》2003,51(2):77-78

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Enhancing rice resistance to fungal pathogens by transformation with cell wall degrading enzyme genes from Trichoderma atroviride   总被引：1，自引：0，他引：1  

刘梅  孙宗修  朱洁  徐同  HARMAN Gary E  LORITO Matteo 《Journal of Zhejiang University. Science. B》2004,(2)

INTRODUCTION Rice sheath blight (Rhizoctonia solani) and rice blast (Magnaporthe grisea) are two serious plantdiseases in China. Rice cultivars with high level and durable resistance to these two pathogens are noteasy to obtain by traditional breeding methods due to the lack of germplasm resistant to R. solani and the high genetic diversity of M. grisea. Cell wall degrading enzyme (CWDE) genes from biocontrol fungi belonging to the genus Trichoderma have been demonstrated to encode …  相似文献   

If it catches my eye: A report of faculty pedagogical reading habits     

Jennifer Woods Quinn 《Innovative Higher Education》1994,19(1):53-66

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How selective are selective private colleges?     

Gary M. Lewis 《Research in higher education》1988,29(4):319-342

Comparing the admissions selectivity of colleges on the basis of accept rates can be misleading because the quality of the applicant pool is ignored. However, many rate comparisons can be improved using the demographic technique of direct standardization. In this study, SAT-specific accept rates for about 200 private four-year colleges and universities in the United States were estimated and used to compute adjusted (standardized) accept rates. College-bound high school seniors who took the SAT verbal and mathematics examinations in 1986 formed the standard populations. Standard errors for the differences in adjusted accept rates between colleges were computed so that selectivity groupings of colleges could be constructed. Results showed that selectivity rankings changed substantially depending on whether crude or adjusted accept rates were used. Adjusted rates reduced the problems of comparing admissions selectivity among colleges whose applicant quality varied significantly.  相似文献   

Accuracy of Random Groups Equating with Very Small Samples     

Gary Skaggs 《Journal of Educational Measurement》2005,42(4):309-330

This study investigated the effectiveness of equating with very small samples using the random groups design. Of particular interest was equating accuracy at specific scores where performance standards might be set. Two sets of simulations were carried out, one in which the two forms were identical and one in which they differed by a tenth of a standard deviation in overall difficulty. These forms were equated using mean equating, linear equating, unsmoothed equipercentile equating, and equipercentile equating using two through six moments of log-linear presmoothing with samples of 25, 50, 75, 100, 150, and 200. The results indicated that identity equating was preferable to any equating method when samples were as small as 25. For samples of 50 and above, the choice of an equating method over identity equating depended on the location of the passing score relative to examinee performance. If passing scores were located below the mean, where data were sparser, mean equating produced the smallest percentage of misclassified examinees. For passing scores near the mean, all methods produced similar results with linear equating being the most accurate. For passing scores above the mean, equipercentile equating with 2- and 3-moment presmoothing were the best equating methods. Higher levels of presmoothing did not improve the results.  相似文献