Books and articles of academic interest     

Antonio Gómez Skarmeta  Pedro García López  Jesús Egea Payá  José Jaime Meseguer Navarro  Tomás Jiménez García 《Academic Questions》1989,2(3):91-91

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The association between financial aid availability and the college dropout rates in Colombia     

Tatiana Melguizo  Fabio Sanchez Torres  Haider Jaime 《Higher Education》2011,62(2):231-247

The main objective of this study is to estimate the association between financial aid and college dropout rates of postsecondary students in Colombia. We use a unique dataset from the Colombian Ministry of Education that includes all enrolled college students in the country between 1998 and 2008. Logistic regression is used to identify the correlation between receiving different forms of financial aid on the dropout rates of the students. The main results of the study suggest that the probability of dropping out decrease between 25 and 29% according to the type of financial aid received. There is also evidence that the financial aid is more effective in reducing dropout rates at the beginning of the student’s college careers. This result holds after controlling by type of postsecondary institution attended. These findings suggest that financial aid is an effective tool to reduce dropout rates, and therefore increase persistence and expand access in Colombia.  相似文献   

Collaboration,Multiple Methods,Trustworthiness: Issues Arising from the 2014 International Conference on Self-study of Teacher Education Practices     

Juanjo Mena  Tom Russell 《Studying Teacher Education》2017,13(1):105-122

This article reviews 65 studies presented at the 10th international self-study of teacher education practices conference in 2014 to determine whether emerging self-study research incorporates the five major characteristics of self-study: self-initiated inquiry that is situated and improvement-aimed; undertaken collaboratively; uses multiple research methods; and demonstrates trustworthiness. We present an analysis of 63 empirical studies with reference to the five major characteristics and several additional criteria. Our analysis indicates that most of the self-studies reported at the conference were conducted within the context of faculty teaching programs with case analysis as the predominant approach; also, most were carried out collaboratively. Multiple research methods were preferred over single methods and the most frequent analysis was presented in the form of themes and topics. This review corroborates that empirical studies generally meet the major characteristics of self-study research, although not every self-study reviewed was conducted with a defined collaborative theoretical framework. Collaboration, use of multiple research methods, and trustworthiness emerged as three characteristics that were not always addressed adequately or carefully.  相似文献   

High School Internships: Utilizing a Community Cultural Wealth Framework to Support Career Preparation and College-Going Among Low-Income Students of Color     

Marco A. Murillo  Karen Hunter Quartz  Jaime Del Razo 《Journal of Education for Students Placed at Risk》2017,22(4):237-252

This article investigates the experience of 229 low-income students of color who participated in an innovative high school internship program between 2011 and 2015. Using mixed methods (interviews, observations, and survey), the authors aim to understand the types of knowledge, information, and supports these students develop and expand in relation to careers and the college-going process. The authors draw on students' community cultural wealth to highlight the way the internship program supports students' aspirational, navigational, linguistic, resistant, and social capital.  相似文献   

Aqueous extracts from Tenebrio molitor larval and pupal stages inhibit early hepatocarcinogenesis in vivo     

Zepeda-Bastida  Armando  Ocampo-López  Juan  Alarcón-Sánchez  Brisa Rodope  Idelfonso-García  Osiris Germán  Rosas-Madrigal  Sandra  Aparicio-Bautista  Diana Ivette  Pérez-Carreón  Julio Isael  Villa-Treviño  Saúl  Arellanes-Robledo  Jaime 《Journal of Zhejiang University. Science. B》2021,22(12):1045-1052

Journal of Zhejiang University-SCIENCE B - 肝细胞癌 (HCC) 具有复杂的肿瘤内异质性,...  相似文献   

“Suited to Their Needs”: White Innocence as a Vestige of Segregation     

Richard Orozco  Jesus Jaime Diaz 《Multicultural Perspectives》2016,18(3):127-133

Discourses that supported de jure segregated schools often invoked White innocence in the form of altruistic motivations. These same invocations are found in more contemporary school policy discourses. The authors of this article argue, based on the concept of intertextuality of discourse, the existence of contemporary schooling policies as vestiges of segregation.  相似文献   

Future Trends and Possibilities for Creating More Gender Equitable Community Colleges     

Jaime Lester 《Community College Journal of Research & Practice》2013,37(10):822-837

A review of the articles in this issue highlights how gender as a lens, construct, and identity shapes each current issue within the community college. Using the articles in this issue as a basis, this final article provides a series of recommendations for researchers and practitioners who are interested in identifying causes, methods, and practices for creating more democratic and pluralistic environments.  相似文献   

What a difference mentoring makes: service learning and engagement for college students     

Michelle E. Schmidt  Jaime L. Marks  Lindsay Derrico 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):205-217

Colleges are increasingly interested in ways to better engage students in their academic careers. This article reports 20 college students' experiences as mentors for at‐risk fourth‐graders through a mentoring program called The Learning Connection (TLC), run by the Community Services Office at Moravian College. The study describes students' voluntary participation in service learning activities as a source of student engagement, the characteristics of the TLC mentoring program, the process by which student mentors reported their experiences over the course of the academic year, and the benefits of the mentoring program through the eyes of the college student mentors. At the beginning of the mentoring experience, mentors reported that the primary reasons for mentoring were to make a difference in a child's life and supplement classroom learning. At the end of the academic year, mentors reported that mentoring taught them important lessons about children, themselves, community work and the value of mentoring. Mentor feedback supports mentoring, specifically, and service learning, generally, as a source of student engagement for college students.  相似文献   

Combination classes and educational achievement     

Jaime L. Thomas 《Economics of Education Review》2012

Using the ECLS-K and considering first graders in single-grade and K–1 and 1–2 combination classes, I discuss the mechanisms underlying the combination-class effect and address the systematic school-, teacher-, and student-level differences that confound estimates of this effect. I find evidence for positive selection into 1–2 classes, but using a rich set of control variables, find no relationship between class type and student achievement in first grade within schools, and no difference in overall first-grade achievement between single-grade and combination schools in a matched school sample. The results I present suggest that first graders are not harmed by being in a combination class or by their schools offering combination classes. As long as other stakeholders such as parents, teachers, and students in other grades are not made worse off, these results suggest that offering combination classes may be a Pareto-improving option for school administrators.  相似文献   

El medio cultural y la formación de los conceptos científicos: una aproximación lingüística     

Juan Antonio Llorens  M.a del Carmen de Jaime 《Infancia y Aprendizaje》2013,36(39-40):47-55

Resumen

Una visión constructiva de la adquisición de los conceptos científicos implica conocer todos aquellos factores de tipo cultural que influyen en su aprendizaje. En este trabajo pretendemos justificar la relevancia del análisis semántico del uso del lenguaje por el alumno en la caracterización de dichos factores.

Las tendencias actuales de la Filosofía del lenguaje y de la Psicología del aprendizaje coinciden en admitir el carácter interactivo de la relación entre lenguaje y pensamiento. Al mismo tiempo, los resultados de numerosas investigaciones muestran la interrelación entre lenguaje y ambiente cultural. Nuestra hipótesis subraya la importancia del análisis semántico del lenguaje ordinario y científico del alumno con el objetivo de identificar acepciones muy específicas que permiten estudiar la interacción cultura-aprendizaje.  相似文献