Will Obama's My Brother's Keeper and Similar Initiatives Have a Positive Impact on Low-Income Students?     

Joseph Sanacore 《Clearing house (Menasha, Wis.)》2017,90(4):152-158

Barack Obama's My Brother's Keeper is designed to narrow persistent gaps that boys and young men of color confront often and to help all young people achieve their potential in college and career. An important part of this initiative is comprehensive mentoring that supports students in schools and in communities. Because ethnic-minority students have extremely low graduation rates in high school and college, an essential question is addressed: Can My Brother's Keeper and similar initiatives with a mentoring component be effective in helping minority students to achieve success in elementary and secondary schools and in college?  相似文献   

The Anatomy of Violence: The Biological Roots of Crime     

Ian Silver & Joseph L. Nedelec 《Journal of Criminal Justice Education》2019,30(1):159-161

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Parents of Traditionally Aged Community College Students: Communications and Choice     

Trudy?BersEmail author 《Research in higher education》2005,46(4):413-436

Five suburban community colleges in a metropolitan area collaborated on a survey to parents of high school graduates of the class of 2002 who attended the colleges in fall 2002. The study was undertaken to learn more about parents roles in their students selection of community colleges, to give insights and information about this important community college constituency, and to assist community colleges to shape more effective ways to foster positive and supportive opinions among parents of potential students. Parents want the community college to provide students with credits and grade point averages enabling transfer, overestimate their students academic skills as measured by course placement tests, engaged in a number of college-choice activities, and indicate that factors associated with lifestyle and money were major reasons for selecting the community college. Associations between parents social capital and perceptions of their students academic abilities were found for a number of dependent variables examined. The study also revealed important differences in how participating institutions record and calculate key measures such as credits earned and grade point averages.  相似文献   

The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts   总被引：1，自引：0，他引：1  

Joseph M. Ryan  Paul D. Harrison 《Research in higher education》1995,36(5):577-594

There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research.  相似文献   

“三个代表”重要思想的理论和实践     

汪华岳 《滨州学院学报》2001,17(1):5-8

学习“三个代表”的重要思想 ,必须坚持理论联系实际的马克思主义学风。要深入把握“三个代表”重要思想的理论根据和实践根据 ,更要研究怎样切实有效地实践“三个代表”。  相似文献   

James Clerk Maxwell and his equations     

B?N?DwivediEmail author 《Resonance》2003,8(5):4-16

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Children’s recognition and recall of picture and word stimuli     

Joseph R. Jenkins  Wesner B. Stack  Stanley L. Deno 《Educational technology research and development : ETR & D》1969,17(3):265-271

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Increasing the impact of a Master’s programme on teacher leadership and school development by means of boundary crossing     

Marco Snoek  Mascha Enthoven  Joseph Kessels  Monique Volman 《International Journal of Leadership in Education》2017,20(1):26-56

In this case study, we investigate how the development and impact of teacher leadership through a Master’s programme can be supported by a design that encourages boundary crossing activities between schools and universities. The case study focuses on 42 experienced teachers from three vocational colleges who were promoted to senior teacher positions and participated in a Master’s programme. Through individual and focus group interviews, data were collected on how boundary crossing activities can connect professional development and school development, and on favourable conditions for effective boundary crossing. The study shows that strategic alignment and shared ownership between university and school, a collective approach with multiple participants from one school, and the use of boundary objects, created the conditions through which the Master’s programme could serve as a catalyst, stimulating innovation of work practices and development of new leadership practices. The leadership of the senior teachers initiated a development process that shifted from formally mandated forms of leadership to more culturally embedded forms of leadership. This case study leads to a new understanding of design criteria for Master’s programmes and boundary objects that can support the process of developing teacher leadership within schools by facilitating boundary crossing between university and school.  相似文献   

Field-study science classrooms as positive and enjoyable learning environments     

Julien?M.?Zaragoza  Barry?J.?FraserEmail author 《Learning Environments Research》2017,20(1):1-20

We investigated differences between field-study classrooms and traditional science classrooms in terms of the learning environment and students’ attitudes to science, as well as the differential effectiveness of field-study classrooms for students differing in sex and English proficiency. A modified version of selected scales from the What Is Happening In this Class? questionnaire was used to assess the learning environment, whereas students’ attitudes were assessed with a shortened version of a scale from the Test of Science Related Attitudes. A sample of 765 grade 5 students from 17 schools responded to the learning environment and attitude scales in terms of both their traditional science classrooms and classrooms at a field-study centre in Florida. Large effect sizes supported the effectiveness of the field-studies classroom in terms of both the learning environment and student attitudes. Relative to the home school science class, the field-study class was considerably more effective for students with limited English proficiency than for native English speakers.  相似文献   

Should Science be Taught in Early Childhood?     

Haim?EshachEmail author  Michael?N.?Fried 《Journal of Science Education and Technology》2005,14(3):315-336

This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.  相似文献