Within-Year Retention Among Ph.D. Students: The Effect of Debt,Assistantships, and Fellowships     

Pilar Mendoza  Pedro Villarreal III  Alee Gunderson 《Research in higher education》2014,55(7):650-685

This study employs the 2007–2008 National Postsecondary Student Aid Study and the National Research Center’s survey data, “A Data-Based Assessment of Research-Doctorate Programs in the United States,” to investigate the (1) the effects of debt in relation to tuition and fees paid and (2) the effects of teaching assistantships, research assistantships, and fellowships on within year retention among Ph.D. students. We created an innovative conceptual model for this study by merging a socioeconomic model for graduate students and a graduate student socialization model. We used propensity score weights for estimating average treatment effects and average treatment effect on the treated as well as a series of control and balancing variables. This study provides timely insights into which of these financial strategies are likely to improve the already low doctoral retention rates nationwide. To the best of our knowledge, this is the first study that includes proxies of socialization variables in examining the role of various funding mechanisms in doctoral retention using a national representative dataset.  相似文献   

The Use of Criteria in Argumentation and the Construction of Environmental Concepts: A university case study     

Araitz Uskola  Gurutze Maguregi  María‐Pilar Jiménez‐Aleixandre 《International Journal of Science Education》2013,35(17):2311-2333

We have analysed the processes of argumentation of three university student groups (A: six students, C: five students, and J: seven students) while making a decision about an environmental problem (selection of a heating system). The discussions took place in three 1½‐hour sessions that were audio‐taped and transcribed. For the analysis of the oral discussions, on the one hand, we have taken into account some of the dimensions characterising the quality of this decision‐making process, including the number and variety of criteria utilised, whether criteria, which did not favour the selected option, were considered and whether priorities were established among criteria, and, on the other hand, the use of environmental concepts such as renewable and sustainability as well as the meanings that were constructed for both concepts. We have determined that the students in this study proposed and utilised, both explicitly and implicitly, a high number and great variety of criteria to support their choices, although they were rarely able to consider contradictory evidence; that is, those that demonstrated disadvantages of the option selected. In terms of the construction of knowledge, we observed that in some groups the proposed task favoured the construction of a concept of sustainability that took the future into consideration and which was utilised as the most important justification in their selection. In terms of the concept of renewable, we found that they did not relate depletion of resources to economic consequences. We discuss the implications for the educational competence development.  相似文献   

¿Han sido seleccionados o se han acostumbrado? Ideas de estudiantes de biología sobre la selección natural y consistencia entre ellas     

María Pilar Jiménez  Joaquín Fernández 《Infancia y Aprendizaje》2013,36(47):67-81

Resumen

Estudiantes universitarios de Biología, ante problemas de respuesta abierta sobre la selección natural, utilizan, en porcentajes alarmantes, interpretaciones que consideran la adaptación como cambios heredables en los individuos. Se encontró un cierto grado de consistencia entre las respuestas de cada sujeto a los problemas en diferentes contextos; pero hay también casos en que una persona empleó esquemas conceptuales diferentes. Se sugiere que una de las condiciones para promover el cambio conceptual es que los profesores tengan en cuenta las ideas de los estudiantes.  相似文献   

La educación bilingüe y el aprendizaje de una segunda lengua: sus características y principios fundamentales     

M.a Pilar Sánchez  Rosario R. de Tembleque 《Infancia y Aprendizaje》2013,36(33):3-25

Resumen

Dada la importancia que están adquiriendo en nuestro país y en el mundo entero las investigaciones sobre educación bilingüe y enseñanza de una L2, en este articulo, que sirve de introducción para el tema monográfico sobre la segunda lengua en la escuela, se pretende, en primer lugar, ofrecer una revisión de los términos fundamentales relacionados con estos temas, intentando precisar la significación de algunos de ellos para evitar ciertas confusiones que se producen con frecuencia.

En segundo lugar, se hace referencia a las características del sujeto, del ambiente y del programa que es necesario tomar en consideración para elaborar y evaluar un programa de educación bilingüe y de enseñanza de una L2.

En tercer lugar, se insiste en la importancia de realizar una evaluación correcta y completa de estos programas, para lo cual han de tenerse en cuenta todos los factores analizados previamente.  相似文献   

La construcción social del conocimiento: desarrollo y conflicto socio-cognitivo Una entrevista a Willem Doise     

Pilar Lacasa 《Infancia y Aprendizaje》2013,36(61):5-28

Resumen

Este trabajo sintetiza las conversaciones que la autora de la entrevista mantiene con Willen Doise a cerca de cómo el conocimiento se construye desde la sociedad. Las reflexiones se organizan en torno a tres grandes cuestiones. La primera, ¿hasta qué punto la psicología del desarrollo es independiente de la psicología social?, tal vez estamos ante distinciones excesivamente académicas cuyas barreras en la actualidad se van eliminando progresivamente. La segunda, ¿cómo los individuos construyen el conocimiento desde la sociedad? Por último, ¿qué papel juegan las teorías cuando se trata de responder a esa cuestión?  相似文献   

Contexto y desarrollo cognitivo: Entrevista a Barbara Rogoff     

Pilar Lacasa 《Infancia y Aprendizaje》2013,36(45):7-23

  相似文献   

Developmental changes (14–21 years old) in binge drinking patterns and their explanatory factors / Cambios evolutivos (14–21 años) en los patrones de ingesta puntual de alcohol en exceso y en sus factores explicativos     

Amparo Caballero  Itziar Fernández  Dolores Muñoz  Pilar Carrera 《Infancia y Aprendizaje》2013,36(3):458-497

Abstract

In order to design prevention programs, it is important to understand the evolution of drinking behaviour patterns among adolescents and young people. The aim of this paper is to analyse the changes in these patterns based on age and their role in explaining this behaviour in the Theory of Planned Behaviour framework. We used 273 participants divided into three sub-samples (3^rd and 4^th ESO [Educación Secundaria Obligatoria, ‘Compulsory Secondary Education’] students and university students). For older ages, the frequency of binge drinking is higher and the attitudes were also more positive towards alcohol consumption. Structural equation analyses show that drinking behaviour is explained by a different model in each age-group: in older groups, the role played by positive attitude and perceived control is more important than in the younger; by contrast, the influence of reference groups decreases with age. Results show significant differences between age groups regarding the reasons that young people report for engaging or not engaging in this behaviour.  相似文献   

Evaluation of reflective practice in teacher education     

Esther Belvis  Pilar Pineda  Carme Armengol  Victoria Moreno 《欧洲师范教育杂志》2013,36(3):279-292

Teacher education based on ‘reflective practice’ consists of observing, analysing and reflecting on teacher performance in order to improve professional practice. This article presents the results of an evaluation of a programme on mathematics teaching carried out using reflective practice. It was targeted at 284 teachers in various stages of the education system, using an approach that combines quantitative (surveys) and qualitative (interviews and reports) methods. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done so in an isolated fashion, in other words, individually and without becoming a part of the culture of the school. The results show little evidence of its impact on student learning. The article offers proposals for improving the education programme, while, at the same time, analysing the usefulness of the approach and evaluation tools employed.  相似文献   

Inside today's classrooms: Teacher voices on no child left behind and the education of gifted children     

Charlotte Mendoza 《Roeper Review》2013,35(1):28-31

  相似文献   

PUSH(ing) Limits: Using Fiction in the Classroom for Human Behavior and the Social Environment     

Natasha S. Mendoza  Kimberly Bonta  Philip Horn  Erin Moore  Allison Gibson  David Simmons 《Journal of Teaching in Social Work》2013,33(4):376-391

The use of fiction and autobiography in social science course work has been shown to enhance students' learning experience. Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations. The HBSE supplement allows students to explore poignant and problematic issues that push them past intrapersonal and interpersonal limits. Classes are infused with energy and the critical consciousness of the students. Final projects are a systematic case study of a chosen character (or characters) in the book and are a testament to student critical thinking and creativity. Methods, assignments, and student experiences in an introductory BSW course are described.  相似文献