The effects of the Kalamazoo Promise on college choice     

Rodney J. Andrews  Stephen DesJardins  Vimal Ranchhod 《Economics of Education Review》2010

On November 10, 2005, then Superintendent of the Kalamazoo Public School System, Janice Brown announced—to the surprise of Kalamazoo’s residents—the beginning of the Kalamazoo Promise. Fully funded by a set of anonymous donors, the Kalamazoo Promise is an urban revitalization program that offers up to four years of free tuition to any public college or university in the state of Michigan for graduates of the Kalamazoo Public School system who meet certain eligibility criteria. Using the subsidy as a source of exogenous variation in the price of college, we use quasi-experimental methods to evaluate the impact of the subsidy on college choice. We find that the Kalamazoo Promise increases the likelihood that students from Kalamazoo Public Schools consider public institutions in Michigan. In addition, we find that the Kalamazoo Promise especially impacts the college choice set of students from families who earn less than $50,000 in annual income.  相似文献   

An examination of psychosocial variables moderating the relationship between life stress and injury time-loss among athletes of a high standard     

Ian W. Ford  Robert C. Eklund  Sandy Gordon 《Journal of sports sciences》2013,31(5):301-312

Based on Williams and Andersen's model of stress and athletic injury, six psychosocial variables were assessed as possible moderators of the relationship between life stress and injury among 121 athletes (65 males, 56 females) competing in a variety of sports at state, national or international level. No significant effects of the sex of the participants were evident. Correlational analyses revealed moderator effects of several variables. Specifically, dispositional optimism and hardiness were related to decreased injury time-loss in athletes when positive life change increased, and global self-esteem was associated with decreased injury time-loss when both negative life change and total life change increased. The results indicate that athletes with more optimism, hardiness or global self-esteem may cope more effectively with life change stress, resulting in reduced injury vulnerability and recovery rates.  相似文献   

Baseball     

Rafael Escamilla  Glen Fleisig  Steven Barrentine  James Andrews  Claude Moorman III 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):213-228

The purpose of this study was to quantify and compare kinematic, temporal, and kinetic characteristics of American and Korean professional pitchers in order to investigate differences in pitching mechanics, performance, and injury risks among two different cultures and populations of baseball pitchers. Eleven American and eight Korean healthy professional baseball pitchers threw multiple fastball pitches off an indoor throwing mound positioned at regulation distance from home plate. A Motion Analysis three‐dimensional automatic digitizing system was used to collect 200 Hz video data from four electronically synchronized cameras. Twenty kinematic, six temporal, and 11 kinetic variables were analyzed at lead foot contact, during the arm cocking and arm acceleration phases, at ball release, and during the arm deceleration phase. A radar gun was used to quantify ball velocity. At lead foot contact, the American pitchers had significantly greater horizontal abduction of the throwing shoulder, while Korean pitchers exhibited significantly greater abduction and external rotation of the throwing shoulder. During arm cocking, the American pitchers displayed significantly greater maximum shoulder external rotation and maximum pelvis angular velocity. At the instant of ball release, the American pitchers had significantly greater forward trunk tilt and ball velocity and significantly less knee flexion, which help explain why the American pitchers had 10% greater ball velocity compared to the Korean pitchers. The American pitchers had significantly greater maximum shoulder internal rotation torque and maximum elbow varus torque during arm cocking, significantly greater elbow flexion torque during arm acceleration, and significantly greater shoulder and elbow proximal forces during arm deceleration. While greater shoulder and elbow forces and torques generated in the American pitchers helped generate greater ball velocity for the American group, these greater kinetics may predispose this group to a higher risk of shoulder and elbow injuries.  相似文献   

The 2000 Cohort of New Assistant Professors of Counselor Education: Year 3     

Sandy Magnuson  Linda L. Black  Maria K. E. Lahman 《Counselor Education & Supervision》2006,45(3):162-179

This article is the 3rd in a series that has been focused on the experiences of assistant professors of counselor education who were at the conclusion of their 3rd year in the profession. Thirty‐six participants provided information about their experiences, sources of pleasure and displeasure, professional contributions, areas of change, and expectations for tenure and promotion. Prominent themes that emerged from the data included mentoring, balance and family focus, and scholarship. Recommendations are presented for counselor educators‐in‐training, candidates, new counselor educators (CEs), and veteran CEs.  相似文献   

Two teacher quality measures and the role of context: evidence from Chile     

Maria Veronica Santelices  Edgar Valencia  Jorge Gonzalez  Sandy Taut 《Educational Assessment, Evaluation and Accountability》2017,29(2):111-146

This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these measures and whether any of these two assessments is able to effectively measure teacher quality isolated from the effect of the context where teachers work. Context in this article is defined as any variable that is not under the direct control of the teacher but plays an important role on student learning and we believe is captured by school and municipal variables. The study uses hierarchical linear models and information from national and standardized assessments from Chile, specifically from the municipal education sector. Results show a small correlation between the two measures of teacher quality, in the lower end of results from previous studies conducted in the USA, and suggest that there is only a limited relationship between both measures of teacher quality. Teacher initial education type and professional development were statistically associated only to the standard-based measure of teacher quality. Context (both the school and municipal levels) plays an important role in the teacher effect measure, and in the standard-based measures, therefore, we conclude that neither of these measures are context-free. We expect that these results will contribute to the discussion about how to best measure teacher quality and how to evaluate teacher performance both in Chile and other parts of the world.  相似文献   

Development of auditory event-related potentials in young children and relations to word-level reading abilities at age 8 years     

Espy KA  Molfese DL  Molfese VJ  Modglin A 《Annals of dyslexia》2004,54(1):9-38

A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years. Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1 amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech stimuli. The early development of biologically based differences in the perception and processing of auditory information contributes to later group differences in reading proficiencies at school age.  相似文献   

The salish consortium for the improvement of science teaching preparation and development     

Dr. Herbert K. Brunkhorst  Robert E. Yager  Bonnie J. Brunkhorst  Martin A. Apple  David M. Andrews 《Journal of Science Teacher Education》1993,4(2):51-53

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Opportunities to Learn in the Budapest Mathematics Classroom   总被引：1，自引：0，他引：1  

Paul Andrews 《International Journal of Science and Mathematics Education》2003,1(2):201-225

This paper examines the nature of the problems posed, the processes by which their solutions were made public, their structural contribution to a lesson and the opportunities they offered for the learning of mathematics in Budapest, Hungary. The problems were derived from observations, the processes of which were informed by various comparative studies, of 94 mathematics lessons in the 10–14 age range. Problems, the analysis and categorisation of which were informed by the literature, tended to fall into two categories – single response with high levels of cognitive demand and multiple response with high levels of cognitive demand. Structurally lessons fell into a well practised pattern of classroom behaviour. They began with a public review of homework, comprising two or three multiple response problems which were solved collaboratively. This was followed by a warm-up period involving the oral setting and mental solving of a few single response problems. Lastly, the main body of the lesson involved several cycles in which a multiple response problem was posed, attempted individually before solutions were shared publicly. Lessons ended with homework being set. The discussion of the findings is framed by Hungary's variable performance on recent international tests of mathematical attainment.  相似文献   

A school wide approach to leading pedagogical enhancement: An Australian perspective     

Joan M. Conway  Dorothy Andrews 《Journal of Educational Change》2016,17(1):115-139

This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management.  相似文献   

A Study of the spontaneous oral language of Down's syndrome children     

R.J. Andrews  Jeanette G. Andrews 《International Journal of Disability, Development & Education》1977,24(2):86-94

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