“The types of kids we get are different”—The distinguishing characteristics of school choosers in Detroit,Michigan     

Daniel Hamlin 《Journal of School Choice》2018,12(1):52-79

Providing improved educational options for low-income African American families has been one of the primary objectives of the charter school movement. However, among demographically similar families, school choosers may possess subtle advantages compared to nonchoosers, leading to biased estimates of charter school performance in nonexperimental research. This study examines within-group differences between school choosers and nonchoosers in Detroit, Michigan through semistructured interviews with parents (n = 31) and teachers (n = 23) in charter and public schools. Findings indicate differences between school choosers and nonchoosers in access to transportation, experience, social and professional networks, orientation toward choice, parental involvement, and home stability. These differences offer insight into potential controls for self-selection bias that may lead to improved statistical evaluations using nonexperimental methods.  相似文献   

Science on the Fairgrounds: From Black to White Magic     

Raichvarg Daniel 《Science & Education》2007,16(6):585-591

During the 18th and 19th centuries, numerous “entrepreneurs de spectacles scientifiques” — a new category of “stall-keepers” — travelled around France, displaying their scientific shows to the public. They turned out to be physics demonstrators, magicians, mechanical engineers or curators of museums of anatomy. A general survey of these shows is not easy because we have but few documents to consider. Through a various set of texts and pictures, we’ll try to understand the general philosophy of these shows: the wonder, the novelty and the surprising are the key-ideas which prevail and not only the idea that these shows mostly deliver knowledge. But above all, we will see that these shows played an important part in popularizing the 19th century scientific achievement as well as achieving the 18th century goal of the Enlightenment. Finally, we may question and discuss the 21st century answer to the question of science understood as entertainment: “science’tainment” as we say: “info’tainment”!  相似文献   

Sensitization to Non-Verbal Communications     

Daniel J. Delaney 《Counselor Education & Supervision》1968,7(3):315-316

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Prosocial Behavior and Caring in Adolescence: Relations to Self-Understanding and Social Judgment   总被引：4，自引：0，他引：4  

Daniel Hart  Suzanne Fegley 《Child development》1995,66(5):1346-1359

The relation of self-understanding and moral judgment to dedicated prosocial behavior is investigated. Participants were African-American and Latin-American adolescents who had been nominated by community leaders for having demonstrated unusual commitments to care for others or the community ( care exemplars ). The care exemplars, and matched comparison adolescents, were extensively interviewed over the course of 4–6 sessions in order to elicit self-understanding, moral judgment, and implicit personality theories. The care exemplars were more likely than the comparison adolescents to: (1) describe themselves in terms of moral personality traits and goals, (2) view themselves as having closer continuity to their pasts and futures, (3) think of themselves as incorporating their ideals and parental images, and (4) articulate theories of self in which personal beliefs and philosophies are important. There were no differences between the care exemplars and the comparison adolescents in developmental stages of moral judgment nor in the abstractness of their implicit personality theories.  相似文献   

Preservice elementary science teachers’ argumentation competence: impact of a training programme     

Daniel Cebrián-Robles  Antonio-Joaquín Franco-Mariscal  Ángel Blanco-López 《Instructional Science》2018,46(5):789-817

The recent literature has shown the importance of preservice elementary science teachers (PESTs) having a deep understanding of argumentation, as this factor may affect the nature of the class activities that are taught and what students learn. A lack of understanding of this factor may represent an obstacle in the development of science education programmes in line with the development of scientific competences. This paper presents the results of the design and implementation of a training programme of 6 sessions (12 h of class participation plus 8 h of personal homework) on argumentation. The programme was carried out by 57 Spanish PESTs from Malaga, Spain. The training programme incorporates the innovative use of certain strategies to improve competence in argumentation, such as teaching PESTs to identify the elements of arguments in order to design assessment rubrics or by including peer assessment during evaluation with and without rubrics. The results obtained on implementing the training programme were evaluated based on the development of PESTs’ argumentation competence using Toulmin’s argumentative model. Data collection methods involved two tasks carried out at the beginning and the end of the programme, i.e., pre- and post-test, respectively. The conclusion of the study is that students made significant progress in their argumentation competence on completing the course. In addition, PESTs who followed the training programme achieved statistically better results at the end than those in the control group (n = 41), who followed a traditional teaching programme. A 6-month transfer task showed a slight improvement for the PESTs of the experimental group in relation to the control group in their ability to transfer argumentation to practice.  相似文献   

Improving Factor Score Estimation Through the Use of Observed Background Characteristics     

Patrick J. Curran  Veronica Cole  Daniel J. Bauer  Andrea M. Hussong  Nisha Gottfredson 《Structural equation modeling》2016,23(6):827-844

A challenge facing nearly all studies in the psychological sciences is how to best combine multiple items into a valid and reliable score to be used in subsequent modeling. The most ubiquitous method is to compute a mean of items, but more contemporary approaches use various forms of latent score estimation. Regardless of approach, outside of large-scale testing applications, scoring models rarely include background characteristics to improve score quality. This article used a Monte Carlo simulation design to study score quality for different psychometric models that did and did not include covariates across levels of sample size, number of items, and degree of measurement invariance. The inclusion of covariates improved score quality for nearly all design factors, and in no case did the covariates degrade score quality relative to not considering the influences at all. Results suggest that the inclusion of observed covariates can improve factor score estimation.  相似文献   

Adult distance study through computer conferencing     

Daniel V. Eastmond 《Distance Education》1994,15(1):128-152

The use of computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Despite a parallel growth in the academic scholarship, few studies examined students' experience of learning in an on‐line course. Using unstructured interviews and observations at adultstudents' homes or worksites, thestudy investigated adult student perspectives of distance study by computer conferencing. It found theseadults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: asynchronicity, interactivity, textual communications, and collaboration. Their learning orientation suggested the value they placed on conference activities. They incidentally transferred or invented learning strategies to deal with the different dynamics of this instructional environment. The computer conference brought together widely dissimilar students and encouraged them to ‘talk’ with one another, while unaware of each others' physical attributes. On‐line relationships served meaningful purposes, but rarely continued beyond the course. Based on these findings, the study presents an Adult Distance Study Through Computer Conferencing Model to guide understanding of the student experience with this medium.  相似文献   

Learning strategies and self-regulation in context: how higher education students approach different courses,assessments, and challenges     

García-Pérez  Daniel  Fraile  Juan  Panadero  Ernesto 《European Journal of Psychology of Education - EJPE》2021,36(2):533-550

European Journal of Psychology of Education - This study’s aim was to analyse the decisions higher education students make about learning strategies. We focus on research questions related to...  相似文献   

Constructing identities: the ethno‐national and nationalistic identities of white 1 and Turkish students in two English secondary schools     

Daniel Faas 《British Journal of Sociology of Education》2008,29(1):37-48

This article investigates how 15‐year‐old white and Turkish students in two Inner London comprehensive schools, one in a predominantly working‐class area (Millroad School) and the other in a more middle‐class environment (Darwin School), construct their identities. Drawing on mainly qualitative data from documentary sources, focus groups and semi‐structured interviews, the work points to a range of factors affecting identity formation processes, such as macro‐political approaches and school dynamics. The research found that at Millroad School, which celebrated diversity and where students’ conflict was ethnic or racial, young people found safety in their national(istic) identities. In contrast, at Darwin School, which tried to integrate students on the basis of common British citizenship and where there was only low‐level ethnic conflict, young people developed hybrid ethno‐national identities. This article raises important questions about how to create community cohesion in conflictual environments so as to promote both diversity and solidarity.  相似文献   

The impact of new learning environments in an engineering design course     

Daniel L. Dinsmore  Patricia A. Alexander  Sandra M. Loughlin 《Instructional Science》2008,36(5-6):375-393

In this study, we investigated the effects of students’ participation in a collaborative, project-based engineering design course on their domain knowledge, interests, and strategic processing. Participants were 70 college seniors working in teams on a design project of their choosing. Their declarative, procedural, and principled knowledge, along with their domain interest and their interest in select roles within that domain were tested at the outset of the semester and at its conclusions. Findings indicated that this course contributed to a rise in students’ declarative knowledge, but not their procedural or principled knowledge of engineering design. Further, there was no significant change in students’ personal interest in the domain over the semester, and their role interests were not associated with their demonstrated knowledge in the field at posttest. Implications for the perceived effectiveness of learning environments consisting of peer collaboration and relevant problems on students’ academic development are considered.  相似文献