In the year-and-a-half since the College Board released detailed tables on SAT scores by race, much of the heated reaction has now abated. This study explores the data behind those tables and seeks a fuller explanation of the observed differences in SAT scores among racial and ethnic segments of college-bound test takers. It highlights a social psychological correlate that mediates between environmental factors and SAT performance, beginning with the finding that blacks at the same level of test performance exhibit greater self-esteem than whites on a series of self-rated abilities. Implications of the analysis are discussed and directions for further research suggested.Presented at the 24th Annual Forum of the Association for Institutional Research, Fort Worth, Texas, May 1984. 相似文献
An international multidisciplinary Symposium on ‘Families as Educators for Global Citizenship’ was held in Budapest in December 1994, jointly convened by the Institute of Family & Environmental Research (London) and the Hungarian Sociological Association.
We based our work on two propositions: first, that families everywhere socialize their offspring for the norms and behaviour valued in their social systems; and second, that there are major changes going on a ‘global’ scale which are relevant to current socialization practices. We asked how changes in global culture and values impact on families and how families are responding. In the light of the importance of these questions and the sparseness of reliable answers, we suggest the need for research on families and the teaching/learning of social values: 1. How do families actually teach values: how much of it is intentional instruction, how much inadvertent teaching, as in association with language teaching and non‐intentional modelling ?
2. How do families reconcile their local traditional values with those emerging as part of global culture (i.e. the humanistic values of universal human rights, gender equity, respect for the environment, non‐violent conflict resolution and diversity). 3. How are personal identities formed which incorporate a global dimension, and how are conflicts in multiple identities (local, national, regional global) managed?
It is recognized that at present it is probably a minority interest to undertake intentional socialization for global values. However, we suggest that it will be increasingly recognized as important. For families seeking to instill such values, a number of conundrums are apparent. We have identified five for preliminary analysis.
Animals given electroconvulsive shock (ECS) following active avoidance training were found to exhibit poor retention of the active avoidance response. However, this deficit was alleviated if the animals received an extinction trial for active avoidance prior to retention testing. That the trial was an extinction trial was demonstrated by the fact that exposure to the trial decremented the performance of animals not given ECS after learning. The implications of these findings for explanations of retrograde amnesia are discussed. 相似文献
Object-naming deficits in children with reading problems may be due to deficiencies in either the phonological stage of processing
or the semantic stage. The present study approached this issue by manipulating the type of cue given (semantic or phonetic)
when object drawings were not named correctly by first-grade children. Although the children who were poor readers named significantly
fewer objects than the good readers, both groups of children benefited from phonetic cues. In contrast, semantic cues had
relatively little effect. These results support the view that difficulty on object naming is more likely related to phonological
deficiencies. 相似文献
Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers’ time and resources are stretched. One recent study found that, in such circumstances, students actually perceive feedback information itself as a luxury rather than a necessity. We first re-examined that finding by asking undergraduates to ‘purchase’ characteristics to create the ideal lecturer, using budgets of differing sizes to distinguish necessities from luxuries. Contrary to the earlier research, students in fact considered good feedback information the single biggest necessity for lecturers to demonstrate. In a second study, we used the same method to examine the characteristics of feedback information that students value most. Here, the most important perceived necessity was guidance on improvement of skills. In both studies, students’ priorities were influenced by their individual approaches to learning. These findings permit a more pragmatic approach to building student satisfaction in spite of growing expectations and demands. 相似文献
There have been numerous lawsuits within higher education brought by females over pay inequity and many articles have been written on the topic. Although not as prevalent, there have been some recent instances where male faculty have claimed—with some degree of success—that the process used by their institutions to make salary adjustments for females was unfair and led to reverse pay discrimination. In this paper, we examine some of the legal issues and statistical approaches surrounding claims of reverse sex discrimination in pay in the field of higher education. We begin by reviewing the way in which legal cases examine sex discrimination in pay in academe and the different approaches that institutions can take to remove pay disparities for women. We show that across-the-board salary adjustments for women are less likely than individualized salary adjustments to raise concerns about the salary determination process and possibly reverse discrimination, and lead to lower costs to the institution. These differences arise regardless of the salary model specification used by an institution when making salary adjustments. Finally, we use a model developed by the plaintiffs in a salary equity study at one institution to demonstrate the effects of using different adjustment methods on the total cost to the institution when making salary equity adjustments for both genders.An earlier version of this paper was presented at the seminar series for the Institute of Higher Education, University of Georgia. We would like to thank participants at this seminar and Andrew Luna for comments on previous drafts of this paper. 相似文献
Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills. 相似文献
Students studying a third‐year e‐commerce subject experienced face‐to‐face and online discussions as an important part of their learning experience. The quality of the students' experiences of learning through those discussions is investigated in this study. This study uses qualitative approaches to investigate the variation in the students' understanding of what they were learning through discussions, and how they went about engaging in them. Quantitative analyses are used to investigate how the students' experience related to their performance. Key outcomes of the study include that the quality of the students' experience of learning through discussions is positively related to their performance and that face‐to‐face and online discussions have qualitatively different benefits for learning. 相似文献
Recent research suggests that the majority of primary school teachers in the UK believe that the purpose of teaching art and design is to develop skills associated with creativity, communication and expression. This article is based on research into the attitudes held by primary school pupils towards making art. The reflective nature of many of the responses to the survey provides persuasive evidence of young children's capacity for absorbing relatively complex ideas, which in turn has implications for teacher expectations of pupil learning in art and design. 相似文献