The Effect of Financial Aid on Students' College Choice: Differences by Racial Groups     

Dongbin Kim 《Research in higher education》2004,45(1):43-70

This study analyzed the impact of specific types of financial aid on students' college choice, with particular focus on racial differences. For overall student populations, the receipt of grants or a combination of grants with loans had a positive impact on attending first choice institutions. In contrast, having loans only had no significant impact. Going one step further, distinct patterns were found in the effects of financial aid on college choice by racial groups. White students were more likely to attend their first-choice institutions if they received grants or a combination of grants with loans. Asian American students were strongly influenced by having loans or a combination of grants with loans when they decided to attend their first choice of colleges. In contrast, college choices of Latino and African American students were not influenced by financial aid. Implications of the findings for financial aid policy are indicated and future research on the topics recommended.  相似文献   

The relationship between parental psychiatric disorder and child physical and sexual abuse: findings from the Ontario Health Supplement     

Walsh C  MacMillan H  Jamieson E 《Child abuse & neglect》2002,26(1):11-22

OBJECTIVE: The study's goal was to examine the relationship between a history of parental psychiatric disorder and a history of child abuse in a general population sample of Ontario residents. METHOD: A representative community sample of 8548 respondents who participated in the Ontario Mental Health Supplement (OHSUP) were interviewed about parental psychiatric history and completed a self-report measure of childhood physical and sexual abuse. RESULTS: The lifetime prevalence of either parent with a psychiatric disorder was as follows: 14.1% for depression, 3.7% for manic depression, 2.4% for schizophrenia, 2.4% for antisocial behavior, and 17.3% for any parental psychiatric disorder. Respondents reporting a parental history of depression, mania, or schizophrenia had a two to threefold increase in the rates of physical, sexual, or any abuse. Parental history of antisocial disorder increased the risk of exposure to physical abuse (adjusted odds ratios [OR 6.1] and any abuse [OR 7.5]). There was no statistically significant difference between parental psychiatric disorder and childhood physical or sexual abuse by gender of the respondent. There was a trend for increasing risk associated with father only, mother only, and both parents having any psychiatric disorder. CONCLUSIONS: The elevated risk for physical and sexual abuse among respondents reporting a parental history of psychiatric illness highlights the need to examine the mechanism for this association. Such information is important in developing approaches to assist families where the risk of child maltreatment is increased.  相似文献   

Navigating Between Home and Empire: Mobility and Male Friendship in <Emphasis Type="Italic">Tom Brown’s Schooldays</Emphasis> and <Emphasis Type="Italic">The Three Midshipmen</Emphasis>     

Soyoun Kim  Claudia Nelson 《Children‘s Literature in Education》2018,49(3):323-337

In this article, we investigate the public school novel as represented by Thomas Hughes’s Tom Brown’s Schooldays (1857) and the boy’s sea story as represented by W. H. G. Kingston’s The Three Midshipmen (1873). The school novel and the sea story sometimes functioned as twinned forms enabling authors for boys to explore anxieties about male selfhood and relocating oneself in the larger community while growing up. As becomes especially apparent when they are read together, these novels address the boy’s relationship to home and empire, rootlessness and rootedness. The coming-of-age plot found in the boys’ books reveals a literature that embraces both rootlessness/mobility and rootedness/community and that posits an all-male version of something closely resembling domestic life as a way to navigate between the two.  相似文献   

The influence of racial socialization practices on the cognitive and behavioral competence of African American preschoolers   总被引：5，自引：0，他引：5  

Caughy MO  O'Campo PJ  Randolph SM  Nickerson K 《Child development》2002,73(5):1611-1625

The association between parent racial socialization and child competence was examined in a socioeconomically diverse sample of African American preschoolers living in an urban setting. Interviews were conducted in the homes of 200 families. Racial socialization was assessed by parent report as well as by observation of the sociocultural context of the home, and child outcomes were assessed using the Kaufman Assessment Battery for Children and the Child Behavior Checklist. Results indicated that African American parents who provided homes that were rich in African American culture had preschool children who had greater amounts of factual knowledge and better developed problem-solving skills. African American parents who socialized their preschool children to be proud of their heritage reported fewer problem behaviors.  相似文献   

“Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core     

Sherri L. Martinie  Jeong-Hee Kim  Deborah Abernathy 《The Journal of educational research》2016,109(6):658-665

The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in the Midwest, we aim at bringing teachers' voices to the forefront. Through teachers' stories, we find that: a) Teachers live in the different zones of enactment; and b) Teachers' ecological view of agency should be used as a link to a transition to the CCSS for creating a genuine dialogue. This article is significant in two ways. First, it informs the administrators and policy makers of how there will be inconsistencies across states, districts, schools and classrooms in the implementation and assessment, and second, it helps to explain the need for new professional development approaches.  相似文献   

English is for dummies: linguistic contradictions at an international college in South Korea     

Stephanie K. Kim 《Compare》2016,46(1):116-135

Under the slogan of internationalisation, Korean universities have opened international colleges as a way to better attract and accommodate foreign students. However, due to a lack of foreign student recruiting capability, the majority of the students who enrol at one such international college are not foreign, but Korean. Contradictions arise when the English-language medium enforced by the foreign faculty members of the college conflicts with the linguistic practices of the mostly Korean student body. This article uses an international college in South Korea as a case study for the examination of the role of English on student life at Asian universities pursuing internationalisation strategies via the recruitment of foreign faculty members. Paradoxically, by establishing an international college that aggressively enforces the English language medium, the Korean university has created an environment where students avoid using English at all.  相似文献   

(Re)centring students in learning analytics: in conversation with Paulo Freire     

Christine Broughan 《Assessment & Evaluation in Higher Education》2020,45(4):617-628

Abstract

Student data, whether in the form of engagement data, assignments or examinations, form the foundation for assessment and evaluation in higher education. As higher education institutions progressively move to blended and online environments, we have access to, not only more data than before, but also a greater variety of demographic and behavioural data. While the notion of ‘student-centred’ is well-established in the discourses and practices surrounding assessment and evaluation, the concept of student-centred learning analytics is yet to be fully realised by the sector. This article explores and extends this debate by introducing the teachings of Freire as a framework to examine the potential to include students as partners in the collection, analysis and use of their data. The exclusion of students in much of current learning analytics practices, as well as defining categories of analysis and making sense of (their) learning, not only impoverishes our (and their) understanding of the complexities of learning and assessment, but may actually increase vulnerabilities and perpetuate bias and stereotypes. In acknowledging the voice and agency of students, and recentring them as data owners, rather than data objects, learning analytics can realise its transformative potential – for students and institutions alike.  相似文献   

The discursive practice of learning disability: Implications for instruction and parent-school relations   总被引：4，自引：0，他引：4  

Reid DK  Valle JW 《Journal of learning disabilities》2004,37(6):466-481

This article serves as an invitation to rethink and to broaden the scope of learning disabilities (LD) research and practice. We begin with 3 assumptions: Education in a representative democracy is inevitably a political enterprise; social justice is everyone's responsibility, but educators have a special role to play; and segregated schooling is neither equal nor equitable. After an analysis of the primary extant discourses, we argue for a more comprehensive and more openly political vision of the LD field, which we think is supported by Disability Studies in Education. Finally, we draw 3 conclusions relevant to our collective work as researchers and educators. First, learning disabilities are not objective fact; they are historically and culturally determined. Second, disability is both a personal and a societal attribute. Finally, learning disabilities are not and have never been immutable. We contend that we are ethically bound to transform educational practices to both welcome and accommodate everybody's children.  相似文献   

The acceptance of computer technology by teachers in early childhood education     

Hye In Jeong  Yeolib Kim 《Interactive Learning Environments》2017,25(4):496-512

This study investigated kindergarten teachers’ decision-making process regarding the acceptance of computer technology. We incorporated the Technology Acceptance Model framework, in addition to computer self-efficacy, subjective norm, and personal innovativeness in education technology as external variables. The data were obtained from 160 kindergarten teachers, from public kindergartens in Daejeon, South Korea. According to the results, subjective norm had the strongest effect on computer acceptance. In addition, perceived usefulness and computer self-efficacy had a direct effect on computer technology acceptance. On the other hand, perceived ease of use and personal innovativeness in education technology had an indirect effect on computer technology acceptance. The measures accounted for approximately 32% of the variance of intentions to use computers in kindergartens.  相似文献   

Social scholarship revisited: Changing scholarly practices in the age of social media     

Christine Greenhow  Benjamin Gleason  K. Bret Staudt Willet 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):987-1004

This conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that expanded Boyers’ (1990) conceptualization of scholarship to consider how social media affect discovery and research, teaching and learning, integration, and application. This paper critically reflects on how social scholarship continues to evolve in light of changing understandings in the field of educational technology and the role social media play in the academy. We provide recent examples of social scholarship such as altmetrics, interdisciplinary projects, crowdsourced educational technology syllabi and reconsideration of the needs of research participants. Moreover, we share concrete examples of how scholars might enact social scholarship, with what benefits and challenges, and surface new concerns regarding openness, equity, access, literacy, privacy and ethical considerations. Our paper concludes with recommendations for preparing scholars to enact social scholarship while mitigating the challenges it poses.  相似文献