Student expectations of the financial returns to higher education in the Czech Republic and England: Evidence from business schools     

John R. Anchor  Jana Fišerová 《Economics of Education Review》2011,30(4):673-681

In this paper, the short-cut method is used to estimate expected rates of financial returns to higher education in the Czech Republic and a modified version of the method is used to suit the current English system of deferred tuition fees. First year university students were asked to estimate their expected earnings with and without a university degree at two points in time. The findings show that students perceive higher education to be a profitable investment and that rates of return vary by gender as well as by country and place of study. We conclude that the current level of tuition fees in England does not act as a disincentive for students to enter higher education.  相似文献   

ATTITUDES OF YOUNG ADULTS TOWARD OLDER ADULTS: EVIDENCE FROM THE UNITED STATES AND THAILAND     

Matthew J. Sharps  Jana L. Price‐Sharps  John Hanson 《Educational gerontology》2013,39(7):655-660

Negative attitudes toward older adults are often thought to be diminished in cultures that preserve gerontocratic tendencies. Little empirical evidence concerning this belief, however, is extant in the literature. The present study employed an adjective‐generation instrument to measure attitudes toward the elderly. This instrument was administered to young adults in rural northern Thailand, a culture which is widely reported to maintain a strong tradition of filial piety, and to young adults in the United States, a culture in which widespread ageism is suspected. A significant interaction was observed; contrary to initial expectations, Thai students were somewhat more negative about elders than were their American counterparts. Results indicate that gerontocratic traditions within a given society do not necessarily insulate the aged from negative stereotyping.  相似文献   

INTENTIONALITY IN RESEARCH ON TEACHING     

Jana R. Noel 《Educational theory》1993,43(2):123-145

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A comparison of preschool teachers’ talk during storybook and information book read-alouds     

Lisa Hammett Price  Barbara A. Bradley  Jana Michele Smith 《Early childhood research quarterly》2012

Storybooks are the most frequently chosen genre for read alouds in preschool classrooms. However, growing evidence suggests that genre may influence the quantity and quality of talk produced outside of the text. The current study compared twenty preschool teachers’ extratextual talk across read-aloud sessions with a storybook and an information book. Results revealed that teachers used significantly greater numbers of extratextual utterances during the information book read-aloud compared to the storybook read-aloud after accounting for differences in duration. Teachers’ extratextual utterances also were coded for content, including behavior management, feedback, print and book conventions, and four levels of cognitive demand (with Levels 1 and 2 being concrete and Levels 3 and 4 being cognitively demanding). Rates did not differ across genre in the categories of behavior management, feedback, print, and Level 4; however, rates did differ significantly in the content categories of Level 1, Level 2, and Level 3 on the continuum of cognitive demand, with the rates always being significantly higher in the information book read-aloud compared to the storybook. Teachers also reported less favorable perceptions toward reading information books aloud compared to reading storybooks aloud. This may be attributable to differences in how teachers read information books compared to storybooks. Teachers’ level of education and the age of the children in the classroom in some cases were related to the teachers’ talk during the read aloud.  相似文献   

Food‐Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge     

Jana A. Hovland  Virginia G. Carraway‐Stage  Artenida Cela  Caitlin Collins  Sebastián R. Díaz  Angelo Collins  Melani W. Duffrin 《Journal of Food Science Education》2013,12(4):81-86

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.  相似文献   

Collaboration at the Troy University Libraries     

Erin E. Boyd  Olga Casey  Ruth Elder  Jana Slay 《Cataloging & classification quarterly》2013,51(1-3):202-213

With relatively new staff in all the Troy University campus libraries technical services departments, it was critical to collaborate on policies and procedures for consistency. Developing an online manual housed on a wiki that could be used and contributed to by staff on all three campuses was essential to this goal. Multi-campus meetings and online discussions are additional methods we use to promote collaboration. This article will include a literature review of collaboration and wikis along with methods the Troy University Libraries Technical Services departments are using to establish communication across the campuses.  相似文献   

Learning to read in Japan     

Jana M. Mason  Richard C. Anderson  Akimichi Omura  Nobuko Uchida  Mutsumi Imai 《课程研究杂志》2013,45(5):389-407

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On the Performance of Likelihood-Based Difference Tests in Nonlinear Structural Equation Models     

Carla Gerhard  Andreas G. Klein  Karin Schermelleh-Engel  Helfried Moosbrugger  Jana Gäde  Holger Brandt 《Structural equation modeling》2013,20(2):276-287

This article investigates likelihood-based difference statistics for testing nonlinear effects in structural equation modeling using the latent moderated structural equations (LMS) approach. In addition to the standard difference statistic T_D, 2 robust statistics have been developed in the literature to ensure valid results under the conditions of nonnormality or small sample sizes: the robust T_DR and the “strictly positive” T_DRP. These robust statistics have not been examined in combination with LMS yet. In 2 Monte Carlo studies we investigate the performance of these methods for testing quadratic or interaction effects subject to different sources of nonnormality, nonnormality due to the nonlinear terms, and nonnormality due to the distribution of the predictor variables. The results indicate that T_D is preferable to both T_DR and T_DRP. Under the condition of strong nonlinear effects and nonnormal predictors, T_DR often produced negative differences and T_DRP showed no desirable power.  相似文献   

Between the prescribed and the lived in physical education lessons     

Zenólia Christina Campos Figueiredo  Janaína Esfalsini Figueira  Sandra Soares Della Fonte  Francisco Eduardo Caparróz 《Sport, Education and Society》2016,21(6):945-962

This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data collection instruments included participant observation, interviews and document analysis. The analytical process revealed the influence of internal and external factors that affect both the authorship and the autonomy of a teacher working on the daily construction of a lived PE curriculum and that create tensions, struggles and conflicts.  相似文献   

Educational Inequalities in the Czech Republic     

Jana Straková  Vladislav Tomášek  J. Douglas Willms 《Prospects》2006,36(4):517-527

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