The Role of Desegregation and Teachers of Color in Discipline Disproportionality     

Capers  K. Jurée 《The Urban Review》2019,51(5):789-815

The Urban Review - Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for...  相似文献   

Ark of civilisation: refugee scholars and Oxford University, 1930–1945, edited by Sally Crawford,Katharina Ulmschneider,and Jaś Elsner     

Tomás Irish 《History of education》2019,48(3):424-426

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Education,age and skills: An analysis using PIAAC data     

Jorge Calero  Ins P. Murillo Huertas  Josep Lluís Raymond Bara 《European Journal of Education》2019,54(1):72-92

The main aim of this article is to analyse the change of adult skills, as captured by cognitive skills assessed in PIAAC, across age cohorts, taking into account that the quality of schooling may change from one cohort to another. We estimate a model that relates numeracy and literacy skills to age, schooling, gender and variables related to both family background and labour market performance. The specification allows us to control for changes in the efficiency of the transformation of schooling into skills when drawing age‐skill profiles. Our results show that the effect of ageing on skills, once isolated from cohort effects related to schooling, decreases monotonically across consecutive cohorts. The change of the efficiency of the transformation of schooling into both numeracy and literacy skills shows a remarkably similar pattern. Nonetheless, this change differs substantially between education levels, with the efficiency of the transformation of schooling into skills showing a steadier profile for intermediate than for higher education. Finally, empirical evidence is provided for the decomposition of the differences in the skill levels of the older vs. the prime age generations. The results suggest that the progressive expansion of schooling across younger generations partially offsets the negative effect of the irrepressible ageing of society on skills.  相似文献   

Pathways to Parental Engagement: Contributions of Parents,Teachers, and Schools in Cultural Context     

Karen Rattenborg  Aimée Kleisner Walker  Jan Miller-Heyl 《Early education and development》2019,30(3):315-336

Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.  相似文献   

Latent Variable Centering of Predictors and Mediators in Multilevel and Time-Series Models     

Tihomir Asparouhov  Bengt Muthén 《Structural equation modeling》2019,26(1):119-142

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Situated decoding of gender in a Swedish preschool practice     

Sara Frödén 《Ethnography and Education》2019,14(2):121-135

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.  相似文献   

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program     

Ricardo Borges Viana  Mário Hebling Campos  Douglas de Assis Teles Santos  Isabela Cristina Maioni Xavier  Rodrigo Luiz Vancini  Marília Santos Andrade  Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

The Role of Anatomy Computer-Assisted Learning on Spatial Abilities of Medical Students     

Bruno Guimarães  João Firmino-Machado  Stanislav Tsisar  Benedita Viana  Marco Pinto-Sousa  Pedro Vieira-Marques  Ricardo Cruz-Correia  Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153

Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities.  相似文献   

Predicting University Students’ Academic Success and Major Using Random Forests     

Beaulac  Cédric  Rosenthal  Jeffrey S. 《Research in higher education》2019,60(7):1048-1064

Research in Higher Education - In this article, a large data set containing every course taken by every undergraduate student in a major university in Canada over 10 years is analysed. Modern...  相似文献   

A Critical Review of Students’ and Teachers’ Understandings of Nature of Science     

Cofré  Hernán  Núñez  Paola  Santibáñez  David  Pavez  José M.  Valencia  Martina  Vergara  Claudia 《Science & Education》2019,28(3-5):205-248

Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science...  相似文献