Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college     

Sylvia Hurtado  June C. Han  Victor B. Sáenz  Lorelle L. Espinosa  Nolan L. Cabrera  Oscar S. Cerna 《Research in higher education》2007,48(7):841-887

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.  相似文献   

Editorial     

C S Yogananda 《Resonance》2001,6(11):1-1

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Effects of varying trial distribution,intra- and extramaze cues,and amount of reward on proactive interference in the radial maze     

J. S. Cohen  S. Reid  K. Chew 《Learning & behavior》1994,22(2):134-142

Rats are typically less accurate in their arm selections in the radial maze over successive trials in a session (Roberts & Dale, 1981). In the present study, rats’ choice accuracy declined when such trials were separated by 2-min (massed) but not by 2-h (spaced) intertriai intervals. Changing intramaze visual/tactile arm stimuli (Experiments 1 and 3) or extramaze landmark stimuli (Experiment 4) between trials weakened the massed-trials effect, but changing the number of food pellets per arm, either alone or in conjunction with changes in intramaze cues (Experiments 2 and 3), did not. The rats also tended to avoid the spatial locations of their last four choices on a previous trial during their first four choices on a current trial, and more so with massed than with spaced trials. These findings indicate that intertriai proactive interference (PI) occurred only with massed trials and was weakened by changing intra- and extramaze cues between such trials.  相似文献   

Appendix D: Use and Scoring of Coat and Oat Scales     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):134-138

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A responsive approach to evaluating an alcohol program for youth     

S.Kay Rockwell 《Studies in Educational Evaluation》1982,8(2):197-200

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Appendix A: Items on Coat and Oat Measures and Ratings of the Degree to Which Items are Stereotyped in American Culture     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):113-119

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Academic Follow-Up Data on Two Cohorts of High-Risk Transfer Children     

Leonard A. Jason  Karen E. Danner  Andrew M. Weine  Karen S. Kurasaki  Jay H. Johnson  Luann Warren-Sohlberg  Olga Reyes 《Early education and development》1994,5(4):277-288

Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices.  相似文献   

A Computer Application of Recurrence Formulae for Means and Standard Deviations     

JOHN S. CROUCHER 《Teaching Statistics》1984,6(3):81-82

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Mild head injury as a source of developmental disabilities.   总被引：1，自引：0，他引：1  

S J Segalowitz  D Brown 《Journal of learning disabilities》1991,24(9):551-559

The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. Despite the common notion that such injury is generally benign, we found significant relationships in our sample between reported head injury and hyperactivity, stuttering, mixed handedness, and dislike of mathematics.  相似文献   

The impact of educational television     

Charles MacIntyre  Franklin Fearing  Charles F. Hoban  William Kay Archer  Leslie B. Greenhill  Paul W. F. Witt  Murry S. Miron 《Educational technology research and development : ETR & D》1961,9(6):281-292

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