The effects of Florida's university admission policies on black and white entering freshmen, 1975–76     

Edgar F. Bridges  Walter C. Farrell Jr. 《Research in higher education》1982,16(3):225-244

This study examined differential enrollment, survival, progress, and academic success of both black and white first-time-in-college students according to three admission categories (unrestrictive, restrictive, and special) in predominantly white universities in the Florida State University System. Data were extracted from the Board of Regents' student data course files and analyzed. White students were enrolled almost exclusively in the traditional (unrestrictive) category, while black students were almost equally enrolled in all three categories. Although the overall survival rate of white students was higher than that of black students, within each admission category, the survival rate of black students was higher than that of white students.This paper was presented at the Annual Meeting of the American Educational Research Association, Boston, April 1980.  相似文献   

General system theory: Toward a conceptual framework for science and technology education for all   总被引：2，自引：0，他引：2  

David Chen  Walter Stroup 《Journal of Science Education and Technology》1993,2(3):447-459

In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.  相似文献   

Special Issue Echoes,Reverberations, Silences,and Noise: Sonic Possibilities in Education     

Walter S. Gershon  Peter Appelbaum 《Educational Studies A Journal of the American Educational Studies Association》2016,52(4):390-393

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Universities and the production of knowledge – Introduction     

Ivar Bleiklie  Walter W. Powell 《Higher Education》2005,49(1-2):1-8

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Effect of women science career role models on early adolescents' attitudes toward scientists and women in science     

Walter S. Smith  Thomas Owen Erb 《科学教学研究杂志》1986,23(8):667-676

In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved.  相似文献   

MEASURING ARTISTIC CREATIVITY AND FLEXIBILITY1     

Stephen Klein  Rodney Skager  Walter Erlebacher 《Journal of Educational Measurement》1966,3(4):277-286

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EDUCATIONAL THEORY IN THE FIFTIES: THE BEGINNING OF A CONVERSATION     

Walter Feinberg  Jason Odeshoo 《Educational theory》2000,50(3):289-306

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Native american related materials in elementary science instruction     

Catherine E. Matthews  Walter S. Smith 《科学教学研究杂志》1994,31(4):363-380

The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science.  相似文献   

Response to Francis Schrag     

Walter Feinberg 《Educational theory》1990,40(2):219-219

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Community leadership development: Observations about the past and future     

Walter A. Denero 《Innovative Higher Education》1992,17(1):79-90

Walter A. Denero is currently the Fanning Leadership Fellow in the Fanning Leadership Center at the University of Georgia. He formerly served as director of the Model Cities Program in Athens and has done extensive community leadership development throughout the southeast.  相似文献