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41.
Susan Jacob 《Psychology in the schools》2003,40(4):441-443
42.
In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups. 相似文献
43.
Touchscreens are being integrated into classrooms to support collaborative learning, yet little empirical evidence has been presented regarding how children collaborate using touchscreens in classrooms. In particular, minimal research has been directed towards how teachers can design for and guide children’s touchscreen-based collaboration. Concurrently, the Programme for International Student Assessment and other international organisations have highlighted collaboration and ICT skills as crucial competencies for mastery in the twenty-first century. Accordingly, this article presents three narrative cases from a touchscreen project in Denmark, where 41 second-grade children and three teachers from two classrooms participated. The cases are based on ethnographic field data and 150 hours of video footage of natural occurring interaction in classroom settings. The ethnographic field data and video footage are examined using a collaboration model and embodied interaction analysis. Each case presents features of the subtle processes of children’s collaboration around touchscreens and teachers’ role in designing and guiding such collaboration. Thus, this article illustrates teachers’ and children’s situated processes of integrating touchscreens for collaborative activities in their classrooms. 相似文献
44.
Jacob Easley II 《Educational studies》2006,32(3):241-249
Early murmurs concerning teacher attrition in the United States have risen to an alarming level since the 1990s. Given that half of the 1990s teaching force were/are expected to retire between 2000 and 2010, the cry has been heard loud and clearly throughout the nation. Furthermore, today’s fledgling teachers are fleeing at astronomical rates, particularly in economically challenged urban areas. Alternative route certification programmes are one example of states’ and cities’ attempts to fill urban classrooms with highly qualified teachers. This paper addresses the potential for retaining urban alternative route teachers. What is revealed is that teacher retention, though multi‐layered, implicates principals’ moral leadership. As such, traditional leadership methods, roles and responsibilities are called into question. The paper addresses the relationships between alternative route urban teacher retention and educational leadership and proposes a discourse in support of moral leadership. Findings suggest that the moral leadership of school building‐level principals may favourably impact the potential for retaining alternative route teachers. 相似文献
45.
Jacob V. Simons Jr. Barbara A. Price 《Decision Sciences Journal of Innovative Education》2005,3(2):295-306
A recent classroom revelation caused us to reconsider the adequacy of the instructions offered in our textbooks for one of our most elementary quantitative methods. Specifically, we found that many students were mystified concerning how to pick an initial objective function value when plotting an isoprofit line in order to graphically solve a linear programming problem. We observed that this seemingly insignificant issue was causing a surprising amount of wasted time, confusion, and even anxiety. Our experience indicated that students do not necessarily possess any consistent intuition for choosing an appropriate initial value. We confirmed this perception through informal experimentation. We reviewed several textbooks and found that most simply do not bother to address this issue. Therefore, we devised a simple, comprehensible method which we have taught our students to resolve or avoid this problem. Although we quickly found the method to be helpful for many students, we conducted an experiment to formally measure its effect. 相似文献
46.
47.
Michelle Kilpatrick Demaray Christine Kerres Malecki Lisa M. Davidson Kelly K. Hodgson P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706
This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005. 相似文献
48.
W. James Jacob 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):149-169
A topic of growing concern in Chinese higher education to policy-makers, scholars, and future student applicants is social justice. With the trend toward increasing enrollments in China’s higher-education institutions, issues of equity and access have begun to surface, especially as they relate to China’s minority population of over 100 million persons. The present contribution offers an overview of the regional boundaries of China, both geographic and historical. It then looks at the development of urbanicity in connection with higher education. Third, it describes the recent history of the gender gap in education both in general and in higher education in particular. Fourth, it examines the ethnic boundaries that exist in higher education. The final section analyzes related findings drawn from interviews and questionnaires administered to faculty members, administrators, and students at ten sample universities. 相似文献
49.
Jennifer Debski Candy Dubord Spadafore Susan Jacob Debra A. Poole Michael D. Hixson 《Psychology in the schools》2007,44(2):157-170
Practitioner‐members of the National Association of School Psychologists (N = 162) completed questionnaires regarding their suicide prevention and postvention roles, training, preparedness, and knowledge. Most were crisis team members, yet less than one‐half reported graduate training in suicide risk assessment and less than one‐fourth in postvention. Compared to nondoctoral‐level practitioners, doctoral‐trained practitioners felt better prepared to handle suicidal students. Most respondents had participated in a suicide risk assessment in the past 2 years, with few using standardized measures. Performance was moderately strong on questions about knowledge of risk factors, warning signs, and appropriate steps to respond to a suicidal student, but respondents showed less familiarity with postvention recommendations intended to discourage contagion. Training suggestions were identified. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 157–170, 2007. 相似文献
50.
Evaluating the effectiveness of interactive computer tutorials for an undergraduate mathematical literacy course 总被引:1,自引:0,他引:1
Vera Frith Jacob Jaftha Robert Prince 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):159-171
This article describes a study of learning when students used interactive spreadsheet‐based computer tutorials in a mathematical literacy course. It foregrounds theories relating to the role of computer technology (and specifically spreadsheets) as a mediator for learning of mathematics. It outlines the application of quantitative methods involving pre‐ and post‐testing of students, both in the computer laboratory and in the lecture sessions, and discusses factors constraining the experimental design and the usefulness of the results. There are indications that the data reveal real differences between the learning experiences in the lecture sessions and the computer laboratories. It appears that in some respects the computer tutorials were more effective in conveying the concepts than the lecture sessions were. A method of analysing and representing the data, that tracks the extent of learning of concepts through the pre‐ and post‐tests, was developed. It allows for the performance of sub‐groups of students to be examined separately. This analysis shows that simple definitions of disadvantage (such as having English as a second language) are inadequate to account for the poor performance of students in the lower quartile. 相似文献