Helping out or hanging out: the features of involvement and how it relates to university adjustment     

Thanh-Thanh Tieu  S. Mark Pancer  Michael W. Pratt  Maxine Gallander Wintre  Shelly Birnie-Lefcovitch  Janet Polivy  Gerald Adams 《Higher Education》2010,60(3):343-355

This study examined the nature of students’ out-of-class involvements with a view to identifying the kinds of involvement that are most conducive to positive adjustment to university. Students from five Canadian universities completed questionnaires in November of their first-year at university assessing the quality of their out-of-class involvements and the extent to which such activities were structured (i.e., supervised, performed regularly, had a goal or purpose). Measures of adjustment to university were administered in November and March of their first-year. Results indicated that the amount of structure present in out-of-class activities was positively related to university adjustment. Activity quality was found to mediate the relationship between activity structure and university adjustment; it seems that activities that are highly structured are related to more positive outcomes because they tend to provide participants with a high-quality experience. Results are discussed in terms of the transition to university, and first-year transition intervention programs.  相似文献   

Benefits of early childhood interventions across the world: (Under) Investing in the very young     

Milagros Nores  W. Steven Barnett 《Economics of Education Review》2010

This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen's D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions. The benefits are sustained over time. Interventions that have an educational or stimulation component evidenced the largest cognitive effects.  相似文献   

Changes in the returns to education and college quality     

Mark C. Long 《Economics of Education Review》2010

This paper estimates changes in the effects of educational attainment and college quality on three cohorts of students observed during the 1970s, 1980s, and 1990s. Consistent with most of the prior literature, I find that educational attainment and college quality raise earnings, and the magnitudes of these effects have increased over time. The new contributions of this paper are the following: (1) changes in these effects are disaggregated by sex, race, and parent's SES, and include estimates of effects on earnings, labor force participation, family formation, and civic participation; (2) evidence of larger increases in the effects of education on earnings and labor force participation for men, Blacks, and Hispanics; (3) declining effects of educational attainment on voter registration; and (4) increasing effects of college quality on delaying marriage and childbearing, particularly for males.  相似文献   

Online video gaming: what should educational psychologists know?     

Mark Griffiths 《Educational Psychology in Practice》2010,26(1):35-40

Based on a significant increase in correspondence to the author from parents, teachers and psychologists concerning “addiction” to online video games like World of Warcraft, this paper provides a brief overview of the main issues surrounding excessive video game playing among adolescents. As an aid to educational psychologists, and based on two decades of the author’s own research in this area, this paper briefly overviews: (i) online gaming addictions, (ii) the differences between online and offline video gaming, and (iii) video gaming benefits. The paper ends with some practical advice that educational psychologists can give to parents about the safe playing of video games.  相似文献   

Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers   总被引：2，自引：0，他引：2  

Susan De La Paz  Mark K. Felton 《Contemporary educational psychology》2010

This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned historical inquiry strategies using 20th Century American history topics ranging from the Spanish-American war to the Gulf of Tonkin incident. In addition, students learned a pre-writing strategy for composing argumentative essays related to each historical event. Results indicate that in comparison to a control group (N = 79), essays written by students who received instruction (N = 81) were longer, were rated as having significantly greater historical accuracy, were significantly more persuasive, and claims and rebuttals within each argument became more elaborated. Importantly, students in the control group read the same primary and secondary source document sets, and received feedback on written essays on the same topics.  相似文献   

Academic Achievement in the First Year of College: Evidence of the Pervasive Effects of the High School Context     

Gregory C. Wolniak  Mark E. Engberg 《Research in higher education》2010,51(5):451-467

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Examining the Effects of High School Contexts on Postsecondary Enrollment     

Mark E. Engberg  Gregory C. Wolniak 《Research in higher education》2010,51(2):132-153

The present study is organized around the central hypothesis that the high school context affects students’ postsecondary outcomes. Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey (ELS:2002), this study broadens our empirical understanding of how students’ acquisition of human, social, and cultural capital at the individual and school level affects 2- and 4-year college attendance. Results highlight the normative role of high schools in promoting college enrollment, particularly the role of socioeconomics, academic preparation, and access to parent, peer, and college-linking networks. This study advances our understanding of the secondary-postsecondary nexus and has implications for policies and practices aimed at realizing the current administration’s promise of providing greater access to postsecondary education for all students.  相似文献   

Teachers’ conceptions of teacher professionalism in England in 2003 and 2006     

Mandy Swann  Donald McIntyre  Tony Pell  Linda Hargreaves  Mark Cunningham 《British Educational Research Journal》2010,36(4):549-571

Theoretical and political perspectives on the nature of professionalism in teaching are abundant, but little is known about the views of teachers themselves. We asked primary and secondary school teachers in England what teacher professionalism means to them. We explored what teachers think about professionalism, on what dimensions their thinking varies, and how much it varies. We researched how successful the government had already been, and how successful it would be in the future, in changing teachers’ conceptions of professionalism. Two large‐scale national surveys were conducted, with a longitudinal element. We found that teachers’ thinking about their professionalism may be construed as consisting of an inner core of strong, shared beliefs and commitments; an intermediate set of coherent but contested components of professionalism; and an outer layer of disparate elements which are generally highly disputed and which remain unintegrated into broader ways of thinking.  相似文献   

Pattern of classroom activities during students’ use of computers: Relations between instructional strategies and computer applications     

Fethi A. Inan  Deborah L. Lowther  Steven M. Ross  Dan Strahl 《Teaching and Teacher Education》2010

The purpose of this study was to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Data were direct observation results from 143 integration lessons implemented in schools receiving federal technology grants. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry. Furthermore, this study revealed that classroom practices tend to be more student-centered when students use the computer as a learning tool such as the Internet, word processing, and presentation software. Conversely, drill and practice software showed a dissimilar pattern.  相似文献   

Surviving troubled times: Five best practices for training professionals     

Steven W. Villachica  Donald A. Stepich 《Performance Improvement Quarterly》2010,23(2):93-115

With the current economic downturn and signs of an emerging recovery, executives are trying to determine how to best use their organizations' funds and resources. This may mean downsizing human resource departments and eliminating positions for training personnel. The authors offer five strategies drawn from the professional literature to survive these and future trying times: (1) align efforts with organizational missions and business goals, (2) use training only when it addresses a gap between existing and desired performance arising from a lack of requisite skill, (3) craft instructional objectives that describe exemplary job performance, (4) create sound training programs that promote learning and transfer to the job, and (5) collaborate with sponsors and other stakeholders outside the training department to promote transfer of training to the job. Training personnel who employ these strategies successfully may be able to answer executives' common question, “What have you done for me recently that matters?”  相似文献