International Journal of Science and Mathematics Education - There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and... 相似文献
This study sought to discover some of the causes of initial interset in and atrition from the natural sciences and engineering
among the students (N=5320) who entered four highly selective institutions in 1988, with particular attention to possible special causes for the
disproportionate attrition of women from science. Though a smaller proportion of women (35 percent) than men (49 percent)
were initially interested in science, gender added little to the prediction of such initial choice when preadmission measures
of developed abilities were taken into account in regression analysis. Of the group of 2,276 students initially interested
in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66
percent) persisted. The most significant cognitive, factor predicting these losses was low grades earned in science courses
taken during the first two years of study. With grades held equal, gender was not a significant predictor of persistence in
engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women
from a category that included the physical sciences and mathematics. Responses to a questionnaire administered in the fall
of 1991 showed that science majors regarded their instruction as too competitive, with too few opportunities to ask questions,
taught by professors who were relatively unresponsive, not dedicated, and not motivating. Students who defected from science
did so largely because of the attraction of other fields, but many shared the criticism of overcompetitiveness and inferior
instruction, along with the view that the work was too difficult. Several items were about elements of classroom instruction
and atmosphere thought to be especially difficult for women (i.e., the chilly climate), but except for perceived competitiveness,
women did not rate their classroom experiences as being more unpleasant than did men.
This research was supported by grants from the Alfred P. Sloan Foundation and the National Science Foundation. 相似文献
Traditionally colleges have relied on standalone non-credit-bearing developmental education (DE) to support students academically and ensure readiness for college-level courses. As emerging evidence has raised concerns about the effectiveness of DE courses, colleges and states have been experimenting with approaches that place students into credit-bearing coursework more quickly. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using a regression discontinuity design and administrative data from the state of Texas. We focus on student characteristics that are related to academic preparation or might signal a student’s likelihood of success or need for additional support and might therefore be factors considered for placement into college-level courses under “holistic advising” or “multiple measures” initiatives. We find heterogeneity in outcomes for many of the measures we examined. Students who declared an academic major designation, had bachelor’s degree aspirations, tested below college readiness on multiple subjects, were designated as Limited English Proficiency (LEP), and/or were economically disadvantaged status were more likely to benefit from placement into college-level math. Part-time enrollment or being over the age of 21 were associated with reduced benefits from placement into college-level math. We do not find any heterogeneity in outcomes for our high school achievement measure, three or more years of math taken in high school.
A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous
physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking
and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia
and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant
impact on students' wellbeing. This study has revealed that few international students find the experience of studying in
an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at
increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to,
and use of, available counselling and health services.
AbstractThis article provides an overview of the ethical and educational functions of storytelling in fishing and hunting practices and pedagogies. I explore various psychological, anthropological, and ethical theories surrounding storytelling as a way of encouraging deeper, more robust engagement among humans, nonhuman animals, and myriad beings that exist alongside of us in our multispecies communities. Drawing on animal studies, narrative theory, and critical pedagogy as well as ongoing qualitative research, I offer potential ways of incorporating a wider “ecology of stories” into situated hunting and fishing practices to engage more ethically with the people and beings that dwell in a given place. 相似文献
The problems of efficiently producing effective instruction in areas such as industry, military, and vocational education are exacerbated by several complex factors: increasingly rapid change in technology; substantial variation in training needs and target populations within large organizations; inefficient mechanisms for performing formative evaluations; and a lack of means for efficiently incorporating new models of design into practice. In the context of these increasingly difficult problems, we present the Instructional Design Environment (IDE), a hypermedia system for designing and developing instructional material, including texts, interactive video disk, and intelligent tutoring systems. The representation of design analyses and specifications, and the design activities of IDE users are not constrained by any particular model of instructional design, but can be tailored to suit a wide range of such models. Although the system is continually evolving and exists in several forms, (Swartz and Russell, 1989) we discuss how the features of IDE suggest how computer-based design environments may provide ways simplifying the design problems for technical training in rapidly changing areas. 相似文献
