Differences in College Access and Choice Among Racial/Ethnic Groups: Identifying Continuing Barriers     

Hurtado  Sylvia  Inkelas  Karen Kurotsuchi  Briggs  Charlotte  Rhee  Byung-Shik 《Research in higher education》1997,38(1):43-75

This study focuses on the college application behaviors of students from various racial/ethnic groups in order to understand differences in access and college choice. Student characteristics, predispositions, academic abilities, and income levels were taken into account in our analyses. We analyzed data from the National Education Longitudinal Study (NELS) and the Beginning Postsecondary Student Longitudinal Study (BPS) and found significant group differences in preparation behaviors, college application behavior (number of colleges to which students applied), and attendance at their first choice of institution. The results of this study call attention to the need for campuses to evaluate the potential effects of policy decisions that may impact student choice for different populations of students.  相似文献   

The BESST way to judge the success of IVF clinics     

Westphal SP 《New scientist (1971)》2004,181(2430):7

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虚拟全景的制作——“虚拟现实”系列之一     

郭根生 《现代教育技术》2001,11(4):57-62

360°全景虚拟现实是多媒体技术中的最新内容 ,在网页设计和现代教育技术中有着越来越多的应用。该文通过VRToolbox软件和例证 ,从全景虚拟现实的概念到制作方法详细介绍了这一成果  相似文献   

Tangible User Interfaces and Contrasting Cases as a Preparation for Future Learning     

Bertrand Schneider  Paulo Blikstein 《Journal of Science Education and Technology》2018,27(4):369-384

In this paper, we describe an experiment that compared the use of a Tangible User Interface (physical objects augmented with digital information) and a set of Contrasting Cases as a preparation for future learning. We carried out an experiment (N?=?40) with a 2?×?2 design: the first factor compared traditional instruction (“Tell & Practice”) with a constructivist activity designed using the Preparation for Future Learning framework (PFL). The second factor contrasted state-of-the-art PFL learning activity (i.e., students studying Contrasting Cases) with an interactive tabletop featuring digitally enhanced manipulatives. In agreement with prior work, we found that dyads of students who followed the PFL activity achieved significantly higher learning gains compared to their peers who followed a traditional “Tell & Practice” instruction (large effect size). A similar effect was found in favor of the interactive tabletop compared to the Contrasting Cases (small-to-moderate effect size). We discuss implications for designing socio-constructivist activities using new computer interfaces.  相似文献   

Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence     

Christoph Schneider  Rainer Bodensohn 《Assessment in Education: Principles, Policy & Practice》2017,24(2):127-146

Abstract

Competence in assessment has been identified as a key feature in teachers’ professional success. However, assessment competence is a complex field, comprising capacity in both summative and formative assessment. Hence, a detailed view on how student teachers perceive assessment is the focus of this study. Based on an official catalogue of assessment standards, over 900 student teachers repeatedly rated the importance of the standards and the frequency with which they behaved in accordance with the standards in practicum situations. Analyses revealed that (a) students perceived assessment competence as a contextual entity distinguishable from other domains, (b) while they assigned high importance ratings to assessment standards in general, standards concerned specifically with external evaluation were seen as relatively unimportant, and (c) they perceived a rise in their own assessment competence during their teacher education. Taken together, this suggests that in the student view assessment competence is important and develops over time.  相似文献   

Interthinking: Young Children Using Language to Think Collectively During Interactive Read-alouds     

Sylvia Pantaleo 《Early Childhood Education Journal》2007,34(6):439-447

Mercer, N. (1995) coined the term interthinking to link the cognitive and social functions of group talk. Essentially, interthinking means using talk to think collectively, to engage with others’ ideas through oral language. In this article I share four excerpts from small group interactive read-aloud sessions that were conducted with Grade 1 children, and examine the nature of the interthinking that occurred during these discussions of picture books with Radical Change characteristics (Dresang, E. 1999). I examine the types of discourse that occurred during these read-aloud sessions and some of the techniques I used to guide the children in their construction of knowledge of these contemporary picture books.  相似文献   

The role of IQ, expertise, and motivation in the recall of familiar information     

David F. Bjorklund  Wolfgang Schneider  Katherine Kipp Harnishfeger  William S. Cassel  Barbara R. Bjorklund  Jean E. Bernholtz 《Contemporary educational psychology》1992,17(4)

High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.  相似文献   

The preparation of pre-service student teachers’ competence to work in schools     

Sylvia Y. F. Tang  May M. H. Cheng  Angel K. Y. Wong 《师资教育杂志》2016,42(2):149-162

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction.  相似文献   

Predictors of reading literacy     

Cordula Artelt  Ulrich Schiefele  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2001,16(3):363-383

Two reading literacy/text comprehension tests with different demands (on-line comprehension vs. memory-based comprehension) were administered to 6,104 15-year-old students from all German states and school types. The combined and specific effects of proximal and distal variables from small-scale psychological research as well as from large-scale educational studies on each text comprehension measure were investigated. Metacognitive knowledge, decoding speed, and the number of books at home (as an indicator for family background) were found to have specific and large effects on on-line comprehension and accounted for 46 percent of the variance with the highest effects for metacognition. Metacognitive knowledge was also highly predictive when the effects of specific prior knowledge and thematic interest on memory-based text comprehension were estimated simultaneously. In addition, students who showed relative strength in building up a coherent representation of specific texts (memory-based text comprehension) were characterised by high amounts of prior knowledge and thematic interest thereby underlining the importance of these student characteristics for learning.  相似文献   

Doctor's suspension stirs French debate over euthanasia     

Hughes S 《New scientist (1971)》1990,127(1727):22

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