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Sita G. Patel Alinne Z. Barrera Michael J. Strambler Ricardo F. Muñoz Erynn Macciomei 《Journal of Latinos & Education》2016,15(2):121-133
This study compares life stressors and school outcomes among newcomer immigrant adolescents from Latin America, Asia, and the Caribbean. Participants attended a predominantly low-income, urban international public high school in the northeast. The Latina/o students were exposed to more life stressors and had lower attendance and achievement than non-Latina/o students. Life stressors mediated the relationship between ethnicity and academic outcomes. Results deepen experts’ understanding of the achievement gap, suggesting that newcomer immigrant adolescents from Latin America face unique risks and deserve intervention efforts focused on sociocontextual stressors that may prevent these students from achieving their full academic potential. 相似文献
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Tandra Tyler-Wood Amber Ellison Okyoung Lim Sita Periathiruvadi 《Journal of Science Education and Technology》2012,21(1):46-55
Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning
experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants’
academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge
as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed
high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former
BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and
mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS
contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS
participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between
BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS
contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results
and implications are discussed within. 相似文献
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Lisa Sita 《Curator: The Museum Journal》1997,40(2):101-107
As natural history museums are becoming more state-of-the-art, integrating computer technology and other interactive components into their exhibits, challenges arise as to how best incorporate these elements into the learning that occurs in a traditional museum setting. In October of 1996, the American Museum of Natural History (AMNH) hosted the exhibition Leonardo's Codex Leicester: A Masterpiece of Science, which included interactive computer stations as well as ten working models designed specifically for the exhibition. This article explores the museum's approach to making use of these interactives in planning and implementing a school program for this exhibition. The program was experimental in its format, given the short run of this exhibition, as well as limited planning time. The purpose of this article is to determine what a museum can do to offer quality programs that reach as many students as possible when working under time constraints. 相似文献
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