College Costs and Credit Cards: How Student Credit Card Use Influences College Degree Attainment     

Andrews  Benjamin D. 《Research in higher education》2021,62(6):885-913

Research in Higher Education - Since the turn of the twenty-first century, going to college has become increasingly financially difficult in the United States. Tuition prices continued to rise,...  相似文献   

Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

A Dual Identity Approach for Conceptualizing and Measuring Children's Gender Identity          下载免费PDF全文

Carol Lynn Martin  Naomi C. Z. Andrews  Dawn E. England  Kristina Zosuls  Diane N. Ruble 《Child development》2017,88(1):167-182

The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (M_age = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes.  相似文献   

The efficacy of ASL/ENGLISH bilingual education: considering public schools     

DeLana M  Gentry MA  Andrews J 《American annals of the deaf》2007,152(1):73-87

  相似文献   

Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher     

Robert V. Bullough JR  J. Gary Knowles 《International journal of qualitative studies in education》2013,26(2):121-140

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.  相似文献   

A Review of “Understanding FRBR: What It is and How It Will Affect Our Retrieval Tools”     

Jocelyne Andrews 《Cataloging & classification quarterly》2013,51(4):356-358

  相似文献   

Teacher competency exams.     

J Andrews 《American annals of the deaf》1991,136(4):309-310

  相似文献   

Cherish,Oh Cherish     

John Williams Andrews 《The Educational forum》2013,77(3)

  相似文献   

Developmental aspects of variables relevant to observational learning     

A D Leifer  W A Collins  B M Gross  P H Taylor  L Andrews  E R Blackmer 《Child development》1971,42(5):1509-1516

  相似文献   

Towards an adolescent friendly methodology: accessing the authentic through collective reflection     

Mary Keeffe  Dorothy Andrews 《International Journal of Research & Method in Education》2015,38(4):357-370

The re-emergence of student voice presents a challenge to schools and researchers to become more responsive to the voice of adolescents in education and in research. However, the poor articulation of the nature of student voice to date is confirmation of the complex and important nature of the personal advocacy and human agency that is involved in all student voice activities. This lack of clarity leads to interpretations of student voice that range in authenticity from token to active and meaningful (Hart, R. 1997. Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. Earthscan Publications. London: UNICEF). Researchers who are guided by more traditional methodologies may implement methods that are appropriate for adults yet are not sensitive to the needs and interests of the young person whose perspectives are usually the focus of the research. This research found that while an advocacy and empowerment worldview supports student voice research, adolescents also prefer a methodology that is agentic, socially based, reflective and embodied (Dempster, N., A. Lizzio, M. Keeffe, J. Skinner, and D. Andrews. 2010. “The Contributions of Research Design and Process Facilitation in Accessing Adolescent views of Leadership.” Leading and Managing 16 [2]: 77–89). Adolescent perspectives on research processes and methods are valuable in helping researchers to choose more responsive approaches to sharing understandings with adolescents, so that research designs may be challenging, meaningful and rewarding for all participants.  相似文献