排序方式： 共有119条查询结果，搜索用时 296 毫秒
2.
Julie P. Martin Nathan Hyungsok Choe Jared Halter Margaret Foster Jeffrey Froyd Maura Borrego Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended. 相似文献
3.
Young adults are disproportionately affected by negative sexual health outcomes, such as sexually transmitted infections. One strategy for reducing such negative outcomes involves the use of comprehensive sexual health education. As comprehensive sexual health education programmes are adopted, there is a need to evaluate the messaging approaches that might best connect with young people. Sex-positive approaches, which describe sex as a healthy practice and personal choice, are becoming popular, but whether this strategy works has not been tested from a message design perspective. This study examines the reactions of young adults to sex-positive or sex-negative messages, framed as a gain or loss, designed for a text message-based intervention. Participants quantitatively evaluated 24 messages on their mobile phones. Gain frames were preferred over loss frames, and sex-positive messages were rated as more believable and persuasive. An interaction between the two concepts was also found. Results highlight how sex-positive messages that focus on the benefits of certain behaviours tend to resonate better with young adults. Implications for health educators and practitioners are discussed. 相似文献
4.
Jared Burch 《Teaching Statistics》2011,33(3):76-77
This article illustrates the importance of one's initial thoughts in problem solving through an entertaining example. 相似文献
5.
6.
Kenneth J. Leising Jared Wong Chad M. Ruprecht Aaron P. Blaisdell 《Learning & behavior》2014,42(4):357-364
Many studies investigating cue competition have focused on the blocking effect. We investigated the blocking effect with pigeons using a landmark-based spatial search task in both a touchscreen preparation (Exp. 1a) and an automated remote environmental navigation apparatus (Exp. 1b). In Phase 1, two landmarks (LMs: A and Z) appeared on separate trials as colored circles among a row of eight (touchscreen) or six (ARENA) identical response units. Subjects were rewarded for pecking at a target response unit to the right of LM A and to the left of an extraneous LM, Z. During the blocking trials in Phase 2, LM X was presented in compound with a second LM (A) that had been previously trained. On control trials, LM Y was presented in compound with LM B and a target in the same manner as in the trials of AX, except that neither landmark had previously been trained with the target. All subjects were then tested with separate trials of A, X, B, and Y. Testing revealed poor spatial control by X relative to A and Y. We report the first evidence for a spatial-blocking effect in pigeons and additional support for associative effects (e.g., blocking) occurring under similar conditions (e.g., training sessions, spatial relationships, etc.) in 3-D and 2-D search tasks. 相似文献
7.
Jared Keengwe Emmanuel Adjei-Boateng Watsatree Diteeyont 《Education and Information Technologies》2013,18(4):597-607
Online learning has minimized many barriers and constraints that are common in traditional learning environments. However, due to the absence of face-to-face contacts, students and instructors are usually faced with the lack of active social presence and meaningful interactions in online learning. This article explores a review of the literature on social presence and various types of interactions in online learning environments in the context of a class project. The findings suggest need for online instructors to explore effective ways to design and facilitate active social presence and meaningful interactions in online learning. 相似文献
8.
This article illustrates how a triangular prism model (TPM) could help researchers examine challenging and successful factors to sustaining online learning communities (OLCs) for preservice and inservice teachers. The TPM was constructed on a review of the literature on activity theory. The TPM is a conceptual framework that guides empirical examination of OLCs’ ongoing development and their connections within a relevant context. This article highlights the application of this framework to two online learning communities (preservice and inservice teachers) and reviews the potential of a TPM as an analytical tool. 相似文献
9.
This article examines a technology-rich curriculum project that was implemented in China with in-service teachers during a three-year period. The findings suggest the need to support in-service teachers to implement new technology-rich curriculum. The findings also imply the need for curriculum designers to have a good understanding of not only their team members, but also of EFL (English as a Foreign Language) teachers in order to provide appropriate and relevant technology-rich curriculum. The authors suggest important related topics for further research, such as job-embedded professional development and professional learning communities. 相似文献
10.
Marcia A. Shobe Yvette Murphy-Erby Jared Sparks 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):446-460
Social work faculty experience increasing demands to develop and maintain a research portfolio that includes external funding and publications. Given the increase in research expectations, more part-time instructors are needed to teach courses. In addition to the literature review, we briefly describe a pilot part-time faculty mentorship project developed by our school to build a strong, connected, and consistent part-time faculty team. However, we also wanted to examine mentorship programs at other schools/departments of social work; as a result, we conducted an exploratory research study with social work deans and directors nationwide. Findings suggested that while schools of social work are more likely to employ greater numbers of faculty overall, departments tend to have higher teaching expectations for full-time tenure-track faculty. Despite variability among responses, most schools and departments provide some form of support to part-time faculty members; a lack of resources was given as the primary reason for limited mentorship activities. 相似文献