Faculty Student Interaction at the Community College: A Focus on Students of Color     

June C. Chang 《Research in higher education》2005,46(7):769-802

The present study describes the level of faculty--student interaction on 2-year college campuses, examines student characteristics correlated with faculty contact, and considers how interaction may differ among racial subgroups of students. Using data collected from the Transfer and Retention of Urban Community College Students (TRUCCS) survey, a sample of 2500 students informed this research. The findings reveal generally low levels of interaction, and especially with Asian American/Pacific Islander and Latino students. Having positive perceptions of the college environment and interacting with other members of the institution, from students to academic counselors, glow the strongest positive association with faculty contact among all racial subgroups of students. Prominent among the differences is the negative relationship between perceiving racial difficulties and interacting with faculty for Asian American/Pacific Islander students. The findings provide insight in how to increase and enrich faculty interaction on these campuses to better retain underrepresented students in the educational pipeline.  相似文献   

The Relative Interdependency of Colloquial and Mathematical Discourses Regarding the Notion and Calculations of Limit: an Evidence-Based Cross-Cultural Study     

Dong-Joong Kim  Woong Lim 《International Journal of Science and Mathematics Education》2018,16(8):1561-1579

This study compares English- and Korean-speaking university students’ colloquial and mathematical discourses on the notion and practice of limit. There exists a lexical discontinuity in Korean with the word limit, since the mathematical word for limit is not commonly used as a colloquial word in Korean, unlike its use in English. This study discusses similarities and differences with regard to ways students in each country use the word limit in colloquial contexts and in mathematical tasks. Data include surveys and interviews, and participants’ discourses, which were analyzed using Sfard’s (2008) discursive framework. Findings indicate that the mathematical discourse of the Korean speakers was structural (i.e. formal or mathematical) and the one for the English speakers was processual. Further, the differences between the US and Korean participants’ use of limit in everyday and mathematical discourses informed the language-dependent properties of school mathematics discourses in terms of word use, routines, endorsed narratives, and visual mediators. This study discusses different discursive needs—linguistically and culturally—to support meaningful mathematical discourses.  相似文献   

Algebra by the Eighth Grade: The Association Between Early Study of Algebra I and Students’ Academic Success     

Lee  Se Woong  Mao  Xinyi 《International Journal of Science and Mathematics Education》2021,19(6):1271-1289

International Journal of Science and Mathematics Education - Using the High School Longitudinal Study of 2009, we examine the association between taking Algebra I by the eighth grade and...  相似文献   

Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words     

Matthew K. Burns  Lisa N. Aguilar  Kristy Warmbold‐Brann  June L. Preast  Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17

Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.  相似文献   

EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY          下载免费PDF全文

Matthew K. Burns  Crystal N. Taylor  Kristy L. Warmbold‐Brann  June L. Preast  John L. Hosp  Jeremy W. Ford 《Psychology in the schools》2017,54(6):640-654

Intervention researchers often use curriculum‐based measurement of reading fluency (CBM‐R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM‐R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM‐R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author‐identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three‐fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM‐R data when comparing interventions within a BEA. Further implications for practice and future research are included.  相似文献   

Facilitating teachers' professional growth through their involvement in creating context-based materials in science     

June M. George  Fred Lubben   《International Journal of Educational Development》2002,22(6):419

This paper traces the professional growth of science teachers in Trinidad and Tobago through their involvement in the production of context-based resource materials relevant to the lives of their students during workshop sessions. Grounded theory methods were used to analyse pre- and post-workshop questionnaire responses, tape-recorded group discussions and several draft lesson outlines. The findings show that professional growth is indicated by changes in the nature of the contexts chosen as lesson foci, the role of these contexts in the overall lesson design, and teachers' perceptions of contextualised teaching. Conflicts between students' cultural and scientific understandings were not addressed by these teachers.  相似文献   

AN EXAMPLE OF THE APPLICATION OF A BALANCED INCOMPLETE BLOCK DESIGN     

June Yang 《Assessment & Evaluation in Higher Education》1985,10(3):250-253

A study was conducted to estimate the reliability of oral examinations at the College of Medicine, The University of Iowa. In this paper, a part of the study is presented to provide the reader with an example of the applicability of a Balanced Incomplete Block Design (BIBD). This type of design is used when only fewer than all participating examiners can rate each examinee. Such a design was proposed originally by Yates in 1936.(1 Yates, F. 1936. “Incomplete randomised blocks”. Annals of Eugenics, 7: 121–140. [Crossref] , [Google Scholar]) The methods for analysing data obtained by BIBD were presented by Fleiss.(2 Fleiss, J. L. 1981. “Balanced incomplete block designs for inter‐rater reliability studies”. Applied Psychological Measurement, 5(1): 105–112. [Crossref], [Web of Science ®] , [Google Scholar]) The reliability coefficient of the oral examination was .71, higher than some experts would anticipate in a similar situation. When some of the sources of error were eliminated by evaluating students' performances on audio‐tape, the reliability coefficient increased to .88.  相似文献   

Hearing dogs: a longitudinal study of social and psychological effects on deaf and hard-of-hearing recipients     

Guest CM  Collis GM  McNicholas J 《Journal of deaf studies and deaf education》2006,11(2):252-261

The organization Hearing Dogs for Deaf People provides assistance dogs that alert their deaf or hard-of-hearing recipients to key sounds, thus increasing their independence and also providing companionship. Fifty-one recipients took part in a longitudinal study to monitor the dogs' working performance over time and to examine the social and psychological effects of having a Hearing Dog. The Profile of Mood State (POMS) questionnaire and the General Health Questionnaire (GHQ) were used together with a Hearing Dog Questionnaire (HDQ) specifically developed for this study. There were a number of significant differences in measures of well-being between the period prior to placing the Hearing Dog and the period after placement, but there were no comparable differences during the year-long waiting period prior to placement of the dog. Recipients reported significant reductions in hearing-related problems such as response to environmental sounds; significant reductions in measures of tension, anxiety, and depression; and significant improvements in social involvement and independence. The longitudinal nature of this study supports evidence that these improvements persist for some time after the placement of a dog, with significant differences being reported, in many cases, up to 18 months after acquiring a dog.  相似文献   

The Quadrupedal,Graminivorous Child     

June Pitcher 《Cambridge Journal of Education》1975,5(3):148-149

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SimPharm: How pharmacy students made meaning of a clinical case differently in paper‐ and simulation‐based workshops     

Swee‐Kin Loke  June Tordoff  Michael Winikoff  Jenny McDonald  Peter Vlugter  Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874

Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances.  相似文献