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Articles 91 - 99 of 99
Full-Text Articles in Education
Friendships And Retention At A Historically Black University: A Quantitative Case Studyno Title, Mondrail Myrick, John Gipson, Donald Mitchell
Friendships And Retention At A Historically Black University: A Quantitative Case Studyno Title, Mondrail Myrick, John Gipson, Donald Mitchell
The retention and graduation rates of underrepresented minority, first-generation and low-income college students persist as problems in U.S. higher education. While researchers have documented the ways in which minority-serving institutions have been successful in serving these students, little is known about how friendships influence retention at these institutions. This study examines retention factors of first-year students who began college with close friends at a historically Black university. The researchers used exploratory factor analysis and binary logistic regressions to determine the factors and significance. In addition, the researchers used linear structural relations to estimate hypothesized causal models. Results of the study …
Toefl Is Not An English Test, Richard Stirling
Toefl Is Not An English Test, Richard Stirling
Richard Stirling
Professor Stirling sheds light on the true nature of the TOEFL test and illustrates how that design fits into the tradition of the American educational system. And that system is Aristotelian at heart. Knowing this, test-takers and instructors should rethink their strategies to maximize scoring on test day.
Developing A State-Wide Retention Policy, Matthew Revitt
Developing A State-Wide Retention Policy, Matthew Revitt
Matthew I Revitt
Slides from Matthew Revitt's (Maine Shared Collections Librarian) presentation at the RUSA STARS Hot Topics Session, at the 2016 American Library Association's MidWinter Conference, January 9th 2016 in Boston, MA.
Understanding Pisa And Its Impact On Policy Initiative: A Review Of The Evidence, Petra Lietz, Mollie Tobin, Dita Nugroho
Understanding Pisa And Its Impact On Policy Initiative: A Review Of The Evidence, Petra Lietz, Mollie Tobin, Dita Nugroho
Dr Petra Lietz
In addition to monitoring the quality of education in national systems, the PISA empirical results provide the necessary evidence base for making changes to both policies and practices in education. In this regards, this chapter presents evidence from two systematic reviews of the impact of large scale assessments including PISA on educational policy. Particular attention is given to the types of assessment programmes undertaken, their goals and uses, the stages of the policy process informed by assessments; and the facilitators of and barriers to the uses of assessment data in the educational policy-making process. This chapter concludes with considerations regarding …
University Of Maine. Office Of The President Finding Aid, Matthew Revitt
University Of Maine. Office Of The President Finding Aid, Matthew Revitt
Matthew I Revitt
Archival finding aid for University of Maine Office of the President records.
Five Reasons To Put The G Back Into Giftedness: An Argument For Applying The Cattell–Horn–Carroll Theory Of Intelligence To Gifted Education Research And Practice, Russell Warne
Russell T Warne
Human intelligence (also called general intelligence, g, or Spearman’s g) is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been reluctant to discuss human intelligence. The purpose of this article is to persuade gifted education researchers and practitioners to reincorporate modern human intelligence theory (as expressed in Cattell–Horn–Carroll, or CHC, theory) and research into their work on gifted children. There are five reasons to make intelligence part of gifted education research: (a) intelligence is one of the best studied constructs in psychology; (b) educators know more about how to …
Effects Of Dual-Language Immersion On Students' Academic Performance, Jennifer Steele, Robert Slater, Gema Zamarro, Trey Miller, Jennifer Li, Susan Burkhauser, Michael Bacon
Effects Of Dual-Language Immersion On Students' Academic Performance, Jennifer Steele, Robert Slater, Gema Zamarro, Trey Miller, Jennifer Li, Susan Burkhauser, Michael Bacon
Gema Zamarro
Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion on students’ test scores in reading, mathematics, and science, and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13 to 22 percent of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance, but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are three to …
Self-Report Measures Of The Home Learning Environment In Large Scale Research: Measurement Properties And Associations With Key Developmental Outcomes, Frank Niklas, Cuc Nguyen, Daniel S. Cloney, Collette Tayler, Ray Adams
Self-Report Measures Of The Home Learning Environment In Large Scale Research: Measurement Properties And Associations With Key Developmental Outcomes, Frank Niklas, Cuc Nguyen, Daniel S. Cloney, Collette Tayler, Ray Adams
Prof Ray Adams
Favourable home learning environments (HLEs) support children’s literacy, numeracy and social development. In large-scale research, HLE is typically measured by self-report survey, but there is little consistency between studies and many different items and latent constructs are observed. Little is known about the stability of these items and constructs over time when used in either longitudinal research or studies with children with a wide range of ages. A review of the literature shows commonalities and differences between approaches in research on HLE. When we tested the psychometric properties of a short-form measure of HLE with a Rasch item-response-model using longitudinal …
Finding Common Ground: Identifying And Eliciting Metacognition In Eportfolios Across Contexts, Julie A. Bokser, Sarah Brown, Caryn Chaden, Michael Moore, Michelle Navarre Cleary, Susan C. Reed, Eileen Seifert, Kathryn Wozniak, Liliana Barro Zecker
Finding Common Ground: Identifying And Eliciting Metacognition In Eportfolios Across Contexts, Julie A. Bokser, Sarah Brown, Caryn Chaden, Michael Moore, Michelle Navarre Cleary, Susan C. Reed, Eileen Seifert, Kathryn Wozniak, Liliana Barro Zecker
Michelle Navarre Cleary
Research has suggested ePortfolios reveal and support students’ metacognition, that is, their awareness, tracking, and evaluation of their learning over time. However, due to the wide variety of purposes and audiences for ePortfolios, it has been unclear whether there might be common criteria for identifying and assessing metacognition in ePortfolios across varied contexts. The purpose of this study was to identify evidence of metacognition across ePortfolios of three distinct populations of students: traditional-age undergraduates, graduate Education students, and adults returning to school to complete a bachelor’s degree. We set out to explore if and how ePortfolios could support these different …