Catherine R. Cooper, Robert G. Cooper, Margarita Azmitia, Gabriela Chavira, and Yvette Gullatt
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780195080209
- eISBN:
- 9780199893225
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195080209.003.0004
- Subject:
- Psychology, Developmental Psychology
The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams ...
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The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams and those of their families. This chapter considers the second question: what factors lead youth along academic pathways towards or away from college and college–based careers? This chapter examines these pathways and the experiences that shape their access to them. The chapter focuses on a longitudinal study of African American and Latino youth in university pre–college bridging programs, as well as related work with working–class European American youth, among other samples. Findings are aligned with social capital, alienation, and challenge models.Less
The previous chapter examined how adolescents’ growing maturity, including their college–going identities, can be motivated by a sense of agency and connectedness in the service of their own dreams and those of their families. This chapter considers the second question: what factors lead youth along academic pathways towards or away from college and college–based careers? This chapter examines these pathways and the experiences that shape their access to them. The chapter focuses on a longitudinal study of African American and Latino youth in university pre–college bridging programs, as well as related work with working–class European American youth, among other samples. Findings are aligned with social capital, alienation, and challenge models.
Curtis L. Meinert and Susan Tonascia
- Published in print:
- 1986
- Published Online:
- September 2009
- ISBN:
- 9780195035681
- eISBN:
- 9780199864478
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195035681.003.0007
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
This chapter discusses factors that influence the way in which results from trials are viewed and used in everyday medical practice. The University Group Diabetes Program is used as case study.
This chapter discusses factors that influence the way in which results from trials are viewed and used in everyday medical practice. The University Group Diabetes Program is used as case study.
Nathan Ensmenger
- Published in print:
- 2010
- Published Online:
- August 2013
- ISBN:
- 9780262050937
- eISBN:
- 9780262289351
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262050937.003.0005
- Subject:
- Information Science, Information Science
This chapter examines the emergence of computer science as the representative science of modern computing. It suggests that its rise as an academic discipline between the 1970s and the 1990s reflects ...
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This chapter examines the emergence of computer science as the representative science of modern computing. It suggests that its rise as an academic discipline between the 1970s and the 1990s reflects a series of messy compromises about what the academic study of computing should look like and what subjects it should address. It contends that while strategy pursued by the advocates of theoretical computer science served them well within the university, it increasingly alienated them from their colleagues in industry. This chapter also discusses how university computer science programs helped practitioners in their battle for professional legitimacy.Less
This chapter examines the emergence of computer science as the representative science of modern computing. It suggests that its rise as an academic discipline between the 1970s and the 1990s reflects a series of messy compromises about what the academic study of computing should look like and what subjects it should address. It contends that while strategy pursued by the advocates of theoretical computer science served them well within the university, it increasingly alienated them from their colleagues in industry. This chapter also discusses how university computer science programs helped practitioners in their battle for professional legitimacy.
Sally Gregory Kohlstedt
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226449906
- eISBN:
- 9780226449920
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226449920.003.0003
- Subject:
- Education, History of Education
The new educational psychology and philosophy of education found a sometimes uneasy home in new research universities such as Clark University and the University of Chicago. The faculty involved with ...
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The new educational psychology and philosophy of education found a sometimes uneasy home in new research universities such as Clark University and the University of Chicago. The faculty involved with educational research made it their primary goal to prepare graduates destined to become instructors at the rapidly expanding networks of normal schools throughout the nation. These university programs carefully distinguished their work from that of normal schools that prepared elementary and grammar school teachers. Educational reformers relished the intellectual excitement of creating new curricula and identifying efficient systems for standardizing and coordinating an array of public school initiatives. These included kindergartens, manual and vocational training programs, evening schools, college preparatory courses, and more. Critical to bringing about system-wide changes were teachers. The introduction of nature study as a new and quite specific subject area was implemented across the country within a decade. Making education work well in the rapidly expanding and socially challenging neighborhoods of the inner city was a major goal of reformers.Less
The new educational psychology and philosophy of education found a sometimes uneasy home in new research universities such as Clark University and the University of Chicago. The faculty involved with educational research made it their primary goal to prepare graduates destined to become instructors at the rapidly expanding networks of normal schools throughout the nation. These university programs carefully distinguished their work from that of normal schools that prepared elementary and grammar school teachers. Educational reformers relished the intellectual excitement of creating new curricula and identifying efficient systems for standardizing and coordinating an array of public school initiatives. These included kindergartens, manual and vocational training programs, evening schools, college preparatory courses, and more. Critical to bringing about system-wide changes were teachers. The introduction of nature study as a new and quite specific subject area was implemented across the country within a decade. Making education work well in the rapidly expanding and socially challenging neighborhoods of the inner city was a major goal of reformers.
LAURIE A. WILKIE, KIMBERLY E. CHRISTENSEN, and MICHAEL A. WAY
- Published in print:
- 2010
- Published Online:
- September 2011
- ISBN:
- 9780813034225
- eISBN:
- 9780813039602
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813034225.003.0012
- Subject:
- Archaeology, Historical Archaeology
Campus archaeology has a powerful pedagogical role to play in archaeological education and has developed a keen research interest in themes that characterize the social, political, and intellectual ...
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Campus archaeology has a powerful pedagogical role to play in archaeological education and has developed a keen research interest in themes that characterize the social, political, and intellectual history of the campus. In the process, undergraduate and graduate students at the university have become involved in different aspects of campus archaeology. This chapter examines three experiences of campus archaeology in the University of California, Berkeley. In addition to research experience encapsulated within course offerings and formal archaeological field schools, they have been able to work with a preexisting university program, the Undergraduate Research Apprenticeship Program (URAP), in order to offer students research experience in campus archaeology. The May and Warren Cheney House's location on campus has also allowed the project and site to function as a sort of learning laboratory. In addition, various graduate and undergraduate student projects have emerged from the overall excavation and research project.Less
Campus archaeology has a powerful pedagogical role to play in archaeological education and has developed a keen research interest in themes that characterize the social, political, and intellectual history of the campus. In the process, undergraduate and graduate students at the university have become involved in different aspects of campus archaeology. This chapter examines three experiences of campus archaeology in the University of California, Berkeley. In addition to research experience encapsulated within course offerings and formal archaeological field schools, they have been able to work with a preexisting university program, the Undergraduate Research Apprenticeship Program (URAP), in order to offer students research experience in campus archaeology. The May and Warren Cheney House's location on campus has also allowed the project and site to function as a sort of learning laboratory. In addition, various graduate and undergraduate student projects have emerged from the overall excavation and research project.
Simon Gaunt and Nicholas Harrison
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9781846316555
- eISBN:
- 9781846316692
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/UPO9781846316692.011
- Subject:
- Society and Culture, Cultural Studies
This chapter examines the link between French language learning and French literature studies. In practice, pre-modern studies in university French programmes are, to a significant extent, literary ...
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This chapter examines the link between French language learning and French literature studies. In practice, pre-modern studies in university French programmes are, to a significant extent, literary studies; and such pressures as exist to move away from pre-modern areas are closely linked to wider pressures to move away from literature of any era. The chapter focuses on these multiple and sometime murky sources of pressure. It concludes that ideally, a university programme in French will facilitate a productive dialectic between language learning and the objects that it makes accessible and that support it — objects whose riches deepen as one's knowledge of the language deepens, and which deepen that knowledge.Less
This chapter examines the link between French language learning and French literature studies. In practice, pre-modern studies in university French programmes are, to a significant extent, literary studies; and such pressures as exist to move away from pre-modern areas are closely linked to wider pressures to move away from literature of any era. The chapter focuses on these multiple and sometime murky sources of pressure. It concludes that ideally, a university programme in French will facilitate a productive dialectic between language learning and the objects that it makes accessible and that support it — objects whose riches deepen as one's knowledge of the language deepens, and which deepen that knowledge.
Caroline M. Hoxby (ed.)
- Published in print:
- 2004
- Published Online:
- February 2013
- ISBN:
- 9780226355351
- eISBN:
- 9780226355375
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355375.001.0001
- Subject:
- Education, Higher and Further Education
Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a ...
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Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a four-year university program. Students can attend full time and have a bachelor of arts degree by the age of twenty-three or mix college and work, progressing toward a degree more slowly. To make matters more complicated, the array of financial aid available is more complex than ever. Students and their families must weigh federal grants, state merit scholarships, college tax credits, and college savings accounts, to name just a few. This book shows how students and their families really make college decisions—how they respond to financial aid options, how peer relationships figure in the decision-making process, and even whether they need mentoring to get through the admissions process. Students of all sorts are considered—from poor students, who may struggle with applications and with deciding whether to continue on to college, to high-aptitude students who are offered “free rides” at elite schools. The book utilizes the best methods and latest data to analyze the college decision-making process, while explaining how changes in aid and admissions practices inform those decisions as well.Less
Aspiring college students and their families have many options. A student can attend an in-state or an out-of-state school, a public or private college, a two-year community college program or a four-year university program. Students can attend full time and have a bachelor of arts degree by the age of twenty-three or mix college and work, progressing toward a degree more slowly. To make matters more complicated, the array of financial aid available is more complex than ever. Students and their families must weigh federal grants, state merit scholarships, college tax credits, and college savings accounts, to name just a few. This book shows how students and their families really make college decisions—how they respond to financial aid options, how peer relationships figure in the decision-making process, and even whether they need mentoring to get through the admissions process. Students of all sorts are considered—from poor students, who may struggle with applications and with deciding whether to continue on to college, to high-aptitude students who are offered “free rides” at elite schools. The book utilizes the best methods and latest data to analyze the college decision-making process, while explaining how changes in aid and admissions practices inform those decisions as well.
