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Descriptors:
Enrollment; Competition; Public Schools; Foreign Countries; Neighborhoods; Private Schools; Academic Achievement; Educational Improvement; Surveys; Correlation; Civil Engineering

Abstract:
Using data from the survey of the Ministry of Education, Nepal-2005 for school leaving certificate (SLC) exam, this paper attempts to estimate the impact of private school competition on public school performance for the case of Nepal. The study uses the number of private schools in the neighborhood as a measure of competition. The identification problem is that private school enrollment is likely to be correlated with public school performance. To address this, the study uses the existence of a motorable road within an hour's walking distance from the sample school as an instrument for number of private schools in the neighborhood. The OLS results show no significant relationship. In contrast, the IV method indicates a positive and significant impact of private school competition on public school performance, which holds true for the continuous and binary measure of private school competition. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Homework; Self Management; Secondary School Students; Grade 8; Affective Behavior; Student Attitudes; Grades (Scholastic); Teacher Student Relationship; Feedback (Response); Correlation; Television Viewing; Gender Differences; Surveys

Abstract:
The authors examined empirical models of variables posited to predict homework management at the secondary school level. The participants were 866 eighth-grade students from 61 classes and 745 eleventh-grade students from 46 classes. Most of the variance in homework management occurred at the student level, with affective attitude and homework interest appearing as 2 significant predictors at the class level. At the student level, homework management was positively associated with learning-oriented reasons, affective attitude, self-reported grade, family homework help, homework interest, teacher feedback, and adult-oriented reasons. On the other hand, homework management was negatively associated with time spent watching television. In addition, Black girls, compared with Black boys, were more likely to manage their homework assignments. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Help Seeking; Asians; Surveys; Statistical Analysis; Foreign Students; College Students; Student Attitudes; Qualitative Research; Counseling

Abstract:
Using a mixed-methods survey design that was predominantly quantitative, this study explored Asian international students' willingness to seek counseling. Participants were 177 Asian international students recruited from a U.S. Midwestern University. After controlling for attitudes toward psychological help-seeking and past counseling experience, academic stress was significantly and positively related to willingness to seek counseling for academic problems. Qualitative data were also collected using one open-ended question in the survey: "What comes into your mind when you think about 'counseling' or 'mental health counseling'?" The qualitative analyses revealed positive perceptions of counseling as well as a personal reluctance to seek counseling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Student Attitudes; Peer Relationship; Grade 5; Learner Engagement; Role; Socialization; Correlation; Outcomes of Education; Peer Influence; Longitudinal Studies; Surveys; Elementary School Students; Institutional Characteristics; Individual Characteristics; Family Characteristics

Abstract:
During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9% male, 51.4% White, 17.8% Hispanic, 7.6% African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Philosophy; Departments; Higher Education; Surveys; Change; Tenure; Financial Support; Grants; Interdisciplinary Approach; Foreign Countries

Abstract:
The academy is widely reported to be going through a period of transformation: not just changes to what is taught, but threats to tenure and internal funding, perhaps balanced by new possibilities for external funding and interdisciplinary projects. This article discusses a recently conducted survey of US and Canadian Philosophy departments, in an effort to understand one discipline's perspective on and reaction to these changes. The survey found that, for the majority of departments, Philosophy has largely not changed over the last decade in terms of shifts in subfields, tenure and tenure criteria, internal funding and external grant awards. However, a minority of departments are demonstrating potentially transformative possibilities, especially as related to interdisciplinarity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Drinking; Cross Cultural Studies; Alcohol Abuse; Gender Differences; Correlation; Hierarchical Linear Modeling; Surveys; Cultural Differences; Violence; Marriage; Interpersonal Relationship; Males

Abstract:
This study explores whether associations between consuming alcohol in bars and alcohol-related harms are consistent across countries and whether country-level characteristics modify associations. We hypothesized that genderedness of bar drinking modifies associations, such that odds of harms associated with bar drinking increase more rapidly in predominantly male bar-drinking countries. Multilevel analysis was used to analyze survey data from 21 countries representing five continents from Gender, Alcohol, and Culture: An International Study (GENACIS). Bar frequency was positively associated with harms overall. Relationships between bar frequency and harms varied across country. Genderedness modified associations between bar frequency and odds of fights, marriage/relationship harms, and work harms. Findings were significant only for men. Contrary to our hypothesis, odds of harms associated with bar drinking increased less rapidly in countries where bar drinking is predominantly male. This suggests predominantly male bar drinking cultures may be protective for males who more frequently drink in bars. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Citizen Participation; Adolescents; Voting; Current Events; Public Education; Correlation; Knowledge Level; Adolescent Attitudes; Student Characteristics; Surveys; Urban Areas; Regression (Statistics); Governance

Abstract:
A long-standing objective of American public education is fostering civically engaged youth. Identifying characteristics associated with likelihood of future voting, a measure of democratic participation that predicts future voting behavior, might yield targets for education programs to increase civic participation. Survey data from urban adolescents were analyzed to elucidate how civic knowledge, civic attitudes and civic behaviors are associated with self-reported likelihood of future voting. In a multivariable ordered logistic regression model with latent constructs for civic knowledge, attitudes and behavior, two civic knowledge constructs and two civic attitude constructs maintained a positive, statistically significant independent association with future voting likelihood after adjusting for race/ethnicity and advanced coursework: knowledge of American governance, current events knowledge, general self-efficacy and skill-specific self-efficacy. Further research is necessary to determine whether education programs can intervene upon these civic knowledge and civic attitude factors to increase voting participation later in life. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Caring; Sexual Identity; Physical Sciences; Career Choice; Elementary School Students; Femininity; Science Careers; Parent Aspiration; Longitudinal Studies; Surveys; Interviews; Feminism; Occupational Aspiration; Social Differences; STEM Education; Student Attitudes; Parent Attitudes; Classification; Foreign Countries

Abstract:
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as "not for me". We discuss data from phase one--a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as "clever"/"brainy", "not nurturing" and "geeky" sits in opposition to the girls' self-identifications as "normal", "girly", "caring" and "active". Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women's greater participation in STEM (Science, Technology, Engineering and Mathematics). (Contains 2 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Communities of Practice; Knowledge Management; Electronic Learning; Pretests Posttests; Job Training; Motor Vehicles; Individualized Instruction; Pacing; Essay Tests; Surveys; Instructional Effectiveness

Abstract:
The increased accessibility of technology and Internet connections has enabled organizations to provide their workforces with the opportunity to engage in distributed education. "Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing" (Cook & Brown, 1999, p. 381). This article explores the evidence of knowledge convergence in online knowledge-based communities of practice (CoPs). Learning outcomes assessed declarative knowledge, convergence, and knowledge application. A comparison group (self-paced design) was used to draw conclusions about the differential effects of knowledge-building strategies on these learning outcomes. The results show there was a difference in pretest and posttest scores and positive evidence of knowledge convergence. The findings pointed to higher posttest scores and higher level of convergence in the online CoP strategy. (Contains 6 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Student Attitudes; Colleges; Religion Studies; Institutional Mission; Surveys; Departments; Curriculum; Teacher Attitudes; Guidelines; Educational Change

Abstract:
The purpose of this essay is to offer a survey of religious studies capstones from twenty-nine U.S. colleges and universities, to identify the most common frustrations about the capstone, and to observe how departments resolve such frustrations. I conclude that the most successful capstones--in terms of students' performance and faculty satisfaction--are those that are carefully linked to their department's major curriculum, pedagogies, and staffing, that set out to achieve a reasonable set of objectives, and that are aligned with their institutional mission, culture, and expectations for assessment. Yet, I argue that it is becoming increasingly difficult to design our capstone experiences according to the above principles because of the proliferation of departmental and institutional pressures we presently face. Finally, I offer some guidelines by which we might devise or revise our capstones to alleviate some of the most common pressures. (Contains 3 figures and 16 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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