The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students.^ The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students.^ The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study.^ Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. (Abstract shortened by UMI.) ^

The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Considering that a great deal of time and energy has been devoted by university colleges, school districts, and educators towards refining the teacher education process, it would be more efficient for all parties involved, if research were available that could discern if certain pathways in achieving that education, would promote the tendency towards certain teacher behaviors occurring in the classroom, while other pathways would lead towards different behaviors. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students. The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students. The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study. Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. Analysis of the multiple regression were run for each of four scores from the CES, Real Form. For score 1, involvement of students, the results showed that teachers with the highest number of years of experience, with masters or masters plus degrees, who were education majors, and who taught twelfth grade students, had greater amounts of students being attentive and interested in class activities, participating in discussions, and doing additional work on their own, as compared with teachers who had lower experience, a bachelors degree, were science majors, and who taught a grade lower than twelfth. For score 2, task orientation, which emphasized completing the required activities and staying on-task, the results showed that teachers with the highest and intermediate experience, a science major, and with the highest college degree, showed higher scores as compared with the teachers indicating lower experiences, education major and a bachelors degree. For Score 3, competition, which indicated how difficult it was to achieve high grades in the class, the results showed that teachers who taught non-biology content subjects had the greatest effect on the regression. Teachers with a masters degree, low levels of experience, and who taught twelfth grade students were also factored into the regression equation. For Score 4, innovation, which indicated the extent in which the teachers used new and innovative techniques to encourage diverse and creative thinking included teachers with an education major as the first entry into the regression equation. Teachers with the least experience (0 to 3 years), and teachers who taught twelfth and eleventh grade students were also included into the regression equation.

How do Young People Choose College Majors?

Previous studies on the determinants of the choice of college major have assumed a constant probability of success across majors or a constant earnings stream across majors. Our model disregards these two restrictive assumptions in computing an expected earnings variable to explain the probability that a student will choose a specific major among four choices of concentrations. The construction of an expected earnings variable requires information on the student s perceived probability of success, the predicted earnings of graduates in all majors and the student s expected earnings if he (she) fails to complete a college program. Using data from the National Longitudinal Survey of Youth, we evaluate the chances of success in all majors for all the individuals in the sample. Second, the individuals' predicted earnings of graduates in all majors are obtained using Rumberger and Thomas's (1993) regression estimates from a 1987 Survey of Recent College Graduates. Third, we obtain idiosyncratic estimates of earnings alternative of not attending college or by dropping out with a condition derived from our college major decision-making model applied to our sample of college students. Finally, with a mixed multinominal logit model, we explain the individuals' choice of a major. The results of the paper show that the expected earnings variable is essential in the choice of a college major. There are, however, significant differences in the impact of expected earnings by gender and race.

The Effect of College Student Demographic Variables on Teacher Enmeshment

Interactions between students and faculty outside of class appear to be linked to greater achievement during and after college (Anaya & Cole, 2001; Hathaway, Nagda, & Gregerman, 2002). However, sometimes there can be blurred personal boundaries and a lack of autonomy in relationships or what has been labeled enmeshment. The purpose of the current pilot study was to investigate the effect of race/ethnicity, gender, year in college, and college major on faculty-student relationships and teacher enmeshment. Teacher enmeshment was measured with the Teacher Enmeshment subscale of the Separation-Individuation Test of Adolescence (SITA; Levine & Saintonge, 1993). A sample of 165 undergraduate and graduate students from education and psychology classes at a small, private liberal arts institution in the Northeast participated. No significant differences among the different demographic groups were found on the total teacher enmeshment score. However, significant differences were found among students with different majors, by gender, and by race on individual items. Implications of these findings and suggestions for future research are provided.

Essais en économetrie et économie de l'éducation

Cette thèse est organisée en trois chapitres. Les deux premiers s'intéressent à l'évaluation, par des méthodes d'estimations, de l'effet causal ou de l'effet d'un traitement, dans un environnement riche en données. Le dernier chapitre se rapporte à l'économie de l'éducation. Plus précisément dans ce chapitre j'évalue l'effet de la spécialisation au secondaire sur le choix de filière à l'université et la performance. Dans le premier chapitre, j'étudie l'estimation efficace d'un paramètre de dimension finie dans un modèle linéaire où le nombre d'instruments peut être très grand ou infini. L'utilisation d'un grand nombre de conditions de moments améliore l'efficacité asymptotique des estimateurs par variables instrumentales, mais accroit le biais. Je propose une version régularisée de l'estimateur LIML basée sur trois méthodes de régularisations différentes, Tikhonov, Landweber Fridman, et composantes principales, qui réduisent le biais. Le deuxième chapitre étend les travaux précédents, en permettant la présence d'un grand nombre d'instruments faibles. Le problème des instruments faibles est la consequence d'un très faible paramètre de concentration. Afin d'augmenter la taille du paramètre de concentration, je propose d'augmenter le nombre d'instruments. Je montre par la suite que les estimateurs 2SLS et LIML régularisés sont convergents et asymptotiquement normaux. Le troisième chapitre de cette thèse analyse l'effet de la spécialisation au secondaire sur le choix de filière à l'université. En utilisant des données américaines, j'évalue la relation entre la performance à l'université et les différents types de cours suivis pendant les études secondaires. Les résultats suggèrent que les étudiants choisissent les filières dans lesquelles ils ont acquis plus de compétences au secondaire. Cependant, on a une relation en U entre la diversification et la performance à l'université, suggérant une tension entre la spécialisation et la diversification. Le compromis sous-jacent est évalué par l'estimation d'un modèle structurel de l'acquisition du capital humain au secondaire et de choix de filière. Des analyses contrefactuelles impliquent qu'un cours de plus en matière quantitative augmente les inscriptions dans les filières scientifiques et technologiques de 4 points de pourcentage.

The prevalence of bulimia nervosa and bulimic behaviors among university students in Texas

This cross-sectional study examined by questionnaire the prevalence of bulimia nervosa and bulimic behaviors in a sample of 1175 undergraduate students enrolled in two state-supported universities in Texas. In one university, the student population was predominantly white; in the other, it was predominantly black. Fifty-nine percent of the respondents were female and 41% were male. Information regarding age, sex, ethnicity, college major, college year, marital status, housing arrangements, religion, socioeconomic status, height, weight, dieting behaviors, and family history of alcoholism, drug abuse, and depression was collected. Bulimia status was assessed using the Revised Bulimia Test (BULIT-R), which is based on the DSM-III-R criteria for bulimia nervosa. Only 1.3% of the females and 0.4% of the males were classified as having bulimia nervosa. The prevalence of bulimic behaviors was considerably higher; 6.4% of the females and 3.6% of the males were classified as having bulimic behaviors. Univariate analysis showed the following factors to be significantly associated with bulimic behaviors: female gender, single marital status, high BMI, a family history of alcoholism, drug abuse, or depression, and certain dieting behaviors. In the present study, ethnicity did not prove to be a significant factor associated with bulimia nervosa or bulimic behaviors. Multivariate analysis showed that, in comparison to normal/underweight individuals, the odds of having bulimic behaviors for severely overweight subjects were 2.23 (95% CI: 1.43, 3.50). Students who were dieting at the time of the study were 3.22 times (95% CI: 2.05, 5.06) as likely to have bulimic behaviors as were students who had never dieted. This study concludes there is a need to distinguish between bulimia nervosa and bulimic behaviors when estimating prevalence of a population. ^

Essays in the Economics of Education

This dissertation is comprised of three essays in the economics of education. In the first essay, I examine how college students' major choice and major switching behavior responds to major-specific labor market shocks. The second essay explores the incidence and persistence of overeducation for workers in the United States. The final essay examines the role that students' cognitive and non-cognitive skills play in their transition from secondary to postsecondary education, and how the effect of these skills are moderated by race, gender, and socioeconomic status.

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

El objetivo del artículo es realizar un diagnóstico sobre la percepción de los factores que intervienen en el rendimiento académico de los estudiantes de cinco carreras universitarias en una escuela de educación superior en México, para así reconocer las áreas de oportunidad que permitan sugerir políticas y estrategias para elevar su rendimiento. Se utilizó una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepción del rendimiento académico en escala tipo Likert. Se realizó un análisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretación y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluación y c) la motivación de los estudiantes. Se llevó a cabo un análisis comparativo por carrera. Se encontró que los estudiantes perciben que la mayoría de los maestros no se preocupan por la condición de los jóvenes en situación de reprobación. Además, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros académicos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detectó que los estudiantes poseen una alta motivación siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educación superior.

Rethinking the STEM fields: the importance of definitions in examining women's participation and success in the sciences

This study uses longitudinal data of undergraduate students from five public land-grant universities to better understand undergraduate students’ persistence in and switching of majors, with particular attention given to women’s participation in Science, Technology, Engineering, and Mathematics (STEM) fields. Specifically, the study examines patterns of behavior of women and minorities in relation to initial choice of college major and major field persistence, as well as what majors students switched to upon changing majors. Factors that impact major field persistence are also examined, as well as how switching majors affects students’ time-to-degree. Using a broad definition of STEM, data from nearly 17,000 undergraduate students was analyzed with descriptive statistics, cross tabulations, and binary logistic regressions. The results highlight women’s high levels of participation and success in the sciences, challenging common notions of underrepresentation in the STEM fields. The study calls for researchers to use a comprehensive definition of STEM and broad measurements of persistence when investigating students’ participation in the STEM fields.

Contribution of major cardiovascular risk factors to familial premature coronary artery disease: the GENECARD project.

OBJECTIVES: This study was designed to assess the prevalence of major cardiovascular risk factors in familial premature coronary artery disease (P-CAD), affecting two or more siblings within one sibship. BACKGROUND: Premature CAD has a genetic component. It remains to be established whether familial P-CAD is due to genes acting independently from major cardiovascular risk factors. METHODS: We recruited 213 P-CAD survivors from 103 sibships diagnosed before age <or=50 (men) or <or=55 (women) years old. Hypertension, hypercholesterolemia, obesity, and smoking were documented at the time of the event in 163 patients (145 men and 18 women). Each patient was compared with two individuals of the same age and gender, diagnosed with sporadic (nonfamilial) P-CAD, and three individuals randomly sampled from the general population. RESULTS: Compared with the general population, patients with sporadic P-CAD had a higher prevalence of hypertension (29% vs. 14%, p < 0.001), hypercholesterolemia (54% vs. 33%, p < 0.001), obesity (20% vs. 13%, p < 0.01), and smoking (76% vs. 39%, p < 0.001). These risk factors were equally or even more prevalent in patients with familial P-CAD (43% [p < 0.05 vs. sporadic P-CAD], 58% [p = 0.07], 21% and 72%, respectively). Overall, only 7 (4%) of 163 of patients with familial P-CAD and 22 (7%) of 326 of patients with sporadic P-CAD had none of these conditions, as compared with 167 (34%) of 489 patients in the general population. CONCLUSIONS: Classic, remediable risk factors are highly prevalent in patients with familial P-CAD. Accordingly, a major contribution of genes acting in the absence of these risk factors is unlikely.

Sex of College Students Moderates Associations among Bedtime, Time in Bed, and Circadian Phase Angle.

Sex differences in circadian rhythms have been reported with some conflicting results. The timing of sleep and length of time in bed have not been considered, however, in previous such studies. The current study has 3 major aims: (1) replicate previous studies in a large sample of young adults for sex differences in sleep patterns and dim light melatonin onset (DLMO) phase; (2) in a subsample constrained by matching across sex for bedtime and time in bed, confirm sex differences in DLMO and phase angle of DLMO to bedtime; (3) explore sex differences in the influence of sleep timing and length of time in bed on phase angle. A total of 356 first-year Brown University students (207 women) aged 17.7 to 21.4 years (mean = 18.8 years, SD = 0.4 years) were included in these analyses. Wake time was the only sleep variable that showed a sex difference. DLMO phase was earlier in women than men and phase angle wider in women than men. Shorter time in bed was associated with wider phase angle in women and men. In men, however, a 3-way interaction indicated that phase angles were influenced by both bedtime and time in bed; a complex interaction was not found for women. These analyses in a large sample of young adults on self-selected schedules confirm a sex difference in wake time, circadian phase, and the association between circadian phase and reported bedtime. A complex interaction with length of time in bed occurred for men but not women. We propose that these sex differences likely indicate fundamental differences in the biology of the sleep and circadian timing systems as well as in behavioral choices.

Le contrôle glycémique modéré est-il sans danger chez les patients adultes grièvement brûlés? = Is moderate glycemic control safe in major burns? : a 15 year cohort study

Introduction: L'hyperglycémie est un phénomène connu chez les patients gravement agressés, et surtout chez ceux nécessitant un séjour aux soins intensifs, alors que l'hypoglycémie est une complication menaçante. Des valeurs de glycémies anormales sont associées avec une mortalité et morbidité augmentées chez les patients de soins intensifs, y compris les grands brûlés. Des glycémies jusqu'à 15mmol/l ont longtemps été tolérées sans traitement. En 2001, une grande étude randomisée a complètement changé les pratiques du contrôle glycémique aux soins intensifs. Van den Berghe et al. ont montré qu'un contrôle glycémique strict atteint au moyen d'une « intensive insulin therapy » (HT) visant une glycémie 4.1-6.0 mmol/l réduisait la mortalité chez les patients chirurgicaux traités plus que 5. Par la suite plusieurs études contradictoires ont questionné la validité externe de l'étude de Louvain: avec la publication de l'étude « NICE-SUGAR » en 2009 enrôlant plus de 6000 patients cette hypothèse a été réfutée, aboutissant à un contrôle modéré de la glycémie (6-8 mmol/l). Bien que plusieurs études sur le contrôle glycémique aient également inclus quelques patients brûlés, à ce jour il n'y a pas de recommandation ferme concernant la gestion de la glycémie chez les patients brûlés adultes. Le but de l'étude était d'évaluer la sécurité du protocole de contrôle de la glycémie qui avait été introduit aux soins intensifs adultes chez des patients grand brûlés nécessitant un traitement prolongé aux soins intensifs. Méthodes : 11 s'agit d'une étude rétrospective uni-centrique sur des patients brûlés admis aux soins intensifs du CHUV à Lausanne entre de 2000 à juin 2014. Critères d'inclusions : Age >16 ans, brûlures nécessitant un traitement aux soins intensifs >10 jours. Critères d'exclusion : Décès ou transfert hors des soins intensifs <10 jours. Les investigations ont été limitées aux 21 premiers jours de l'hospitalisation aux soins intensifs. Variables : Variables démographiques, surface brûlée (TBSA), scores de sévérité, infections, durée d'intubation, durée du séjour aux soins intensifs, mortalité. Variables métaboliques : Administration totale de glucides, énergie et insuline/2411, valeurs de glycémie artérielle et CRP. Quatre périodes (P) ont été analysées, correspondant à l'évolution du protocole de contrôle de glycémie du service. P1: Avant son introduction (2000-2001) ; P2: Contrôle glycémie serré géré par les médecins (2002-2006) ; P3: Contrôle glycémie serré géré par lés infirmières (2007-2010); P4: Contrôle modéré géré par les infirmières (2011-2014). Les limites glycémiques ont été définis de manière suivante: Hypoglycémie extrême <2.3mmol/l ; hypoglycémie modéré <4.0mmol/l ; hyperglycémie modérée 8.1-10.0mmol/l ; hyperglycémie sévère >10.0mmol/l. Toutes les valeurs de glycémies artérielles ont été extraites depuis le système informatisé des soins intensifs (MetaVision ®). Statistiques: Wilcoxon rank test, Two- way Anova, Tuckey Kramer test, area under the curve (AUC), Spearman's test et odds ratio. STATA 12 1 ' StataCorp, College station, TX, USA and JPM V 10.1 (SAS Institute, Cary, NC, USA). Résultats: Sur les 508 patients brûlés admis durant la période étudiée, 229 patients correspondaient aux critères d'inclusion, âgés de 45±20ans (X±SD) et brûlés sur 32±20% de la surface corporelle. Les scores de sévérité sont restés stables. Au total 28'690 glycémies artérielles ont été analysées. La valeur médiane de glycémie est restée stable avec une diminution progressive de la variabilité intra-patient. Après initiation du protocole, les valeurs normoglycémiques ont augmenté de 34.7% à 65.9% avec diminution des événements hypoglycémiques (pas d'hypoglycémie extrême en P4). Le nombre d'hyperglycémies sévères est resté stable durant les périodes 1 à 3, avec une diminution en P4 (9.25%) : les doses d'insuline ont aussi diminué. L'interprétation des résultats de P4 a été compliquée par une diminution concomitante des apports d'énergie et de glucose (p<0.0001). Conclusions: L'application du protocole destiné aux patients de soins intensifs non brûlés a amélioré le contrôle glycémique chez les patients adultes brûlés, aboutissant à une diminution significative de la variabilité des glycémies. Un contrôle modéré de la glycémie peut être appliqué en sécurité, considérant le nombre très faible d'hypoglycémies. La gestion du protocole par les infirmières s'avère plus sûre qu'un contrôle par les médecins, avec diminution des hypoglycémies. Cependant le nombre d'hyperglycémies reste trop élevé. L'hyperglycémie' n'est pas contrôlable uniquement par l'administration d'insuline, mais nécessite également une approche multifactorielle comprenant une optimisation de la nutrition adaptée aux besoins énergétiques élevés des grands brûlés. Plus d'études seront nécessaire pour mieux comprendre la complexité du mécanisme de l'hyperglycémie chez le patient adulte brûlé et pour en améliorer le contrôle glycémique.