Gatekeepers of the American Dream: How teachers’ perceptions shape the academic outcomes of immigrant and language-minority students

High school teachers evaluate and offer guidance to students as they approach the transition to college based in part on their perceptions of the student's hard work and potential to succeed in college. Their perceptions may be especially crucial for immigrant and language-minority students navigating the U.S. educational system. Using the Educational Longitudinal Study of 2002 (ELS:2002), we consider how the intersection of nativity and language-minority status may (1) inform teachers’ perceptions of students’ effort and college potential, and (2) shape the link between teachers’ perceptions and students’ academic progress towards college (grades and likelihood of advancing to more demanding math courses). We find that teachers perceive immigrant language-minority students as hard workers, and that their grades reflect that perception. However, these same students are less likely than others to advance in math between the sophomore and junior years, a critical point for preparing for college. Language-minority students born in the U.S. are more likely to be negatively perceived. Yet, when their teachers see them as hard workers, they advance in math at the same rates as nonimmigrant native English speaking peers. Our results demonstrate the importance of considering both language-minority and immigrant status as social dimensions of students’ background that moderate the way that high school teachers’ perceptions shape students’ preparation for college.     

Advanced Placement Statistics: Expanding the Scope of Statistics Education

A list of consequential developments in the field of statistics for the past quarter-century must include the creation and implementation of the Advanced Placement (AP) program in Statistics. This program has introduced millions of high school students to our discipline over the past 18 years, contributing to the large increase in the number of undergraduate students pursuing statistics as their major in college. ASA members and leaders have played a substantial role in shaping this program and furthering its success.     

The journey to adopt a child who has special needs: Parents' perspectives

Many of the children eligible for adoption from the public child welfare system are considered to have special needs. Given the importance of securing adoptive families for these children, knowing more about the adoption process as it is experienced by prospective parents who complete (or are in the process of completing) their adoption pursuit and those who discontinue it are critical. Using qualitative inquiry, prospective adoptive parents in nine families were studied in an effort to learn more about their motivations, expectations, preparation, and experiences. Although the adoption outcome (continued versus discontinued) was different, the process, including negative experiences, was quite similar. Programming implications and suggestions for future research are offered.     

信息技术与有机化学课程有效整合研究

文章分析了信息技术与有机化学课程整合的意义、原则和途径,讨论了影响信息技术与有机化学课程整合的主要因素,建立了信息技术与有机化学课程有效整合的CII教学模式,并加以实践,效果较好。     

化学法制备纳米银研究进展

介绍了几种典型的制备纳米银的方法,包括高分子保护还原法、微乳液法、电化学法、光还原法、超声法、模板法等,总结了影响纳米银粒径及形貌的主要因素,并提出未来的发展方向是可控形貌粒径纳米银的制备及其应用。     

基础化学课程思政教育模式的探索与实践

通过深入挖掘医学院校基础化学全课程各章节的思政元素,从多角度探究思政元素的融入方式,全面监督教学实施过程,构建符合医学院校育德育才需要的教育教学体系。实践结果表明,该教育模式适用于医学院校基础化学课程思政教育改革与建设。     

CaCu_3Ti_4O_(12)的制备及击穿电压研究

用固相反应法制备了CaCu_3Ti_4O_(12)样品,对其介电常数、电容、电阻及击穿电压特性进行了系统研究.结果表明:预烧温度950℃和1 050℃烧结样品具有较高的转变温度(110～150K)和较高的介电常数(104);样品保温时间为6 h时,电容值达到最大为59.2 nF,电阻值最小为0.065 MΩ;在5～20 MPa压力范围,样品的电容值与压力关系呈线性关系.在不同条件下制备的CaCu_3Ti_4O_(12),其直流电压与电流关系大致相同且击穿电压非常高.在同一电压下,电流与试样的厚度成反比.由此推断,CaCu_3Ti_4O_(12)的直流电压与电流的关系,可能与材料的本身结构有关.     

无机化学、分析化学课程结构改革的设想

本文分析了我院无机化学 ,分析化学的教学现状 ,借鉴兄弟院校课程结构改革的经验 ,提出了我院课程结构改革的思路及方案     

科学研究纲领方法论与化学的原子论和电子论

玻尔的原子模型是现代原子论纲领的核心 ,该纲领拥有应付反常情况的一整套策略性措施 ,它在化学史上取得了一系列成果。化学键的电子理论是在原子论纲领下的一个子纲领 ,而共价健与离子键理论则分别是其富有启发力的辅助假说。纲领方法论是评价化学理论的一种通用的概念框架 ,并且它与自然辩证法范式相容     

试论有机化学中的思想模型化方法

本文介绍了系统论中模型化方法在有机化学教学中的应用,并主要探讨和举例说明思想模型的应用及其效果,从而说明了模型化方法在教学中的应用在理论上有科学性,在实践上有可行性和可用性.