The Shawnee Daily News

Daily newspaper from Shawnee, Oklahoma that includes local, state, and national news along with advertising

Community college transfer students’ probabilities of baccalaureate receipt as a function of their prevalence in four‐year colleges and departments

The present paper determines whether community college transfer students have higher baccalaureate rates when they enroll in four‐year colleges and departments that have larger shares of transfer students. Transfers attending non‐technical campuses with larger shares of transfers have higher eight‐year baccalaureate rates, but within‐campus increases in share transfers do not increase transfer graduation rates. Transfers in departments with large shares of transfer students have significantly lower graduation rates, but natives in such departments do not. Within‐department increases in transfer student presence are positively correlated with transfer eight‐year graduation rates and negatively correlated with native eight‐year graduation rates, indicating an opportunity for efficiency gains if influxes of transfers are separated from natives.peer effects, transfer education, community colleges, human capital,

Answering questions and explaining answers : a study of Finnish-speaking children

“The original publication is available at www.springerlink.com”. Copyright Springer. DOI: 10.1007/s10936-007-9067-6 [Full text of this article is not available in the UHRA]This research explores, within the framework of Relevance Theory, how children’s ability to answer questions and explain their answers develops between the ages of 3 and 9 years. Two hundred and ten normally developing Finnish-speaking children participated in this study. The children were asked questions requiring processing of inferential meanings and routines, and were asked to explain their correct answers to elicit understanding about their awareness of how they had derived the answers from the context. The results indicated that the number of correct answers increased rapidly between the ages of 3 years and 4–5 years. Familiarity of context had a significant effect on young children’s ability to answer questions. Becoming aware of the information used in inferencing developed gradually over time between the ages of 3 and 9. Analysis of the children’s incorrect answers and explanations showed that, as children develop, their unsophisticated answer strategies diminish and they increasingly utilize context even in incorrect answers and explanations.Peer reviewe