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1.
Rachel Brooks 《教育政策杂志》2013,28(3):423-439
During its time in office, the UK’s Labour government gave a strong message that having caring responsibilities for a young child should not be seen as a barrier to engaging in education and training. Its widening participation strategy included a specific commitment to increasing the number of mature students in higher education (HE) – students who are more likely than their younger peers to have caring responsibilities for dependent children. Furthermore, considerable resources were devoted to encouraging teenage mothers to return to education and training soon after the birth of their child. Nevertheless, despite this policy focus, there have been relatively few studies of the experiences of ‘student-parents’ within HE. This paper draws on findings from a cross-national study (funded by the Nuffield Foundation) to explore the support currently offered by UK universities to students who have parental responsibilities for one or more children under the age of 16. It compares this support to that offered by Danish institutions, to assess whether differences in ‘welfare regime’, the structure of the HE system and pervasive assumptions about gender relations have any discernible impact on the way in which student-parents are both constructed within institutional cultures and assisted by institutional practices. 相似文献
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Elyse D'nn Lovell 《Community College Journal of Research & Practice》2013,37(4):370-374
The ages of student-parents' children are a defining factor for clarifying enrollment and persistence in the attainment of college degrees. A secondary factor for women's academic persistence (women with older children) is the dominance and control of males. The participants in this study were diverse, including student-parents most prominent in research who are single mothers living in poverty—both traditional and non-traditional aged—and those not found in existing literature: married students, those not living in poverty, and one grandparent raising her grandchildren. The findings suggest a need for further definition to understand who student-parents are and their motivations to persist toward degree attainment on two-year campuses. 相似文献
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The academic challenges foster youth encounter during their P-12 education have been widely reported. Yet, despite these challenges, the majority of foster youth desire postsecondary education. What is less known is the reason why so few foster youth alumni who desire a four-year college degree, achieve this goal. For the participants in this four-year longitudinal study, maltreatment, resulting in foster care placement, and the ensuing exposure to the foster care system, resulted in trauma histories and mental health diagnoses. Anxiety, depression, and posttraumatic stress disorder (PTSD), were the most common diagnosis. The participants shared the ways in which these mental health challenges manifested throughout their college education. Of those in the study, almost half successfully graduated from college, a third dropped out, and only two remain enrolled. This study provides a unique and critical insight into the experiences of foster youth, enrolled in a four-year university, by sharing their stories 相似文献
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African American undergraduate students face numerous challenges during college; however, they are less likely to seek help from college counseling services. Often, African Americans seek support from spiritual resources. In the current phenomenological study, participants shared in a focus group interview. Overall, participants seemed to value the Black Church as an integral part of their lives and as an influence on their perceptions of counseling and proclivity to seek counseling services. 相似文献
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Tanya Serry Jennifer Oates Priscilla Ennals Annie Venville Anne Williams Ellie Fossey 《Australian Journal of Learning Difficulties》2018,23(1):5-30
This study explored the experiences of university students who identified as always having had reading difficulties. Thirty-three participants, all from one Australian university, were surveyed and 10 were also interviewed. Findings revealed that many shared academic challenges related to studying, along with a belief that their difficulties were not well understood by staff or peers. While participants disclosed many similar personal struggles related to completing their studies, positive attributes such as determination and time management strategies were frequently mentioned as instrumental in allowing them to reach university. Experiences were more variable regarding awareness of, access to, and satisfaction with university-based support and academic adjustments. To facilitate optimal inclusive educational practices, this study supports the need for greater awareness among staff about challenges faced by these university students along with a more individualised and targeted approach to providing them with academic supports and accommodations. 相似文献
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Dana Grove 《Community College Journal of Research & Practice》2013,37(8):637-638
This study examined the relationships between first semester participation in a community college developmental writing course and persistence and goal attainment. The study examined whether developmental writing course participants completed more of their credits, enrolled for more semesters, and completed degree/certificates and/or transferred at higher rates when compared to nonparticipants. Analysis of the data revealed that initial participants completed more of the credit hours they attempted than did nonparticipants; later participants enrolled for more semesters than did nonparticipants, on average; and at the end of the 3-year period, no significant difference was found between degree/certificate completion and initial participation. 相似文献
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《Early childhood research quarterly》1995,10(2):171-183
This study examined the effect of community college coursework on the beliefs and on the classroom practices of teachers in child care centers. Thirty-four teachers participated; 19 were teachers who had received scholarships to attend community college programs in child development and in early childhood education, and 15 were comparison teachers. At the time of pretesting, all participants had high school diplomas and some inservice training. At posttest, the scholarship teachers had completed at least 12–20 credit hr of community college coursework. Results revealed that the classrooms of the program participants had made significant gains on the Early Childhood Environment Rating Scales (ECERS) or the Infant-Toddler Environment Rating Scales (ITERS) and the Teacher Belief Scale between the pre-and posttest and were also more developmentally appropriate, as measured by the ECERS or the ITERS, than the comparison teachers at the time of posttest. The findings are discussed in relation to professional development in the early childhood field. 相似文献
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Technology is changing the teaching and learning landscape. Teacher preparation programs must produce teachers who have new skills and strategies to leverage the benefits of laptop computers in their classrooms. This study used a phenomenological strategy to explain first-year college students' perceptions of the effects of a 1:1 laptop experience on their readiness for college and the uses of technology for instructional purposes by high school teachers. Participants in the study had experienced a 1:1 laptop initiative for two or more years while in high school. The study included interviews with 15 participants from two different countries and five different high schools. Recommendations from student voices in this study call for teacher preparedness beyond the levels of traditional teacher preparation curriculum. Teacher preparation programs and ongoing professional development need to embed curriculum with practical applications of technology integration for teachers so that they are truly classroom ready to leverage the computers that students come to class expecting to use. 相似文献
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ABSTRACT One of the blended learning strategies that researchers and educators commonly use in higher education is Flipped Classroom. The purpose of this case study was to explore how both professors and students perceive student engagement in flipped classrooms. Three college professors who implemented flipped classrooms and their 14 students participated in the study. Three individual faculty interviews and three student focus group interviewers were conducted. Five components of the utilization-focused evaluation model were used in the data coding. The findings revealed both positive and negative opinions depending on how they implemented the flipped classroom including the engagement of students and the environment. Faculty participants who fully implemented the flipped model had positive opinions about the implementation and student engagement, finding the model helped increase student performance and grades. In addition, the majority of student participants liked the challenges offered by the flipped classroom, which increased their engagement. 相似文献
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This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie, 2010; Nunley, Bers, & Manning, 2011); however, little research had been published about faculty experiences with assessment at these levels. This study adds to the body of literature about community college faculty participation with assessment by sharing the perspectives of faculty members who had participated with either program or institutional assessment on their campus. One-hour semi-structured interviews with nine participants at three different 2-year institutions recognized for their assessment processes provided the data for the study. The size of this study was limited to nine participants so that an in-depth exploration of each participant’s experience with assessment could be conducted. The shared experiences of the participants in this study revealed that faculty involvement with assessment beyond the course level was primarily influenced by faculty perception of assessment being valued as a tool for institutional improvement. Three indicators of the value placed on assessment by these institutions were that they: (a) allocated resources (time and training) for assessment, (b) clearly articulated the goals of assessment at their institution, and (c) demonstrated how assessment results were used in institutional decision-making. This study also revealed that faculty members’ prior experience working with assessment and individual skills or abilities also influenced decisions to become involved with assessment. 相似文献
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This article examines the conflicts and challenges that student leaders in adult basic education and literacy programs experience in balancing their leadership responsibilities with academic endeavours. Based upon a case study of an adult basic education student leadership council in New York City, the article shows that leadership activities can both support and impede academic progress. The mediating factors were time requirements for implementation of leadership activities and the perceived priorities of the participants, who used various strategies to manage their academic and leadership responsibilities. Council involvement also supported and changed their academic, vocational and personal aspirations. This study alerts adult educators to the ways in which leadership activities can complicate learners’ academic pursuits, the need both to respect student leaders’ choices and to provide guidance on balancing their multiple responsibilities, and the importance of cultivating literate capabilities through leadership activities. 相似文献
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Yasemin Özdem Yilmaz Jale Cakiroglu Hamide Ertepinar Sibel Erduran 《International Journal of Science Education》2013,35(11):1443-1464
ABSTRACTArgumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers’ theory and pedagogy of argumentation. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ?St??rategies for ?Argumentation, and Meta-strategic Instructional ?St??rategies for ?Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers’ instructional practices while they are implementing argumentation-based lessons. 相似文献
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Nancy Shore PhD 《Journal of Teaching in Social Work》2013,33(3):329-345
Graduate social work students often are required to complete an evaluation or research project. Research instructors work with their students to assure that these projects are rigorous as well as ethical. This study focuses upon the relationship of student projects and the Institutional Review Board (IRB). The IRB aims to strengthen research ethics and to assure that study participants are not exploited. Sixteen MSW research instructors' shared their experiences guiding students through the IRB. Study participants identified benefits and challenges of having students experience the IRB, as well as recommendations on how to facilitate the review process. Additionally participants reflected upon how they determine IRB review requirements. 相似文献
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David Reiss Jody M. Ganiban Leslie D. Leve Jenae M. Neiderhiser Daniel S. Shaw Misaki N. Natsuaki 《Monographs of the Society for Research in Child Development》2022,87(1-3):7-188
The focus on the role of parenting in child development has a long-standing history. When measures of parenting precede changes in child development, researchers typically infer a causal role of parenting practices and attitudes on child development. However, this research is usually conducted with parents raising their own biological offspring. Such research designs cannot account for the effects of genes that are common to parents and children, nor for genetically influenced traits in children that influence how they are parented and how parenting affects them. The aim of this monograph is to provide a clearer view of parenting by synthesizing findings from the Early Growth and Development Study (EGDS). EGDS is a longitudinal study of adopted children, their birth parents, and their rearing parents studied across infancy and childhood. Families (N = 561) were recruited in the United States through adoption agencies between 2000 and 2010. Data collection began when adoptees were 9 months old (males = 57.2%; White 54.5%, Black 13.2%, Hispanic/Latinx 13.4%, Multiracial 17.8%, other 1.1%). The median child age at adoption placement was 2 days (M = 5.58, SD = 11.32). Adoptive parents were predominantly in their 30s, White, and coming from upper-middle- or upper-class backgrounds with high educational attainment (a mode at 4-year college or graduate degree). Most adoptive parents were heterosexual couples, and were married at the beginning of the project. The birth parent sample was more racially and ethnically diverse, but the majority (70%) were White. At the beginning of the study, most birth mothers and fathers were in their 20s, with a mode of educational attainment at high school degree, and few of them were married. We have been following these family members over time, assessing their genetic influences, prenatal environment, rearing environment, and child development. Controlling for effects of genes common to parents and children, we confirmed some previously reported associations between parenting, parent psychopathology, and marital adjustment in relation to child problematic and prosocial behavior. We also observed effects of childrenʼs heritable characteristics, characteristics thought to be transmitted from parent to child by genetic means, on their parents and how those effects contributed to subsequent child development. For example, we found that genetically influenced child impulsivity and social withdrawal both elicited harsh parenting, whereas a genetically influenced sunny disposition elicited parental warmth. We found numerous instances of children's genetically influenced characteristics that enhanced positive parental influences on child development or that protected them from harsh parenting. Integrating our findings, we propose a new, genetically informed process model of parenting. We posit that parents implicitly or explicitly detect genetically influenced liabilities and assets in their children. We also suggest future research into factors such as marital adjustment, that favor parents responding with appropriate protection or enhancement. Our findings illustrate a productive use of genetic information in prevention research: helping parents respond effectively to a profile of child strengths and challenges rather than using genetic information simply to identify some children unresponsive to current preventive interventions. 相似文献
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Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning 总被引：1，自引：0，他引：1
Lynne Schrum Mary D. Burbank Jonathan Engle Jack A. Chambers Kelly F. Glassett 《The Internet and Higher Education》2005,8(4):279
Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum Learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course; determine the changes in pedagogical practice of the participating faculty members; and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale. 相似文献
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Wilma J. Henry Michelle A. Mitcham Lynette M. Henry 《Journal of College Counseling》2013,16(2):176-190
This article examines the challenges faced by nontraditional college students who are coparents as a result of divorce. The need for college counseling centers to have counseling options designed to assist this special population in successfully completing their academic pursuits is presented. Conflict resolution techniques based on the Parenting Coordination model are offered to help these students deal with the challenges of coparenting responsibilities. 相似文献
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As reports of the sexual abuse of preschool-aged children increase and the number of children in day care expands, it is important to recognize child care workers as potentially important resource persons for sexually abused preschoolers. Although they are potential resources for abused children, they may fail to report suspected abuse if they do not know their legal responsibilities and their rights and protections under the law. The purpose of this study was to determine child care workers' knowledge about their reporting rights and responsibilities. Relative to child sexual abuse experts, day care personnel knew significantly less about the procedures for reporting suspected abuse and their protection under the law. Suggestions for improving child care workers' knowledge about reporting suspected sexual abuse cases are provided. 相似文献