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1.
Carole Daverne-Bailly 《International Studies in Sociology of Education》2017,26(3):248-266
The present paper focuses on the preparatory courses for the French grandes écoles (CPGEs), which are selective higher education programmes that enable ‘good’ students to bypass mass higher education and study under ‘favourable’ conditions. These CPGEs, originally intended to educate the children of the social and cultural elite, are now accepting young people from more diverse social backgrounds. Our investigation of this ‘new’ student population is based on a survey (1000 students and 350 teachers) and on interviews conducted with students (82) and teaching staff (24). Our research leads us to conclude that under the pretext of democratisation and adaptation to the labour market, CPGEs recruiting these new students are, paradoxically, helping to maintain social stratification. 相似文献
2.
Mark D. Halx 《Teaching in Higher Education》2013,18(5):519-530
In this paper, I advocate for enhancing critical thinking skill development in undergraduate education by taking advantage of the increased experiential maturity of today's students. I argue that many undergraduates are in fact ‘adults’, by virtue of their age or experiential maturity, and they should be educated as such. Undergraduates who have not yet transitioned into ‘adulthood’ would also benefit greatly from exposure to the adult education teaching techniques that emphasize critical thinking development. The demographics of higher education today demand a reexamination of outdated pedagogical practices. Considering college and university students to be the adults that most of them are, or soon will be, would more effectively educate all of today's undergraduate students. 相似文献
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The transformation of higher education systems under the pressure of new needs required by the “society of knowledge” in France and Italy has had a deep effect on the relationship between state and university, and therefore a direct impact on university governance. This article sums up the main results of a research carried out on university Présidents in France and Rettori in Italy, with the aim of understanding their views about the changing process in higher education systems and the related impact on their leading role. There emerges a picture of systems transiting from a traditional centralised Napoleonic structure to a new one where the growing autonomy requires a different kind of governance not previously experienced, and thus not easy to implement mostly because of the resistance coming from universities themselves. The majority of Presidents and Rectors seem aware of the changing process and the related problems even if they do not all agree upon feasible trends to follow. Such a disagreement appears to be an understandable consequence of the unstable and unpredictable direction of the changing situation in the two systems. 相似文献
4.
Randall C. Nedegaard Carenlee Barkdull Bret A. Weber Dheeshana S. Jayasundara 《Journal of Teaching in Social Work》2018,38(1):73-87
ABSTRACTAmerican Indians and Alaska Natives are underrepresented as social work students, social work educators, and within the profession in general. In addition, many historical and socioeconomic factors have contributed to disproportionality in higher education attainment between these students and those within other ethnic groups. Compounding the challenges, many students in reservation communities lack access to programs that provide social work degrees. Faculty based in a small university in the upper Midwest delivered a BSW program to students in a tribal community over a 3-year period and share pedagogical lessons learned from their students and the literature. 相似文献
5.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
6.
Alana Barton Karen Corteen Julie Davies Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41
Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness. 相似文献
7.
Ana-Margarida Veiga-Simão Maria-Assunção Flores Alexandra Barros Sandra Fernandes Diana Mesquita 《Infancia y Aprendizaje》2015,38(1):102-143
This paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed. 相似文献
8.
Olli Vesterinen Marjaana Kangas Leena Krokfors Kaisa Kopisto Laura Salo 《Educational studies》2017,43(2):231-242
Teachers cross boundaries when they collaborate with out-of-school partners to provide more authentic learning experiences for students. Using the framework of boundary crossing, the study draws on interview data from schools and their out-of-school partners to examine the research question of how the research participants viewed the beginning of their inter-professional pedagogical collaboration. We use this term because in the context of primary and secondary education contexts mere inter-professional collaboration has usually referred to activities aimed, for example, at addressing children’s social exclusion. The starting point for inter-professional pedagogical collaboration can be seen through the identification of boundaries and boundary crossing. Using theory-based analysis to categorise the interview data, inter-professional pedagogical collaboration became evident in terms of (1) shared pedagogical knowledge, (2) finding roles in new situations and contexts, and (3) resources for collaboration. Recognising these can help schools respond to the needs of twenty-first century learning. 相似文献
9.
Alberto J. Rodriguez 《科学教学研究杂志》1998,35(6):589-622
This article reports on two types of resistance by preservice science teachers: resistance to ideological change and resistance to pedagogical change. The former has to do with the feelings of disbelief, defensiveness, guilt, and shame that Anglo-European preservice teachers experience when they are asked to confront racism and other oppressive social norms in class discussions. Resistance to pedagogical change has to do with the roles that preservice teachers feel they need to play to manage conflicting messages about what they are expected to do from their cooperating teachers (cover the curriculum and maintain class control) and from their university supervisors (implement student-centered, constructivist class activities), and about what they desire to do as emerging teachers. Although these two forms of resistance are closely linked, in the literature they are extensively reported separately. This study suggests a sociotransformative constructivist orientation as a vehicle to link multicultural education and social constructivist theoretical frameworks. By using this orientation, specific pedagogical strategies for counterresistance were found effective in helping preservice teachers learn to teach for diversity and understanding. These strategies for counterresistance were primarily drawn from the qualitative analysis of a yearlong project with secondary science preservice teachers. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 589–622, 1998. 相似文献
10.
本研究以日本和欧洲共同实施的两个大学毕业生调查为基础,探讨日本的劳动力市场和大学教育的适切性。调查结果表明:第一,在日本和欧洲,职业取向的教育是促进大学教育与劳动力市场适切性的重要因素;第二,在社会经验欠缺的青年学生占主体的日本劳动力市场中,大学教育存在迟效性;第三,知识技能注入型并非日本特有的教学模式,在同样以适龄学生为主体的欧洲部分国家中这种教学模式同样具有适用性。随着高等教育普及化以及学习者特质的多元化和复杂化,需要对学生特质、教学方式、环境三者关系开展理论性探讨。 相似文献
11.
Ann-Marie Gibson Johanna Shaw Allan Hewitt Chris Easton Sarah Robertson Neil Gibson 《Journal of Further & Higher Education》2018,42(1):36-45
During the transition from school to higher education, young adults experience a substantial amount of change where they progress from the highly controlled setting of school to the autonomous and self-motivated environment of university. Time spent at university is considered a critical period during which young adults establish a clear sense of identity, which can include forming positive health behaviours such as regular physical activity. The transition from school to university also involves a number of changes that can impact on the mental well-being of students including financial concerns, academic pressures and a lack of social support. Our aim was to longitudinally examine the physical activity levels and mental well-being of Scottish students during their first year at university. Participants were 48 first-year students (males, n = 24; females, n = 24) aged 18–19 years enrolled at two Scottish universities in the UK. At entry to university (semester 1) participants completed a validated self-report measure of physical activity and measures of anxiety and depression. Participants’ physical activity levels were assessed for seven days via accelerometry. Participants completed the same measures six months later (semester 2). Daily moderate physical activity levels decreased across the semesters yet perceptions of mental well-being remained stable. There was a significant increase in hip and waist circumferences across the semesters. The first year of university is a critical period for establishing positive health behaviours and there is a need for universities to actively encourage physical activity as an integral part of university life. 相似文献
12.
Chris Duke 《Higher Education in Europe》1991,16(1):46-55
The higher education system of the United Kingdom, of which the universities are only part, is changing rapidly. Although broad social conditions explain why universities should be centres of lifelong learning and specific institutional needs are in fact pushing them in this direction, changing demography is only one explanation among many. The kinds of programmes and related policies concerning students, teaching and curricula which are seen as relevant to continuing or lifelong education are widening and diversifying as the political and funding environment of higher education also changes. Research on continuing education and that generated by it are also being perceived differently. The new decade of the 1990's seems likely to witness significant changes in what is identified as continuing education as present trends in favour of integration or mainstreaming accelerate and new arrangements are made for more accessible and flexible forms of study both for degrees and for short courses. This process will be a part of a wider and more fundamental change as higher education moves somewhat towards a mass from an élite model and as the concept of a university and of a university education changes in step behind these changes in practice. The possibility exists that more fundamental changes in the initial undergraduate curriculum will also make universities more effective centres in terms of preparing their young students for lifelong learning. 相似文献
13.
Pierre Cam 《Assessment in Education: Principles, Policy & Practice》2001,8(3):291-314
The French government adopted a policy of raising the education level of young people following a vocational track in response to the growing problems this group was experiencing in entering the labour market. To achieve these ends, a new diploma was created, the 'bac professionnel'. In the French education system, the baccalauréat has traditionally operated as both a level of education and a social barrier. The baccalauréat thus offers its holders both the chance to follow higher-level studies and also access to middle and upper-middle class jobs. In creating a 'bac professionnel', the French government destroyed the barrier between the middle and the working classes and opened the university gates to young people who until then had been denied access. The effects of the policy have meant the 'massification' of higher education, but also a marked loss of clarity in the way upper levels of education and training are organised, and, at company level, the phenomenon of overqualified people in subordinate positions. 相似文献
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洪环环 《商丘职业技术学院学报》2012,(3):29-30
随着高等教育的不断改革与发展,学生的心理与行为直接或间接受高校教师心理健康状况所影响,青年教师心理问题已引起高等教育管理者的广泛关注。在阐述高校教师心理健康的重要性基础上,分析了新形势下高校青年教师的心理现状。缓解高校青年教师心理问题,要改变认知,正视压力;建立和谐的人际关系,主动寻求社会支持。 相似文献
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The differentiated experiences of young mature-age students are under-researched and often unacknowledged in higher education literature and university policy. This article contends that, due to their age (early 20s to early 30s), many younger mature-age students feel ‘out of the loop’ and ‘alienated’ from university culture. The sample is drawn from a large first-year subject and analyses students’ written ethnographic reflections on their identities as students within university culture. Using interpretive theory and NVivo coding software to analyse the written assignments, the experience of isolation amongst the young mature-age demographic was a prominent and unanticipated finding. Students in this age range want academic-based sociality but do not identify as either school leaver or ‘mature-age’. They feel like isolated learners. We argue young mature-age students’ experiences of social isolation pose a significant barrier to full participation, negatively impacting their identities as students and their university transition. In Australia and internationally, governments and universities have increased their enrolments of young mature-age students, but their capacity to structure learning environments to suit them are limited without greater knowledge of their diverse experiences. Taking a cultural, socially situated view of learning allows insights into students’ experiences and suggests opportunities for understanding and supporting them. 相似文献
18.
Shelley McAlister 《Open Learning》2013,28(3):33-42
Changes in higher education have meant that institutions are attracting increasing numbers of mature students, who have diverse social and educational backgrounds and may lack conventional A Level (higher secondary school) qualifications. The present study by Dr. Shelley McAlister, an Open University Social Science Associate Lecturer, concerns a group of mature students at the Open University who entered Level 1 Foundation courses in Technology and Social Science without having A Level qualifications. Although they were all categorised as having ‘low’ educational qualifications, they had a range of educational skills and experiences which meant that they perceived their experience of university study in very different ways. Using a social cognitive framework Dr. McAlister has developed a model of Credible and Tentative students which does not predict drop out, but which focuses on the complex interplay between psychological, social and institutional issues which affected their study. 相似文献
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Rachel E. Maunder 《Journal of Further & Higher Education》2018,42(6):756-768
Whilst new friendships and an active social life are commonly discussed features of ‘being a student’, there is limited empirical research that has quantitatively studied the contribution that social factors play in students’ university experience. Research that has been conducted shows that belonging and social integration are important factors in successful transition to university, and subsequent retention. This article presents research into students’ social relationships at university, their attachment to the university, and how these elements link to university adjustment. Undergraduates (N = 135) completed questionnaires measuring their attachment to university peers, attachment to the university, experiences of problematic peer relationships and quality of adjustment to university life. Students who reported strong attachment to their peers also demonstrated higher levels of adjustment to university life and attachment to their university. Students who reported difficulties in their relationships with other students had lower levels of peer attachment and university adjustment. Attachment to university peers was the strongest predictor of university adjustment, followed by attachment to the university. The research highlights the role of social relationships in institutional belonging, and the importance of nurturing peer relationships and institutional affiliation to create a positive student experience. 相似文献