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1.
Participation,financial support and the marginal student 总被引：2，自引：0，他引：2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
| Peter DaviesEmail: |
2.
Zbigniew Semadeni 《Educational Studies in Mathematics》2008,68(1):1-17
To explicate certain phenomena, e.g., the possibility of deduction without definition, we hypothesize that an individual is
able to understand and appreciate reasoning with a due feeling of its necessity when the concept image of each concept involved
in the reasoning has reached a certain level of development; we then speak of deep intuition. This conception is presented (with a variety of examples) in the framework of D. Tall’s theory of three worlds of mathematics
(‘conceptual-embodied’, ‘proceptual-symbolic’, and ‘formal-axiomatic’).
相似文献
| Zbigniew SemadeniEmail: |
3.
In the last three decades there have been a variety of studies of what is often referred to as ‘everyday’ or ‘street’ mathematics.
These studies have documented a rich variety of arithmetic practices involved in activities such as tailoring, carpet laying,
dieting, or grocery shopping. More importantly, these studies have helped to rectify outmoded models of rationality, cognition,
and (school) instruction. Despite these important achievements, doubts can be raised about the ways in which theoretical conclusions
have been drawn from empirical materials. Furthermore, while these studies rightly criticised prevalent theories of rationality
and cognition as too simplistic to account for everyday activities, it seems that some of the proposed alternatives suffer
from similar flaws (i.e., are straightforward inversions of the to-be-opposed theories, rather than more nuanced views on
complicated issues). In this article we illustrate our sceptical view by discussing four case studies in Jean Lave’s pioneering
and influential ‘Cognition in Practice’ (1988). By looking at the case studies in detail, we investigate how Lave’s conclusions
relate to the empirical materials and offer alternative characterisations. In particular, we question whether the empirical
studies demonstrate the existence of two different kinds of mathematics (‘everyday’ and ‘school,’ or ‘formal’ and ‘informal’) and whether school instruction tries to replace the
former with the latter.
相似文献
| Christian GreiffenhagenEmail: |
4.
This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and
in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance
but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate,
teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined
with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese
ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western
and traditional cultures are discussed.
相似文献
| Pattie Yuk Yee Luk-FongEmail: |
5.
Ann Moir-Bussy Catherine Sun 《International journal for the advancement of counseling》2008,30(3):202-212
Within the context of the growing development of intercultural counsellor education, the question of how different cultures
reconceptualize and transform Western counselling theories for their own context is an important one. In this intercultural
exchange in education, concepts such as ‘globalization’, ‘indigenization’ and ‘universalization’ have an impact on the education
process. This paper briefly explores these terms and movements and then highlights findings from a research project that took
place with a group of counselling graduates in Hong Kong examining how they undertook the processes of reconceptualization
and transformation. The dialogical process involved in that enabled participants and researcher to co-explore the process
of knowledge development within the counselling education field. Implications for counsellor education are highlighted.
相似文献
| Ann Moir-BussyEmail: |
6.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
| Matti E. LindbergEmail: |
7.
8.
This article focuses on responses of higher education institutions to governmental policy. We investigate the influence of
organisational characteristics on the implementation of quality management in Hungarian higher education institutions. Our
theoretical framework is based on organisational theories (resource dependency and neo-institutionalism), Allison’s models
on organisational decision-making processes, and also addresses some of the more specific characteristics of higher education
institutions. Our empirical investigation shows that organisational characteristics matter in policy implementation of quality
management in Hungarian higher education. Certain organisational variables, viz. leaders’ commitment to the implementation
process, the involvement of external consultants, institutional reputation, and bureaucratic and political decision-making
processes have strong effects on the implementation of quality management. Characteristics particular to higher education
institutions were much less influential.
相似文献
| Don F. Westerheijden (Corresponding author)Email: |
9.
This study examined how selected school mathematics textbooks in China, Singapore, and USA at the lower secondary grade level
represent problem-solving procedures. The analysis of problem-solving procedures was carried out in two layers – general strategies,
which adopted Pólya’s four-stage problem-solving model, and specific strategies, which consisted of 17 different problem-solving
heuristics such as ‘acting it out,’ ‘looking for a pattern,’ ‘working backwards,’ etc. Both similarities and differences in
the representation of problem-solving procedures in the textbooks across the three countries were revealed and compared. The
possible reasons for the similarities and especially for the differences were explored. Suggestions about how to improve the
representation of problem-solving in mathematics textbooks were provided at the end of the study.
相似文献
| Lianghuo FanEmail: |
10.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |
11.
Michaela Brockmann Linda Clarke Philippe Méhaut Christopher Winch 《Vocations and Learning》2008,1(3):227-244
This paper examines the notion of ‘competence’ in the VET systems of France and England. While both countries have developed
‘competence-based’ approaches, underlying the similar terminology are distinct meanings, rooted in the countries’ institutional
structures and labour processes. A key distinction is identified between a knowledge-based model in France and a skills-based
model in England. Competence in the French sense is multi-dimensional and relies on the integration of practical and theoretical
knowledge, as well as personal and social qualities within a broadly defined occupational field. By contrast, in England,
competence refers to the performance of fragmented and narrowly defined tasks, with minimal underpinning knowledge. Thus,
whereas ‘competence’ in the English VET system usually denotes functional employability for what may be relatively low-skilled
employment, in France, it encapsulates the multi-dimensional development of the individual as a citizen as well as an employee.
相似文献
| Michaela BrockmannEmail: |
12.
Socio-emotional orientations and teacher change 总被引：1，自引：0，他引：1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
相似文献
| Raimo KaasilaEmail: |
13.
Graeme C. Rose 《Journal of Educational Change》2007,8(3):207-233
A model examining psychological empowerment, transformational leadership and innovation for school principals is proposed
and tested within a Site (School)-Based Management environment. Developed from management literature, the model was adapted
for state school principals experiencing increased decision-making powers and accountability. Empirical results provide a
level of support for the model. ‘Role clarity’ and ‘access to resources’ were found to exert a positive influence on principals’
feelings of empowerment, though the value placed by principals on strategic information was found to have a slightly negative
influence. The influence of empowerment on transformational leadership was not found to be as strong as anticipated. The paper
includes a discussion of the implications of these findings for theory and policy development.
相似文献
| Graeme C. RoseEmail: |
14.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured
interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their
teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the
students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This
study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning,
in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
相似文献
| Soung BaeEmail: |
15.
Women’s Learning in Contract Work: Practicing Contradictions in Boundaryless Conditions 总被引：1，自引：0，他引：1
Tara Fenwick 《Vocations and Learning》2008,1(1):11-26
The general rise in contractors, particularly among knowledge workers negotiating ‘boundaryless’ employment conditions, has
generated interest in the nature and forms of contract work. This article explores the learning of contract workers as they
negotiate these conditions, with a focus on women. Drawing from a qualitative study of women practicing nursing and education
in Canada as self-employed contractors, the discussion focuses on the practices that they learn in order to manage their work
activities and identities. In these practices, tensions abound – particularly around the recognition of knowledge in ways
that establish the contractor’s identity, position within the organisation, and market value. For women, it is argued from
the study findings, boundaryless contract work incurs particular gendered demands that embed contradictions that the contractor
must learn to negotiate. This article describes five practices that women contractors learn within these contradictions: (1)
being noticed while avoiding notice, (2) nailing down contracts without nailing the contractor, (3) performing a woman in
control while hiding the chaos, (4) shape-shifting while ‘branding’ one shape, and (5) proving knowledge in a market of impressions.
The article concludes with implications for education that might assist women contract workers.
相似文献
| Tara FenwickEmail: |
16.
Keith Whitaker 《Academic Questions》2007,20(2):154-159
Faculty members have an important role to play in helping to fund programs and direct donor dollars at colleges and universities.
This paper outlines the ‘golden age of philanthropy’ that the United States has currently entered, explaining the combination
of material resources and spiritual inclinations that have led to increased giving. It then outlines several principles that
faculty members should keep in mind in approaching prospective donors, including the reasons for giving, donors’ interest
in ideas, and the importance of persistence, local focus, and collaboration. Finally it offers several practical steps that
faculty members can take to marshal philanthropic support for their visions.
相似文献
| Keith WhitakerEmail: Email: |
17.
David Tall 《Educational Studies in Mathematics》2008,68(2):185-193
Jim Kaput lived a full life in mathematics education and we have many reasons to be grateful to him, not only for his vision
of the use of technology in mathematics, but also for his fundamental humanity. This paper considers the origins of his ‘big
ideas’ as he lived through the most amazing innovations in technology that have changed our lives more in a generation than
in many centuries before. His vision continues as is exemplified by the collected papers in this tribute to his life and work.
相似文献
| David TallEmail: |
18.
Ecofutures in Africa: Jenny Robson’s Savannah 2116 AD 总被引：1，自引：0，他引：1
Elsie Cloete 《Children‘s Literature in Education》2009,40(1):46-58
Jenny Robson’s Savannah 2216 AD, a dark, futuristic novel for young adults, provides a strong critique on much of the world’s predilection for saving Africa’s
animals at the expense of those human communities who are perceived to be in the way of the preservation of the continent’s
remaining wild spaces. Using Robson’s novel as template, this article examines a few of those discourses regarding wilderness
and conservation that have attached to Africa. Savannah 2116 AD strongly yet indirectly hints that literary educators should revisit the often unquestioned adoption of ‘greening’ agendas
in school curricula which persist in re-colonising geo-political spaces by ignoring the fact that erecting fences between
perceived conservators and destroyers, between spaces for wild animals and humans, merely condemns Africa’s animal riches
to eventual death.
相似文献
| Elsie CloeteEmail: |
19.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
相似文献
| Tara E. HigginsEmail: |
20.
Daphne Pan Gary S. H. Tan Kiruthika Ragupathi Krishna Booluck Rita Roop Yuen K. Ip 《Research in higher education》2009,50(1):73-100
Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative
purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information.
Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness.
This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming
ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher,
and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those
which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation
of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting
their ability to make valid judgments about teaching effectiveness.
相似文献
| Daphne PanEmail: |