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1.
It is generally assumed that young people with lower socioeconomic status (SES) face restricted access to higher education institutions, and particularly to those which are considered to be more prestigious. Differences in student placement in higher education institutions by place of residence are usually explained by their SES. We argue that place of residence is not only a geographical attribute, but also a social factor that influences self-identity and plays a significant role in student placement regardless of their SES. The study was conducted in Israel among first year undergraduate students, and analyzed the effect of living in four residential locality types (cities, small towns, Jewish and Arab villages) on institutional placement. The study focused on the patterns of student placement in institutions, controlling for individual SES and previous academic ability. Findings indicate that place of residence has a net effect on student placement, and it interacts with SES and with previous academic achievements. Less “successful” students, regardless of their SES, are less influenced by their residential locality. These differences in college placement are explained in part by the place of residence, which represents a way of life that creates a shared “sense of place” or “habitus” based on locality. 相似文献
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Susan Cooper 《Assessment & Evaluation in Higher Education》2017,42(1):61-76
The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life. 相似文献
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Chamberlain P Price JM Reid JB Landsverk J Fisher PA Stoolmiller M 《Child abuse & neglect》2006,30(4):409-424
OBJECTIVE: To identify reliable, inexpensive predictors of foster care placement disruption that could be used to assess risk of placement failure. METHODS: Using the Parent Daily Report Checklist (PDR), foster or kinship parents of 246 children (5-12 years old) in California were interviewed three times about whether or not their foster child engaged in any of the 30 problem behaviors during the previous 24 h. PDR was conducted during telephone contacts (5-10 min each) that occurred from 1 to 3 days apart at baseline. Disruptions were tracked for the subsequent 12 months. Other potential predictors of disruption were examined, including the child's age, gender, and ethnicity, the foster parent's ethnicity, the number of other children in the foster home, and the type of placement (kin or non-kin). RESULTS: Foster/kin parents reported an average of 5.77 child problems per day on the PDR checklist. The number of problem behaviors was linearly related to the child's risk of placement disruption during the subsequent year. The threshold for the number of problem behaviors per day that foster and kinship parents tolerated without increased risk of placement disruption for these latency-aged children was 6 or fewer. Children in non-kin placements were more likely to disrupt than those in kinship placements. There was a trend for increased risk of disruption as the number of children in the home increased. CONCLUSIONS: The PDR Checklist may be useful in predicting which placements are at most risk of future disruption, allowing for targeted services and supports. 相似文献
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Work placement experience: should I stay or should I go? 总被引：1，自引：1，他引：0
The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences. 相似文献
6.
We report an analysis of whether a psychology placement provides significant benefit to graduates’ careers. Destination of Leavers from Higher Education (DLHE) survey data six months post‐graduation suggested that placement programme graduates across the university are significantly more likely to be (1) in work and (2) in graduate‐level jobs. For psychology, the association between graduates’ placement status and employment status at the same time was not significant overall. However, when analyses were split by degree classification obtained, it was shown that amongst those graduates with 2.1 degrees reporting themselves as working, more placement vs. non‐placement programme graduates had obtained graduate‐level jobs (63% vs. 33%). In 2.2 classified graduates there was no significant association. This pattern persisted in the data from a survey of psychology alumni (from 18 months to six and a half years post‐graduation). Psychology placement programme alumni were also more satisfied with their careers. Although placement graduates earned marginally more, this difference did not reach statistical significance. This study was therefore able to show some measurable and persistent effects of a psychology placement year, although whether the benefits can be claimed to outweigh the costs is inconclusive. Limitations and implications of the study are discussed. 相似文献
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Momna V. Hejmadi Kate Bullock Virginia Gould Gary D. Lock 《Assessment & Evaluation in Higher Education》2012,37(5):605-618
In the biosciences, a professional placement experience in academia or industry is intended to contribute to a student’s personal and professional training. While there is a general acknowledgement that a placement experience is beneficial for students, recent years have seen a decline in the number of students choosing to go on placements. Using a mixed‐method research design, this paper explores the attitudes that influence the bioscience students’ decisions on whether or not to undertake a year in a professional placement. Other questions considered in this study were whether placements influence student attitudes towards learning and if students achieve a better degree classification and better employment because of placement. Perspectives from academic staff and employers were compared with student perspectives on the added value of undertaking an extended placement during a period of study at university. While our findings reaffirm some of the perceived advantages of a professional placement in terms of learning and employability, it identifies important factors that influence student decisions not to undertake placements, revealing interesting questions on the placement perspectives between the student, academic tutor and employer. 相似文献
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《Early childhood research quarterly》2003,18(2):255-270
The positive effects of Early Childhood Programs (ECP’s) on children’s school success have been demonstrated in the literature. However, most studies were completed in the U.S.A., where ECP’s vary widely, based on differing auspice, regulation, cost, and other factors. In European countries, ECP’s are generally far more homogenous. This is particularly true for Germany where most programs are community-based Kindergartens operated under similar structural conditions.In this study, we examine the relationship between Kindergarten attendance and the 7th grade school placement of children in West Germany, differentiating associations for the children of German citizens as compared to those of immigrants. Using information from a representative population sample, the German Socio-Economic Panel (SOEP), different models were estimated. The results indicate that there is no significant relationship between Kindergarten attendance of children of German citizens and children’s later school placement. However, for children in immigrant households the reverse is true: later school placement was significantly associated with Kindergarten attendance prior to school enrollment. Additionally, the analysis showed that controlling for Kindergarten attendance changed the level of significance for other well-known “school attainment determinants,” such as father’s education and household income. 相似文献
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David W. Thompson 《Journal of Further & Higher Education》2017,41(3):413-424
Much of the research into higher education and its role in work-based learning, and especially in supporting undergraduate students on placements, has focused on longer-term internships and sandwich courses. Research has also concentrated on subject areas that have traditionally been associated with the above, for example business, health and engineering. By contrast, the aim of this study was to gather data from students on a much shorter period of placement categorised as a ‘short project’. In addition, the data recovered was from students studying within the social sciences paradigm, undertaking an undergraduate degree in education studies (not teacher training). The social sciences and humanities more generally have not been discussed to any great extent within the context of research on placement or work-based learning; the subject area of education studies is not covered by previous research. The results suggest that even a relatively short period of structured placement can be of significant benefit to students and provide them with an opportunity to assess their career direction and gain valuable experience. The article also considers to what extent this type of placement can be applied to other subject areas within higher education. 相似文献
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《师资教育杂志》2012,38(1):94-96
Since teachers’ decisions potentially have consequences for learners’ future educational and life opportunities, it is imperative to determine the basis of teachers’ decision-making in order to determine whether it is discriminatory. This study combines qualitative and quantitative methods towards a multi-school, multi-region study of Australian teachers in order to consider if student placement decisions made about Aboriginal and Torres Strait Islander learners are influenced by factors beyond academic ability. 相似文献
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Megan Loveys 《Support for Learning》2022,37(1):161-172
This article reports on a small-scale research study utilising semi-structured interviews to discover and understand trainee teachers perceptions of inclusion in the Primary School. As future educators it is vital that trainee teachers understand, critique, and develop their thinking and around the concept of inclusion to ensure they continue, and hopefully improve, the practice of inclusive teaching and learning. More research is necessary to explore the intricacies of inclusion in the Primary School as the concept is a controversial one. This article makes no claim to uncover the entire ‘story’ of inclusion; rather it offers areas for thought and consideration which will lead and contribute to the ongoing discussion and evaluation of ways of improving the learner experience from the perspective of Primary age-range trainees. 相似文献
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XIAO Dong-hai TAN Chun-lu WANG Jun-qiang ZHONG Yuan-chang 《重庆大学学报(英文版)》2007,6(4):231-237
To fit the complicated geographic conditions of the Three Gorges Reservoir area, a two-level multi-objective monitoring system was developed to monitor the atmosphere of the area. Statistical analysis of environmental monitoring data and the macro control principle were employed to configure the upper layer. The lower layer was designed by the application of the thumb rule to a local terrain and specific point sources of pollution therein. The optimized two-level system comprises an upper layer of 16 monitoring stations distributed at places of diverse geographical, ecological, economical and social characteristics, and a lower layer of 16 sub-machines at each monitoring station of the upper layer. This optimal outcome fits the complicated conditions of the Three Gorges Reservoir area, substantially cuts down the installation cost and the operation cost, and provides accurate monitoring data of atmosphere over the entire area with a high resolution. 相似文献
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《Assessing Writing》1999,6(1):41-84
The first section of this article examines in detail the mechanics of a large-scale writing portfolio assessment at the University of Michigan, including its impact on matriculation and placement; students' reactions to the requirement; and instructors' evaluation of the efficacy of placements under the new system. The second section of the article examines the scoring process used by readers to assess portfolios, describes its evolution over a 4-year period, and examines the results produced by various changes made to this process over time. The evolution of this portfolio placement assessment has not been traditional, in that it has enacted an understanding that people learn to read and write within specific social contexts, at the same time that it has enacted a commitment to connecting the intellectual and practical work of university teaching with the work of teaching that comes before it in the high schools. The assessment process also has enacted the authors' belief that issues of assessment are intimately linked to issues of curriculum and pedagogy; thus, the assessment has become an occasion for sustained talk about the purposes of our required writing courses, about the fit between our lower division and upper division writing requirements, and about the degree to which teachers share criteria for assessing students' writing within courses. 相似文献
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BackgroundCross-agency administrative data can improve cost-effective triage systems for child protection and other human service delivery.ObjectiveTo determine the minimum set of cross-agency indicators that could accurately classify placement in out-of-home-care (OOHC) before age 13–14 years.Participants and settingParticipants were 72,079 Australian children (mean age = 13.16 years; SD = 0.37; 51.4% male) and their parents, for whom linked administrative records spanning the years 1994–2016 were available for analysis within the ‘New South Wales Child Development Study’.MethodsFirst, a series of logistic regression analyses were conducted to examine associations between cross-agency (health, justice, education) risk indicators and membership of the sub-cohort of 1239 children who had an OOHC placement prior to age 13–14 years, relative to (1) the sub-cohort of 55,473 children who had no previous contact with child protection services, and (2) the sub-cohort of 15,367 children who had been reported to child protection services but had no record of OOHC placement. We then explored the classification characteristics associated with a smaller combination of risk factors, and the utility of specific familial risk factors, for classifying membership of the OOHC subgroup.ResultsA combination of six risk indicators evident before OOHC placement can classify children placed in OOHC with approximately 95% accuracy, and the presence of at least four of these risk indicators provides excellent specificity (99.6%).ConclusionsA combination of risk factors observable in administrative datasets held by multiple government agencies may be used to target support services to prevent entry into OOHC for children from vulnerable families. 相似文献
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Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes. 相似文献
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Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts. 相似文献
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Theresa Gurl 《Educational studies》2011,37(5):523-528
This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including “big ideas” of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built‐in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings. 相似文献
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Montse Freixa Niella M. José Rubio Hurtado 《Assessment & Evaluation in Higher Education》2015,40(2):199-217
The aim of this research was to identify the factors that could be used for quality assessments of the placement centres used by the University of Barcelona’s Faculty of Education. To achieve this, a multiple case study method (bachelor’s degrees in Education, Social Education and Social Work) was used, which was based on a survey methodology. A questionnaire, which identified seven quality criteria, was applied to 291 placement centres. An analysis of the placement centres’ average quality scores revealed that most of them had high scores for consideration of the training activity, tutor–student ratio, type of placement, capacity of providing career opportunities, the centre’s tutoring, the tutors’ tasks and the coverage of the competences. We considered it necessary to improve the definition of quality placement plans, and the recognition of the tutor’s work at the centre; therefore, this paper proposes an instrument to measure and assess the quality indicators described, aiming at improving the placements system at the University by better connecting universities and centres. 相似文献
20.
When children enter a new foster care placement they may experience several different transitions. Not only will a child move in with a new family, he or she may move to a different neighborhood, change schools, lose contact with old friends, be placed apart from one or more siblings, and have limited contact with his or her biological parents. The current study examined the impact of these transitions on foster children’s adjustment to a new placement in out-of-home care. The sample consisted of 152 youth ages 6–17.5 who participated in the second National Survey of Child and Adolescent Well-Being (NSCAW II) study and who were residing with relative or non-relative foster families at the time of the Wave I interview. During the Wave I interview, youth were asked to report on the types of transitions they experienced when they moved into their current placement. Linear and Poisson regressions were used to estimate the effect of the transitions on youths’ relationships with their new families, mental health, relationships with peers at school, and school engagement. The results showed that youth whose biological mothers contacted them more than once a month had more symptoms of mental health problems than youth who had less contact with their biological mothers. In contrast, changing schools had a positive impact on youths’ mental health, and youth who were separated from siblings were more likely to get along well with their school peers. Implications for improving youth’s adjustment to new foster care placements are discussed. 相似文献