The perceived value of work placements and part-time work and its diminution with time     

Gbolahan Gbadamosi  Carl Evans  Katherine Jones  Mitchell Hickman  Hannah Rudley 《Journal of Education & Work》2019,32(2):196-214

This paper explores the perceptions of degree students at two UK universities regarding their work placement and part-time working activities, to assess if the two activities converge. The research comprises three stages: interviews for preliminary exploration of students’ perceptions towards work placement and part-time work; interviews to examine how placement opportunities link with career aspirations; a survey of students who had completed a placement, and those currently on placement. Students acknowledged part-time working helped their placement activity, providing transferable skills beneficial to both study and career aspirations. A significant finding was with respect to time: the closer to the placement activity the data was collected, the stronger the impact of appreciating the value of placement. The paper therefore highlights the value of timing in the assessment of work placement. It also offers value for universities’ by providing insight into students’ perceptions regarding embedded external work activities that can enhance graduate employability and career prospects.  相似文献   

Affecting Education Policy through Border Crossing between Special Education and General Education     

Renée T. Clift  Carl Liaupsin 《Studying Teacher Education》2019,15(1):56-66

ABSTRACT

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy.  相似文献   

Book reviews     

Robert Heinich  Vincent Lanier  John A. Carpenter  Herbert I. Schiller  Donald D. Jensen  Carl E. Helm  James Russell  A. Thiagarajan  Arthur Babick 《Educational technology research and development : ETR & D》1969,17(3):327-342

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The Connection Between Teaching Methods and Attribution Errors     

Carl?WiemanEmail author  Ashley?Welsh 《Educational Psychology Review》2016,28(3):645-648

We collected data at a large, very selective public university on what math and science instructors felt was the biggest barrier to their students’ learning. We also determined the extent of each instructor’s use of research-based effective teaching methods. Instructors using fewer effective methods were more likely to say the greatest barrier to student learning was the internal deficiencies of the students (the “fundamental attribution error”). They listed deficiencies such as poor preparation and work ethic. In total, 37 % of the instructor attributions were to student deficiencies, but this fraction varied dramatically between departments.  相似文献   

School choice with education vouchers: an empirical case study from Hong Kong     

Amelia N. Y. Lee  Carl Bagley 《International Studies in Sociology of Education》2017,26(1):3-18

This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, which is based on two properties: orientation and time. Orientation differentiates and emphasises the significance of choice factors in relation to the school versus the family, and time is related to focus on the present versus the future. The paper subsequently presents the data related to these properties and reflects on the intricate dynamic of parents’ school choice decisions under the Voucher Scheme.  相似文献   

Educational implications of Kohlberg's cognitive-developmental view     

Carl Bereiter 《Interchange》1970,1(1):25-32

Kohlberg's attempt to derive from cognitive-developmental theory the conclusion that specific instruction cannot contribute significantly to cognitive development is viewed as a category error, an attempt to set into opposition two concepts that are not of the same type. His distinctions of structural versus nonstructural, generalized versus situation-specific, and permanent versus impermanent behavior change are found to apply equally to changes resulting from instruction and natural behavior changes. It is suggested that a more educationally relevant distinction is one between developmental accomplishments that depend upon adult-child interaction and those that do not.

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Résumé La tentative de Kohlberg visant à conclure, à partir de la théorie du développement cognitif, que l'enseignement spécifique ne peut pas contribuer de façon importante au développement cognitif, est considérée comme une erreur de catégorie dans ce sens que sa thèse cherche à mettre en opposition deux concepts d'ordre différent. En effet, les distinctions que Kohlberg approte entre le changement structural et non structural au niveau du comportement, généralisé et limité à un cas particulier, permanent et transitoire s'avèrent également applicables aux changements attribuables à l'enseignement et aux changements naturels du comportement. L'article suggère qu'une distinction plus pertinente du point de vue éducationnel est celle qu'on établit entre les réalisations du développement qui dépendent de l'action réciproque de l'adulte et de l'enfant et celles qui n'en dépendent pas.

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Dyslexia quotient: An index of reading ability     

Carl L. Kline M.D.  Marjorie Ashbrenner M.A.  Byron Barrington PhD  Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31

Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented. An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a valuable universal means of indicating degree of reading disability at any grade or age level.  相似文献   

Social justice,race and class in education in England: competing perspectives     

Carl Parsons 《Cambridge Journal of Education》2019,49(3):309-327

‘Narrowing the gap’ and addressing low educational achievement of specific social class and ethnic groups has long been an expressed government concern. This paper considers the links between poverty, ethnicity and gender and school attainment and the interrelations of these factors using national data sets and other quantitative data. The limitations of single-theme analyses and their potentially misleading implications are explored. Related to this, the failures of social and educational policies to bring about greater equality are examined. Competing perspectives on low attainment and their positions are critiqued. The paper argues that ethnic and class discrimination stems from the same structural arrangements contrived for the advantage of more affluent sectors of society. Theoretical development is needed to bring together class, race and other discriminatory features and construct more sophisticated causal analyses that relate to the web of economic, status and power regimes and the negative processes of ‘racialisation’.  相似文献   

Reframing Resources in Engineering Teaching and Learning     

Zach Simpson  Helen Inglis  Carl Sandrock 《Africa Education Review》2020,17(3):175-188

Abstract

The notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education.  相似文献   

8. Switzerland     

Carl Rohrer  Irena Sgier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(1-3):131-150

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