Inclusiveness in higher education in Egypt     

Emily Cupito  Ray Langsten 《Higher Education》2011,62(2):183-197

In Egypt, before 1952, education, especially higher education, was the province of a privileged few. After the 1952 Revolution, in pursuit of social justice and economic development, Egypt’s leaders eliminated fees, instituted a universal admission examination, promised government employment to all graduates of higher education, and expanded the number of places. Officials expected these policies to increase inclusiveness as enrollments grew. We examine the period from 1988 through 2005, when egalitarian policies remained in place, and during which enrollments continued to expand rapidly. Despite this growth, we find that inclusiveness did not change for males and, at best, modestly improved for females. Young adults from the wealthiest families maintained a substantial advantage in the likelihood of enrolling in higher education. At the same time, females, and notably females from poor families, came to make up a larger share of the higher education community.  相似文献   

School Counselors' Perceptions of Their Academic Preparedness and Job Activities     

Emily Goodman‐Scott 《Counselor Education & Supervision》2015,54(1):57-67

School counselors are trained in academic preparation programs for future job activities. However, job expectations taught in such programs can differ from actual school counseling activities. This article reports the findings of a national survey of school counselors' (N = 1,052) perceived preparation and practice.  相似文献   

“I Know You Don't Know I Know…” Children Use Second‐Order False‐Belief Reasoning for Peer Coordination          下载免费PDF全文

Sebastian Grueneisen  Emily Wyman  Michael Tomasello 《Child development》2015,86(1):287-293

Numerous studies have investigated children's abilities to attribute mental states, but few have examined their ability to recruit these abilities in social interactions. Here, 6‐year‐olds (N = 104) were tested on whether they can use first‐ and second‐order false‐belief understanding to coordinate with peers. Children adjusted their decisions in a coordination game in response to either their partner's erroneous belief or their partner's erroneous belief about their own belief—a result that contrasts with previous findings on the use of higher order “theory of mind” (TOM) reasoning at this age. Six‐year‐olds are thus able to use their higher order TOM capacities for peer coordination, which marks an important achievement in becoming competent social collaborators.  相似文献   

Elementary and Middle School Students’ Conceptions of Knowledge,Information, and Truth     

Emily M. Grossnickle  Alexandra List  Patricia A. Alexander 《Journal of Experimental Education》2015,83(4):469-494

Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains.  相似文献   

If You Build It,They Will Come (or Not): Going the Distance in Teacher Candidate Recruitment     

Sean Bulger  Emily M. Jones  Andrea R. Taliaferro  Valerie Wayda 《Quest (Human Kinetics)》2015,67(1):73-92

There are persistent concerns in the literature related to recruitment and retention of highly qualified teacher candidates who are capable of achieving contemporary goals and meeting the professional expectations associated with the delivery of quality physical education programs in schools. The purpose of this article is to provide physical education teacher education faculty with recommendations for best practice in the area of teacher candidate recruitment by reviewing literature in the following areas: (a) identification of the characteristics of successful teachers as a basis for recruitment efforts, (b) fundamental principles of effective marketing and recruitment, (c) generational characteristics of college-bound students and the practical implications, and (d) recruitment of underrepresented populations. The recruitment tactics identified include actionable recommendations for faculty, departments/programs, universities, and community partners in teacher education.  相似文献   

“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts     

Louise Archer  Emily Dawson  Jennifer DeWitt  Amy Seakins  Billy Wong 《科学教学研究杂志》2015,52(7):922-948

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.  相似文献   

Reframing Service-Learning as Learning and Participation With Urban Youth     

Valerie Kinloch  Emily Nemeth  Ashley Patterson 《理论付诸实践》2015,54(1):39-46

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth?  相似文献   

Librarian readiness for research partnerships     

Emily S. Mazure  Kristine M. Alpi 《Journal of the Medical Library Association》2015,103(2):91-95

This study investigated health sciences librarians'' knowledge and skill-based readiness to partner on sponsored research involving human participants. The authors developed and deployed, at two time points, a web-based survey on nine indicators of research activities with response choices reflecting the transtheoretical model of stages of behavior change. Librarians with research experience or membership in the Medical Library Association Research Section reported higher levels of having completed indicators. Our results suggest that creating awareness in precontemplation responders could encourage skill development. Mentoring and continuing education could support librarians who are contemplating or preparing to perform indicator activities.  相似文献   

Linking clinic patients to Internet-based,condition-specific information prescriptions     

Emily Coberly  Suzanne Austin Boren  J. Wade Davis  Amanda L McConnell  Rebecca Chitima-Matsiga  Bin Ge  Robert A Logan  William C Steinmann  Robert H Hodge 《Journal of the Medical Library Association》2010,98(2):160-164

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Elihii Thomson-in retrospect     

Emily Duane Wallace 《Journal of The Franklin Institute》1943,235(5):479-481

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