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International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very different student intakes, this paper examines the key influences that shape young people's choices. Decisions about whether to go on to higher education are found to reflect three sets of processes: individual habitus; the institutional habitus of the school, as reflected in the amount and type of guidance provided; and young people's own agency – namely, the conscious process whereby students seek out information on different options and evaluate these alternatives. 相似文献
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Associate Professor Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):E172-E173
Teachers interested in harnessing the internet for positive purposes will enjoy this book—it lays bare some myths, challenges perceptions, and provides evidence of interventions which hold great promise for ameliorating negative misuse, such as cyber‐bullying. Case studies from European, American and Australian practitioners highlight the work being done to harness the positive power of social networking and connectedness. If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. Robyn Smyth 相似文献
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Studies of subject take-up within secondary education have tended to focus on student characteristics and have rarely attempted to take account of the broad variety of ways, formal and informal, in which schools can constrain or facilitate particular subject choices. In contrast, this article explores both the school and student factors shaping the take-up of Biology, Physics, and Chemistry at upper secondary level. The analyses draw on detailed information on almost 4,000 students in 100 secondary schools in the Republic of Ireland. Schools are found to differ in the proportion of students taking science subjects, even controlling for the profile of students. School structures at both lower and upper secondary levels are found to play a role in shaping the choices made by students regarding science. 相似文献
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Robyn Smyth 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):E67-E68
The authors provide some useful ideas and a bridge from face‐to‐face into blended learning contexts which teachers interested in an inquiry pedagogy may find useful. There are various scaffolds and exemplars as well as exploration of appropriate digital tools which can be used for critical inquiry. If the content of this book is likely to be relevant to you, I advise that you will probably find only parts of it of interest or use. Robyn Smyth 相似文献
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