Barriers to higher education for Asian/Pacific-American females     

Rosalind Y. Mau 《The Urban Review》1990,22(3):183-197

As a group, Asian/Pacific Americans (APA) have more credits in high-level science and mathematics than other ethnic groups, but many APAs do not follow this model minority stereotype. This paper focuses on Asian/Pacific-American females who are socialized into traditional roles and are not academically prepared for higher education. Data were collected from questionnaires and life-history narratives completed by 46 part Hawaiian, Filipino, and Samoan-American public high school girls, and from their school records.  相似文献   

Mergers and Linkages in British Higher Education   总被引：3，自引：0，他引：3  

Rosalind M. O. Pritchard 《Higher Education Quarterly》1993,47(2):79-102

In its pursuit of the cost-effective expansion of higher education (HE), the British Conservative government has strongly encouraged competition and has opened the HE sector to the influence of market forces. This policy has certainly helped to drive down unit costs but it also has an inherent destructive potential which requires to be mitigated by a whole spectrum of collaborative structures. To study the interplay between competition and co-operation in British higher education, it is useful to focus on the relationships between higher education institutions (HEIs) as manifested in mergers (both actual, proposed and ‘failed’) and the various forms of inter-institutional linkage which are leading to a re-alignment of HEIs in the post-binary era. A number of forms of linkage, stopping short of merger, are defined and illustrated: for example, affiliation, validation, accreditation, franchising and access arrangements, and the important function of consortia is underlined. However, because they exist within a matrix which is basically competitive, such forms of co-operation are subject to stress and disruption. The British higher education system manifests an unusual degree of flexibility which has enabled it to adapt organically to new policies and challenges. It is more permeable than that of most other European countries, but this permeability is gradually being endangered by increasing UK reliance on formal legislation in HE. Experience abroad, notably in Australia, indicates that wholesale dissolution of boundaries, combined with fierce forms of competition, can in the end lead to serious deterioration in educational standards. A balance between competition and co-operation must be sought, but can never be ‘established’ once and for all because external circumstances require it to be constantly re-adjusted. The research on which this paper is based was carried out with funds from the Economic and Social Research Council and from the Faculty of Education Research Committee of the University of Ulster.  相似文献   

Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign language     

Enns CJ  Herman RC 《Journal of deaf studies and deaf education》2011,16(3):362-374

Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment.  相似文献   

The influence of market force culture on British and German academics     

Rosalind Pritchard 《比较教育学》2005,41(4):433-454

Higher education (HE) in Germany and the United Kingdom is being continually subjected to the discipline of market forces. An empirical study was conducted using questionnaires with academic staff in 12 institutions in each country to discover the extent to which their values and attitudes were converging and were in keeping with what might be expected within a marketized system. Academics in both countries felt that HE was seriously under‐resourced, yet they were not strongly in favour of increased executive power for their leaders; they believed that the good functioning of their higher education institution (HEI) was impeded by excessive state‐sponsored interference, but did not agree that their HEIs should act more commercially and entrepreneurially. The British especially were opposed to greater privatization of the system. Attitudes in keeping with a market force philosophy seem to be superficially embedded in the value system of these academics, and though the British were more stressed, more hard‐worked and suffered from a status‐deficit in comparison with the Germans, there was no statistical difference between the two groups on a summative judgement of professional satisfaction. There appears to be an underlying professional ethos that enables the academics to remain positive despite the turbulence that market forces may cause, though their dedication may also make them vulnerable to exploitation.  相似文献   

The application of science education theories: A reply to Stephen P. Norris and Tone Kvernbekk     

Rosalind Driver 《科学教学研究杂志》1997,34(10):1007-1018

Norris and Kvernbekk (1997) deal with questions which arguably should be central to the field of science education: namely, what constitutes normative goal-directed theories in science education and what bearing does the nature of normative goal-directed educational theories have on their application to practice. The response is in sections. First, I present a number of general comments on the characteristics of normative goal-directed theories as specified by Norris and Kvernbekk. Second, I present my argument in outline about the nature of our theory. Third, I focus on the authors' interpretation of our work (as represented in the three articles) in terms of the characteristics of normative goal-directed theories. Fourth, I respond to their criticisms of our theory which they put forward as a result of their analysis. (The authors' analysis of our theory is technical and closely argued. To respond appropriately involves necessarily paying attention to technical details of the ways they interpreted our theory.) Fifth, the response considers a number of additional points relating to the authors' arguments which go beyond or extend their formulation of normative goal-directed theories. In particular, attention is given to the nature of interpretive theory and to the role of teachers in the application of a normative goal-directed theory. The sixth section addresses the central issue of whether, based on the authors' elaboration of normative goal-directed theories, the theory of Driver and associates constitutes such a theory. Finally, I summarize the contributions that the article makes. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 1007–1018, 1997.  相似文献   

‘Oh,she’s so smart’: girls’ complex engagements with post/feminist narratives of academic success     

Shauna Pomerantz  Rebecca Raby 《Gender and education》2011,23(5):549-564

This article explores how six teenage girls talk about being smart in the wake of celebratory discourses touting gender equality in education and beyond. Set against the neo-liberal backdrop of ‘What about the boys?’ and ‘girl power’, it is assumed that smart girls today ‘have it all’ and, therefore, no longer require feminist interventions in the school. Issuing a challenge to these post-feminist assumptions, we highlight complex narratives of girls’ academic success, including post-feminist narratives of individualisation and the ‘supergirl’, alongside feminist narratives of gender inequality in the school and the broader social world. We conclude by highlighting the impossible terms within which post-feminism frames girls, and the dangers that this pervasive discourse poses to girls’ educations.  相似文献   

The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years          下载免费PDF全文

K. Lee Raby  Glenn I. Roisman  R. Chris Fraley  Jeffry A. Simpson 《Child development》2015,86(3):695-708

This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes.  相似文献   

The Necessity of Measurement     

Rosalind Farnam Dudden 《Medical reference services quarterly》2013,32(3):323-338

ABSTRACT

Measurement of library systems and services is a multidimensional management task. New paradigms of library service and the context in which libraries operate have made it necessary for librarians to find new measures while at the same time keeping the old. Factors that can be measured, such as needs, inputs, quality processes, outputs, quality of service, outcomes, and impacts, are described. This bibliographic essay covers the current trends while leading readers to resources where they can learn more.  相似文献   

Language,conflict and community: linguistic accommodation in the urban US     

Rosalind Raymond Gann 《Changing English: An International Journal of English Teaching》2004,11(1):105-114

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The Comprehension Gap: Reflections on Staff‐Student Misunderstandings in Respect of Language     

Rosalind S. Meyer 《高等教育研究与发展》1988,7(1):79-89

This paper points to disparate expectations of language as one cause of staff‐student misunderstandings. It examines the spoken language which students often write together with the written language that staff tend to speak. The two are compared in terms of vocabulary, style of structuring, and orality (use of oral expression). Analysis indicates that the different modes of using language reflect different approaches to learning, so that students may benefit from staff reconsidering the comprehension gap as well as enquiring into other factors which inhibit the tutorial dialogue.  相似文献