‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education     

Samantha McMahon  Anna Hickey-Moody 《British Journal of Sociology of Education》2016,37(8):1109-1128

This paper contributes to a growing body of literature on widening university participation and brings a focus on the classed and embodied nature of young people’s imagination to existing discussions. We interviewed 250 young people living in disadvantaged communities across five Australian states who had experienced disengagement from compulsory primary and secondary schooling. We asked them about their education and their educational futures, specifically how they imagined universities and university participation. For these young people, universities were imagined as ‘big’, ‘massive’ alienating schools. The paper explores how the elements of schooling from which these young people disengaged became tangible barriers to imagining and pursuing participation in university education. The primary barrier they described was their relationships with school teachers. Our analysis shows how relationships with teachers can impact the imagined improbability/probability of university participation. We offer suggestions for how barriers to university created by poor relationships with teachers may be overcome.  相似文献   

Practitioners' views about effective mental health and well-being support for post-16 students attending special school     

Samantha Thompson  Cathy Atkinson 《British Journal of Special Education》2022,49(1):102-124

Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support.  相似文献   

Communication,Communication, Communication! Growth through Laboratory Instructing     

Jamie J. Peterson  Samantha DeAngelo  Nancy Mack  Claudia Thompson  Jennifer Cooper  Arturo Sesma Jr 《Innovative Higher Education》2014,39(4):321-332

This study examined gains undergraduate students made in their communication and collaboration skills when they served as peer teachers, i.e., laboratory instructors (LIs), for a General Psychology laboratory. Self-ratings of communication and collaboration skills were completed before and after teaching the laboratory. When compared to before the teaching experience, the students rated their skills significantly higher in written expression, oral expression, and participation skills. They also rated themselves significantly higher in written comprehension and expression skills than did a comparison group of non-LIs. Results from interviews also revealed beliefs that their communication and collaboration skills had substantially increased.  相似文献   

Students’ use of personal technologies in the university classroom: analysing the perceptions of the digital generation     

Debra Langan  Nicole Schott  Timothy Wykes  Justin Szeto  Samantha Kolpin  Carla Lopez 《Technology, Pedagogy and Education》2016,25(1):101-117

Faculty frequently express concerns about students’ personal use of information and communication technologies in today’s university classrooms. As a requirement of a graduate research methodology course in a university in Ontario, Canada, the authors conducted qualitative research to gain an in-depth understanding of students’ perceptions of this issue. Their findings reveal students’ complex considerations about the acceptability of technology use. Their analysis of the broader contexts of students’ use reveals that despite a technological revolution, university teaching practices have remained largely the same, resulting in ‘cultural lag’ within the classroom. While faculty are technically ‘in charge’, students wield power through course evaluations, surveillance technologies and Internet postings. Neoliberalism and the corporatisation of the university have engendered an ‘entrepreneurial student’ customer who sees education as a means to a career. Understanding students’ perceptions and their technological, social and political contexts offers insights into the tensions within today’s classrooms.  相似文献   

Life Happens (Outside of College): Non-College Life-Events and Students’ Likelihood of Graduation     

Bradley E. Cox  Robert D. Reason  Samantha Nix  Megan Gillman 《Research in higher education》2016,57(7):823-844

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Scaling Culture Change through Institutional Logics: A Look at the American Association of Universities (AAU) STEM Initiative     

Adrianna Kezar  Samantha Bernstein-Serra 《Peabody Journal of Education》2020,95(4):356-373

ABSTRACT

Little research examines scaled culture change attempted across a network of institutions moving toward more enterprise-level changes. This study attempts to fill that gap by studying the American Association of Universities (AAU) Undergraduate science, technology, engineering, and mathematics (STEM) Initiative and its attempt to scale culture change related to improving STEM teaching across the entire AAU network. The findings show that culture change was being facilitated through AAU’s development of institutional logics that created a new and compelling value system for campuses. However, the logics and conversations had not translated into widespread changes in institutional practices, policies, and structures. The study also identifies hidden values that can play a role in stalling scaled culture change.  相似文献   

It's All About Me: The User-Centered Approach as a Solution to the Challenges Posed by Information Literacy Instruction     

Samantha Sinanan 《Public Services Quarterly》2013,9(3):184-191

The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us of their visions for the profession, or to tell us of research that is going on in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs, who would like their students’ ideas represented in these pages, are invited to contact Nancy H. Dewald at nxd7@psu.edu

Samantha Sinanan is an MLIS candidate in the School of Library, Archival and Information Studies at the University of British Columbia, Vancouver, BC, Canada. Here she proposes that librarians should seek to understand the Net Generation searcher's perspective in order to teach information literacy most effectively.

Accredited by the American Library Association with the Canadian Library Association, SLAIS is an internationally recognized graduate school at The University of British Columbia, in beautiful Vancouver. At SLAIS we are in the business of preparing professionals to exercise leadership in planning, implementing, and promoting the preservation, organization, and effective use of society's recorded information and ideas. We offer the master's degree in Library and Information Studies (MLIS) and the master's degree in Archival Studies (MAS). In addition, we sponsor a multidisciplinary Master of Arts in Children's Literature (MACL) with five other departments. Opportunities are also available for post-master's study, including a Ph.D. program in library, archival & information studies. For more information, visit www.slais.ubc.ca  相似文献   

How It's Done: Examining Distance Education Library Instruction and Assessment     

Samantha Schmehl Hines 《图书馆管理杂志》2013,53(3-4):467-478

ABSTRACT

While articles on individual studies, surveys, and programs abound, there is a lack of baseline data regarding what and how libraries provide instruction for their distant populations. Do libraries generally provide information literacy or library instruction to students at a distance? How is instruction usually provided? Is instruction generally assessed? If so, how is instruction assessed? These questions were asked of librarians in an online survey of 143 institutions offering distance programs, randomly sampled from the College Blue Book. With a 55% response rate, data about instruction offerings and assessment were correlated with information about library staff size, budget, and student enrollment. The expectation was that larger libraries with more money and students would provide more and better services, but interestingly these factors had far less influence than anticipated. It seems that the individual efforts of librarians were the major determinants for services offered by libraries at institutions with distant students.  相似文献   

Providing Access to Engagement in Learning: The Potential of Universal Design for Learning in Museum Design     

Gabrielle Rappolt‐Schlichtmann  Samantha G. Daley 《Curator: The Museum Journal》2013,56(3):307-321

Following passage of the Americans with Disabilities Act of 1990 (ADA), many museums improved the accessibility of their facilities. Even so, individuals with disabilities still lag behind in participation and engagement in museum experiences. Universal Design for Learning (UDL) provides an alternate model for the design of museum programs and exhibit spaces, one that is more aligned to progressive concepts of disability, providing not only physical access but also access to engagement in learning. In this article we argue that UDL has the potential to substantially improve the design of informal learning environments. Through two illustrative examples, we describe how the UDL design guidelines can be used to improve the probability that engagement will occur as individuals interact with exhibits, programs, and people in museums.  相似文献   

Prediction of habitual physical activity level and weight status from fundamental movement skill level     

Elizabeth Sarah Bryant  Rob S. James  Samantha Louise Birch  Mike Duncan 《Journal of sports sciences》2013,31(19):1775-1782

Abstract

Fundamental movement skills (FMS) have been assessed in children in order to investigate the issues of the low proportion of children who meet physical activity (PA) guidelines and rising levels of obesity. The aim of this research was to identify whether previous or current FMS level is a better predictor of PA levels and weight status in children. In January 2012 (year 1), 281 children were recruited from one primary school in the West Midlands, UK. Children performed eight FMS three times, which were videoed and assessed using a subjective checklist. Sprint speed and jump height were measured objectively. Height and mass were measured to calculate the body mass index to determine the weight status. Skinfold calliper readings were used to calculate body fat percentage. One year later, in January 2013, all these tests were repeated on the same children, with the additional collection of PA data via the use of pedometers. Following multiple linear regression, it was identified that prior mastery in FMS was a better predictor of current PA, whereas current FMS was a better predictor of current weight status. Overall, FMS mastery is needed in childhood to be able to participate in PA and maintain a healthy weight status.  相似文献