Knocking on employment’s door: internships and job attainment     

Di Meglio  Gisela  Barge-Gil  Andrés  Camiña  Ester  Moreno  Lourdes 《Higher Education》2022,83(1):137-161

Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical...  相似文献   

The roots of reading for pleasure: Recollections of reading and current habits     

Manzar Zare  Stephanie Kozak  Monyka L. Rodrigues  Sandra Martin-Chang 《Literacy》2023,57(3):262-274

Children's early literacy experiences are critical, yet it remains unclear whether memories of early reading instruction continue to be associated with reading habits into adulthood. We examined the association between recollections of reading experiences and present-day reading habits in an adult population. University students responded in writing to three open-ended prompts asking about their memories of reading during early childhood, elementary school and high school. They also completed two questionnaires inquiring about reading enjoyment and frequency in elementary school and high school. For the concurrent measures of reading, participants described their current reading habits in an open-ended prompt and completed an author recognition test. Results showed positive links between favourable memories of reading during elementary and high school years and present-day reading habits. Conversely, unfavourable memories during high school were associated with unenthusiastic present-day reading habits. We found that reading instruction in school forms long-lasting memories, and these memories are linked in meaningful ways with print exposure during adulthood.  相似文献   

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education     

Yolanda Muñoz Martínez  Cecilia Simón Rueda  Mª José de Dios Pérez 《British Journal of Special Education》2023,50(1):104-126

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.  相似文献   

Is there a gifted‐child pedagogy?     

Sandra Kaplan 《Roeper Review》2013,35(4)

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Case Study on the Free University of Bozen/Bolzano,Italy     

Sandra Campisi 《Higher Education in Europe》2000,25(4):477-486

Bozen/Bolzano is situated in a trilingual region in Italy of which the three mother tongue languages are German, Italian, and Ladin (the latter only spoken by 4 percent of the population). The aim of the Free University of Bozen/Bolzano, which was founded in 1997 and launched its first programmes in 1998, is to offer its students a multilingual, practice-oriented education that meets the demands of the local and the European labour market. Trilingual educational activities are conducted in German, Italian, and English in the case of the School of Economics and its courses and in the course programmes in Industrial Engineering. The only exception is found in the Faculty of Education. This Faculty offers the German-, Italian-, and Ladin-speaking students separate training sections.  相似文献   

Writing learning journals: Instructional support to overcome learning-strategy deficits     

Sandra Hübner  Matthias Nückles  Alexander Renkl 《Learning and Instruction》2010,20(1):18-29

Although writing learning journals is a powerful learning tool, instructional support is needed to overcome deficits in the use of self-regulated learning strategies. In a 2 × 2 experimental design with high-school students (N = 70), we analysed the effects of two modes of instruction (namely, informed prompting and learning-journal example) along with prompts. Informed prompting that provided background information on the prompted strategies enhanced learning in the training and transfer session. A learning-journal example that modelled the application of the strategies primarily fostered the strategy used in the training session and learning in the transfer session. Theoretically, the results provide support for the self-regulation view of writing-to-learn.  相似文献   

What sort of science education do we really need?     

Sandra Duggan  Richard Gott 《International Journal of Science Education》2013,35(7):661-679

The research aims to explore the role of science for employees in science-based industries and for members of the public interacting with science in their everyday lives. Case studies were carried out in a small sample of industries, in community action groups and in personal decision making. The methodology, informed by a tentative model of science, included scrutiny of available relevant documentation and semi-structured interviews. The findings suggest that procedural understanding was essential in the higher levels of industry and in interacting effectively with everyday issues, while conceptual understanding was so specific that it was acquired in a need-to-know way. The implications for science education hinge on a substantial reduction in the conceptual content and the explicit teaching of the nature of evidence (procedural understanding). The authors suggest building on primary pupils' enthusiasm for investigative work at UK Key Stage 3 (11-14 years) and developing an issues-based curriculum at Key Stage 4 (14-16 years).  相似文献   

Student Loans: are the Policy Objectives being Achieved?     

Sandra Winn  & Richard Stevenson 《Higher Education Quarterly》1997,51(2):144-163

This paper examines two of the stated objectives of the government's student loans scheme, 'to increase the resources available to students' and 'to increase economic awareness among students, and their self reliance'. Following Farrell and Tapper (1992) we also consider a third, less explicit objective, that of exerting an influence on the shape of higher education itself, through economic pressure on students to select courses that are earnings related and vocationally oriented.
The results of a survey of a random sample of students conducted annually between 1992 and 1996 at the University of Brighton demonstrate a substantial increase in student debt over this period. Among students increasing support for the principles underlying the loan scheme was found, as were high levels of 'economic awareness' and 'self-reliance'. There was no evidence of a demand for changes in the pattern of course provision and it is suggested that this is because of the way in which students have responded to their changed financial situation, in particular the high reliance of many on part-time employment in preference to student loans and a desire to maximise current rather than future earnings.  相似文献   

Opportunity to learn as a policy outcome measure     

Sandra J. Stein 《Studies in Educational Evaluation》2000,26(4):343

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The Kaleidoscopic Concern | The Kaleidoscopic Concern,by Kaetrena D. Davis-Kendrick. 53 p. Free,downloadable digital publication (PDF 2,023 KB). Chicago: Association of College and Research Libraries, 2009.     

Sandra B. Marroquin 《The Journal of Academic Librarianship》2009,35(6):607-608

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