An analysis of school pupils’ (with low social economic status) perceptions of university,regarding programmes of study     

Yvonne J. Moogan 《Educational studies》2011,37(1):1-14

Through its “Aim Higher Project” and “Excellence Challenge Programmes”, the UK government is investing large sums of money into widening participation so that more school leavers stay on to study for higher education (HE) courses, especially those from lower social classes and ethnic groups. Universities are increasingly developing links with local schools and creating novel ways of enhancing these relationships. Nevertheless, as the costs of attending university rise, it may be difficult to widen access especially amongst those “less wealthy” young people which universities are desperate to attract and enrol, due to the more lucrative government funding that the universities will receive. The main aim of the research is to report research findings from a case study incorporating Year 11 pupils (n = 38) from an inner city school (placed second on the Aim Higher register for the most socially disadvantaged), focusing in the main on the programme of study. This exploratory work is longitudinal with the researcher entering the Roman Catholic High School every two weeks during the academic year (over a period of nine months).  相似文献   

Comparing two types of model progression in an inquiry learning environment with modelling facilities   总被引：2，自引：0，他引：2  

Yvonne G. Mulder  Ard W. LazonderTon de Jong 《Learning and Instruction》2011,21(5):614-624

The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students’ task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced.  相似文献   

Empowering satisfaction: analyzing the relationship between empowerment,work conditions,and job satisfaction for international center managers     

McNaughtan  Jon  García  Hugo A.  Garza  Tiberio  Harwood  Yvonne R. 《Tertiary Education and Management》2019,25(1):83-99

Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing...  相似文献   

Teaching teachers to teach ICT integration—T3     

Yvonne Buettner 《Education and Information Technologies》2006,11(3-4):257-268

Based upon a nation wide campaign called Public Private Partnership—Schools in the Net (PPP-SiN) (Public Private Partnership—Schule im Netz (PPP-SiN), 2000) we were able to initiate an externally financed project of in-service teacher education. The paper describes the realization of this project. Reflections are given on why teachers hesitate to integrate ICT into their teaching. Media competencies are recognized to be key in this context. We reflect upon the following five questions:

1. How do we educate the right thing as well as educate the right way?
2. Which ambient conditions must be met?
3. Which preliminary actions have to be taken and implemented?
4. Which tools, methods and instruments do we need?
5. How do we make sure that the transfer of learned knowledge will take place to find its way into successful teaching?

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Monitoring child abuse and neglect at a population level: patterns of hospital admissions for maltreatment and assault     

O'Donnell M  Nassar N  Leonard H  Mathews R  Patterson Y  Stanley F 《Child abuse & neglect》2010,34(11):823-832

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History Corner     

Yvonne M. Johnson 《TechTrends》2014,58(1):13-13

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The SuperJournal project: the value of electronic journals to biomedical users     

Frank Norman  Yvonne Hibbott 《Health information and libraries journal》1999,16(4):263-267

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Editorial     

Yvonne Ehrenspeck  Uwe Sander 《Zeitschrift für Erziehungswissenschaft》2007,10(4):457-458

Ohne Zusammenfassung  相似文献   

Transforming support for students with disabilities in UK Higher Education     

Mark Taylor  Yvonne Turnbull  Jo Bleasdale  Hulya Francis  Henry Forsyth 《Support for Learning》2016,31(4):367-384

Intended UK government changes to the Disabled Students’ Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio‐technical perspective. The research reported in this article involved a year‐long case study in a UK university. The potential changes required to support for students with disabilities within the university studied, to cater for the proposed UK government changes to the Disabled Students’ Allowance, include: providing non‐medical helpers through external agencies; developing a dyslexia screening process; providing enhanced library services, including access to printers and scanners and assistance with assistive software; providing laptops with assistive software; making assistive software available in a limited form in computing laboratories; and more co‐ordinated special examination provision.  相似文献   

Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling     

Yvonne G. Mulder  Ard W. Lazonder  Ton de Jong 《Journal of Science Education and Technology》2015,24(2-3):168-177

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