Class strategies and stealth policies in adult education     

John Preston 《International Journal of Lifelong Education》2013,32(4):335-350

Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education.  相似文献   

Students' Self-Concept and Perceptions of Mentoring Relationships in a Summer Mentorship Program for Talented Adolescents     

Catherine A. Little  Kelly L. Kearney  Preston A. Britner 《Roeper Review》2013,35(3):189-199

Mentoring is widely advocated as an educational experience for academically talented students because mentors may provide stimulation for academic growth and serve as positive role models for students in areas of career interest. This study examined the experiences of 72 talented teenagers attending a university-based summer mentorship program. Students completed pretest and posttest measures assessing self-concept and perceptions of research aptitude; they also shared their perceptions of their mentoring relationships in written journal entries. Results demonstrated increases in students' perceived research skills and job competence; students reported positive relationships with mentors, particularly when they felt that their mentor spent a great deal of time with them and was approachable, friendly, and engaging.  相似文献   

Cooperative e-Book Cataloging in the OhioLINK Library Consortium     

Carrie A. Preston 《Cataloging & classification quarterly》2013,51(4):257-276

Since 2004, members of OhioLINK's Database Management and Standards Committee have worked together to produce and distribute bibliographic records for over 44,000 electronic books. Using historical evidence, as well as the personal experience of key personnel, this article examines the ways in which division of labor, cataloging standards, and procedures are negotiated within the consortium. Two case studies illustrate the ways in which cooperative e-book cataloging projects are created, developed, and adapted in response to changing circumstances. Challenges to current practices are discussed, and recommendations are offered to other libraries and consortia preparing to embark on cooperative cataloging projects.  相似文献   

Book reviews     

Rosemary Preston  Laura Day Ashley  Nick Johnson  Vin McNamara  Simona Popa  Sheldon Shaeffer 《比较教育学》2008,44(4):519-529

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Bacterial leaching     

Preston Devasia  K. A. Natarajan 《Resonance》2004,9(8):27-34

Bacterial leaching is the extraction of metals from their ores using microorganisms. Microbial technology offers an economic alternative for the mining industry, at a time when high-grade mineral resources are being depleted.  相似文献   

Editorial     

Caroline Dyer  Rosemary Preston 《Compare》2002,32(2):131-132

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Academic Freedom: Impressions of Australian Social Scientists     

Kayrooz  Carole  Preston  Paul 《Minerva》2002,40(4):341-358

This article reinterprets a recentexploratory study of the academic freedom ofAustralian social scientists in an increasinglycommercialised university environment. Thestudy revealed that academics are experiencingseveral conditions that undermine academicfreedom: the intensification of work at theexpense of quality; pressure to choose `safe'research topics; the erosion of intellectualcapital and student standards; and increasingcorporate governance. We position thesefindings within the transition to `Mode 2'knowledge production, arguing that thisprovides a more appropriate basis forreconceptualising the traditional concept ofacademic freedom and renegotiating its socialpractice.  相似文献   

An Examination of the Outcomes of a Brief and Innovative Partnership: SJSU and Udacity     

Erin L. Woodhead  Preston Brown  Susan Snycerski  Sean Laraway  Nicholas Bathurst  Greg Feist  Ronald F. Rogers 《Innovative Higher Education》2017,42(5-6):463-476

In an examination of a brief and innovative partnership, we compared outcomes for two disciplines, Elementary Statistics and General Psychology, across three formats: online as part of the San José State University-Udacity partnership (termed SJSU Plus), face-to-face (FTF), and online in a redesigned course offering. We also examine predictors of student performance in the SJSU Plus courses. The first offerings of the SJSU Plus courses showed poorer performance compared to their FTF and redesigned online equivalents. Redesigned online courses and FTF courses had similar pass rates. SJSU Plus course performance was significantly improved in the second offering of the Elementary Statistics course. More completed assignments in the SJSU Plus courses were associated with higher exam scores and final grades. We conclude that mode of delivery did not contribute significantly to variations in pass rates.  相似文献   

Bringing Student Responsibility to Life: Avenues to Personalizing High Schools for Student Success     

Daniela Torre Gibney  Courtney Preston  Timothy A. Drake  Ellen Goldring  Marisa Cannata 《Journal of Education for Students Placed at Risk》2017,22(3):129-145

This study examines how school structures and policies shape school culture to ultimately influence student success in one urban high school. We develop a model that explains how caring and personalized connections between students and teachers, coupled with a focus on academic press and support, interact with teacher efficacy to influence student self-efficacy, student attachment to school, and ultimately greater student achievement. We collected data through focus group and individual interviews with students, teachers, and leaders, classroom observations, and school artifacts. Data were analyzed using the constant comparative method allowing for the emergence of important patterns. The data revealed several interrelated structures and processes that support teacher and student efficacy and ultimately instill in students a responsibility for their own learning. This case study highlights the need for administrators to develop buy-in from teachers around a cohesive vision in order for structural reforms to be effective.  相似文献   

Faculty Study Groups: Solving “Good Problems” Through Study, Reflection, and Collaboration   总被引：1，自引：0，他引：1  

Terry M. Wildman  Margaret P. Hable  Marlene M. Preston  Susan G. Magliaro 《Innovative Higher Education》2000,24(4):247-263

We describe the development, implementation, and assessment of a faculty study group program designed to foster teaching as a reflective, collaborative activity within a research university. Conceived within conceptual frameworks that challenge technical/rationalist approaches to faculty development, the program was successful in creating opportunities for faculty of different disciplines, age groups, ranks, and teaching experience to establish productive discourse communities around their own teaching. Our experience shows that such programs require careful thought and planning, which we detail here, and that faculty even in research oriented institutions can be captured by the good problem that teaching represents.  相似文献