Perceived earnings functions and ex ante rates of return to post compulsory education in England   总被引：2，自引：2，他引：2  

Gareth Williams  Alan Gordon 《Higher Education》1981,10(2):199-227

This article offers a direct empirical test of one of the main tenets of the human capital model. It shows that by the end of their compulsory education English pupils in general are aware of the relationship between educational qualifications and average earnings. For the first time in Britain direct calculations are made of ex ante perceived rates of return to upper secondary and higher education. The perceived rates correspond closely to the actual rates estimated by earlier studies. The article also provides useful evidence of differences between social classes and ability groups. In particular it shows that the human capital model offers a much less satisfactory explanation of the behaviour of low ability and working class pupils than it does of high ability and middle class pupils.A sample of just under 3,000 16-years-old students in England were tested on their reasoning ability and asked about their family backgrounds, self concepts, educational intentions and anticipated earning capacity at various stages of their working lives.The research project on which the results in this article are based is funded by the Social Science Research Council.  相似文献   

The I files,the truth is out there: science teachers’ constructs of inquiry     

Stuart Bevins  Gareth Price  Josephine Booth 《International Journal of Science Education》2019,41(4):533-545

This article is concerned with the personal constructs of science teachers about inquiry in selected schools in the Yorkshire and the Humber region of England. While there is a large volume of existing literature which advocates the use of inquiry in the science classroom to enhance students' engagement with, and learning of science, relatively few of these studies represent teachers' voice. Therefore, we believe that it is important and distinctive to report teachers' constructs of inquiry and related concerns regarding its use in the science classroom. We identify the key constructs from 10 participating teachers and discuss these amongst a backdrop of policy implications for inquiry approaches in English secondary school science classrooms. Personal Construct Theory was used to underpin the study and frame data collection and analysis. Key findings show that the teachers identify an inquiry approach as being effective in stimulating students' independent learning and interest in science but issues such as time and confidence inhibit their deployment of inquiry approaches.  相似文献