The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England          下载免费PDF全文

Adam J. White  Rory Magrath  Bryan Thomas 《British Educational Research Journal》2018,44(3):480-495

Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving.  相似文献   

Copyright and you     

Carol Simpson 《TechTrends》2003,47(1):11-12

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Silicon Valley versus Silicon Glen: the impact of computers upon teaching and learning: a comparative study     

Tom Conlon  Mary Simpson 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(2):137-150

Drawing on data from a major survey on the impact of information technology initiatives on Scottish schools, we assess the extent to which the outcomes resemble those that have already been reported by Larry Cuban in his study of schools in Silicon Valley. We find a large measure of agreement. Scottish teachers and school students mostly have access to computers in their homes and classrooms. The home computers appear to be frequently used. The classroom computers, however, are encountered by students only seldom and when students do use computers in the classroom the activity is often peripheral to the learning process, such as word processing of essays. We discuss some possible explanations for this state of affairs and suggest some implications for policy-making.  相似文献   

Practical Considerations When Using Benchmarking for Accountability in Higher Education     

Sue D. Achtemeier  Ronald D. Simpson 《Innovative Higher Education》2005,30(2):117-128

The qualitative study on which this article is based examined key individuals’ perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.Sue D. Achtemeier received the B.A. in mathematics and computer science with High Honors and the M.S. in mathematics from Florida State University and the Ph.D. in Higher Education from the University of Georgia. She has held teaching positions in Illinois and Georgia and is now Assistant Director for Institutional Effectiveness for the University of Georgia with particular interest in accreditation and accountability. Ronald D. Simpson is Professor Emeritus of Higher Education and Science Education and Director Emeritus of the Office of Instructional Support and Development at the University of Georgia. He holds degrees in the biological sciences and in science education from the University of Tennessee and the University of Georgia and continues to teach and advise doctoral students in UGA’s Institute of Higher Education.  相似文献   

The science support scale: Its appropriateness with high school students     

Ronald D. Simpson  John W. Shrum  R. Robert Rentz 《科学教学研究杂志》1972,9(2):123-126

Implementing the idea that more emphasis should be placed on student achievement in the affective domain is contingent upon the concurrent development of suitable instruments for the assessment of prescribed criteria. One such instrument, the Schwirian Science Support Scale (Tri-S scale), was reported in a recent NSTA publication as a promising tool for measuring student science support. Recent research using the Tri-S scale with high school pupils showed that scores on this instrument did not increase after the students had taken a tenth grade introductory course in biology. Further analysis indicated students of teachers scoring “high” in science support did not produce higher scores on the Tri-S scale than students studying biology from teachers “low” in science support. Reliability estimates using high school student scores were well below previous estimates using scores from college undergraduates. Factor analysis of inter-item correlations indicated that student interpretation of item meaning did not correspond to the five subtest structure of the Tri-S scale. Findings from this study demonstrate that the Tri-S scale is not an appropriate instrument for measuring attitudinal changes of tenth grade high school students. This study is suggestive of the fact that went and future instruments that purport to measure achievement in noncognitive areas should be carefully analyzed before they are recommended for use with specific populations.  相似文献   

Relationships between self-concept and achievement in a college genetics course     

Roger K. Cannon  Ronald D. Simpson 《科学教学研究杂志》1980,17(6):559-569

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Travelling policies and contextual considerations: on threshold criteria     

Adam Nir  Yasar Kondakci  Serap Emil 《Compare》2018,48(1):21-38

Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this paper describes the process of policy borrowing in the Israeli and Turkish educational systems. Discrepancies were found between the basic qualities of the borrowed policies and the contextual features and processes that characterise each educational system. The lack of congruency appears to be even deeper in centralised structures where the act of policy setting is done by top-level policy makers who are isolated from local school circumstances. Threshold criteria referring to fundamental considerations during decision making are offered and their theoretical and practical implications for centralised structures are discussed.  相似文献   

Apprehending Mathematical Structure: A Case Study of Coming to Understand a Commutative Ring     

Adrian Simpson  Nada Stehlíková 《Educational Studies in Mathematics》2006,61(3):347-371

Abstract algebra courses tend to take one of two pedagogical routes: from examples of mathematics structures through definitions to general theorems, or directly from definitions to general theorems. The former route seems to be based on the implicit pedagogical intention that students will use their understanding of particular examples of an algebraic structure to get a sense of those properties which form the basis of the fundamental definitions. We will explain the transition from examples to abstract algebra as a series of shifts of attention and in this paper we will use a case study to examine the initial shift, which we will call apprehending a structure, and examine how one student came to apprehend the structure of the commutative ring Z₉₉.  相似文献   

Salary comparisons: New methods for correcting old fallacies   总被引：1，自引：0，他引：1  

William A. Simpson  William E. Sperber 《Research in higher education》1988,28(1):49-66

Institutions of higher education place high priority on ensuring that their faculties are adequately paid. Since gauging the adequacy of compensation is a problem of relative measure, this assessment is usually performed by comparing university-level average salaries for a group of peer institutions. Often the potential distortions caused by differences in the rank mix of the faculty are forestalled by comparing average salaries for each of the four ranks. However, few if any institutions take similar steps to prevent the skewing of averages owing to differences in cost of living, differences in distribution of faculty in academic year and twelve-month appointments, and differences in the configuration of the faculty over disciplines. This paper shows that salary comparisons that do not compensate for these variation in staff mix are seriously flawed. A recommended methodology is demonstrated.  相似文献   

Social media and the university decision. Do prospective students really care?     

Alison B. Shields  Adam Peruta 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):67-83

In the world of social media marketing, colleges and universities can benefit from enhanced understanding of how prospective students use social media. Due to the ever-evolving nature of social media use, there are gaps in the current research regarding how students use social media to aid in their matriculation decision-making. Using survey data from current university students across the U.S. (n?=?364) and one-on-one interviews (n?=?12) with students at a small liberal arts college, the authors address conflicting information where students report both using and not using social media to narrow their search and make their matriculation decision. The findings suggest that while students may not report visiting social media sites or may report that social media does not impact their matriculation decision when asked in a survey, in interview settings the vast majority of students reported using social media platforms to learn more about higher education schools under consideration. By exploring which platforms students use and the selection of platforms for specific use cases, the authors provide suggestions and guidelines for social media managers looking to maximize the effectiveness of their social media recruiting strategies and campaigns.  相似文献