Waves of (Dis)Satisfaction: Effects of the Numerus Clausus system in Portugal     

Madalena Fonseca  Diana Dias  Carla Sá  Alberto Amaral 《European Journal of Education》2014,49(1):144-158

Access to higher education in Portugal is governed by a quota system (numerus clausus). The purpose of this article is to answer two questions: First, how does the numerus clausus system shape the demand for medical studies? Second, how do non-enrolled medical candidates influence the global allocation system and generate waves of dissatisfaction? The results show that students who do not succeed in entering medicine register in other programmes, such as pharmacy, veterinary medicine and dental studies, generating a first wave of dissatisfaction. Because students who are not placed in medicine occupy a large share of the places available in those other programmes, the wave of dissatisfaction propagates, with students being pushed to other programmes, especially biology and biochemistry. This process has also been analysed from a spatial perspective. Apparently, when students are competing to obtain a study place in a programme with prestige and good professional career perspectives such as medicine moving to a more peripheral region becomes more frequent.  相似文献   

Exploring emotional climate in preservice science teacher education     

Alberto Bellocchi  Stephen M. Ritchie  Kenneth Tobin  Maryam Sandhu  Satwant Sandhu 《Cultural Studies of Science Education》2013,8(3):529-552

Classroom emotional climates (ECs) are interrelated with students’ engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC.  相似文献   

Perspectives on learning to teach science: insights and dilemmas from a collaborative practicum project     

Gaalen Erickson  Jolie Mayer‐Smith  Alberto Rodriguez  Peter Chin  Ian Mitchell 《International Journal of Science Education》2013,35(5):585-597

In this article we discuss the theoretical and practical rationale for establishing a collaborative science practicum project and report on the findings of the first two years. The project was designed to strengthen the communication links among the school‐based educators, the pre‐service teachers, and the university‐based educators, in order to address the seemingly intractable problems associated with initiating new science teachers into the varied social practices of the teaching profession. Our findings are organized and discussed in the form of three dilemmas (Cuban 1992). These dilemmas are associated with the difficulties the pre‐service teachers had in connecting the propositional knowledge presented in the university setting with the procedural knowledge required in the school setting, and the lack of familiarity by the university and school‐based educators of each other's practice setting. We describe results that resonate with similar issues reported in other collaborative projects, and propose an alternative approach for preparing science teachers. This approach is based on conceptualizing learning to teach as a cognitive apprenticeship (Hennessy 1993) which prepares pre‐service teachers to enter the ‘community of practice’ called teaching. We argue that the success of such an approach requires the development of a collaborative community in which all participants engage in meaningful and supportive discourse concerning what, when and how science is taught in the classroom.  相似文献   

Transfronteriza pre-service teachers managing,resisting, and coping with the demands of mathematical discourse     

Alberto Esquinca 《International journal of qualitative studies in education》2013,26(3):279-300

This article reports on a case study of a college class for pre-service teachers on the US–Mexico border in which students participated in in-depth discussion around mathematical problems every day. This pedagogical approach promotes the socialization of students into and through the specialized discourse of mathematics. The focus of this paper is on the experience of transfronterizo students in that course. Transfronterizos are Mexican residents who periodically cross the border to attend school. For these students, whose educational background in Mexico allowed them to develop proficiency in elementary mathematical discourse in Spanish, their socialization experience includes ways in which they draw on language, and other social and learning experiences in Mexico. The focus of this paper is an assignment called Thinking Logs, a genre that required the use of mathematical discourse for teaching. Drawing on data gathered from participant observation of the course, interviews, analysis of study session discourse, and genre analysis, I highlight agentive ways that each participant used in their own socialization process. I show how participants improvised writing of models, asked for clarification in the first language, and even resisted the discourse. Students who resisted the demands might incur negative effects. Furthermore, I argue that the role of the guidance from an expert (such as a professor) is imperative in a socialization process, and I offer implications for ways that teachers can guide second language writers to develop mathematics discourse.  相似文献   

Public universities and the neoliberal common sense: seven iconoclastic theses     

Carlos Alberto Torres 《International Studies in Sociology of Education》2013,23(3):177-197

Neoliberalism has utterly failed as a viable model of economic development, yet the politics of culture associated with neoliberalism is still in force, becoming the new common sense shaping the role of government and education. This ‘common sense’ has become an ideology playing a major role in constructing hegemony as moral and intellectual leadership in contemporary societies. Neoliberal globalisation, predicated on the dominance of the market over the state and on deregulatory models of governance, has deeply affected the university in the context of ‘academic capitalism’. The resulting reforms, rationalised as advancing international competitiveness, have affected public universities in four primary areas: efficiency and accountability, accreditation and universalisation, international competitiveness and privatisation. There is also growing resistance to globalisation as top-down-imposed reforms reflected in the public debates about schooling reform, curriculum and instruction, teacher training and school governance. Many question whether neoliberal reforms attempt to limit the effectiveness of universities as sites of contestation of the national and global order and thus undermine the broader goals of education. Neoliberal reforms have limited access and opportunity along class and racial lines, including limiting access to higher education through the imposition of higher tuition and reduced government support to institutions and individuals.  相似文献   

Policy-making and education reform in the development of Latin American social democracy: the role of the left in Brazil and Chile     

Diego Santori  Nelly P. Stromquist  Carlos Alberto Torres 《British Journal of Sociology of Education》2013,34(4):603-614

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Internal,External, and Government Political Efficacy: Effects on News Use,Discussion, and Political Participation     

Homero Gil de Zúñiga  Trevor Diehl  Alberto Ardévol-Abreu 《广播与电子媒介杂志》2017,61(3):574-596

News use and political discussion are often studied as important factors in understanding the effects of political efficacy on participation. However, measurements of external efficacy often blur distinctions between personal ability and government responsiveness. This study establishes a measure for perceptions of competence in the institutions of democratic government—government efficacy (GE). Drawing on panel survey data from the United States, confirmatory factor analysis introduces GE as a unique construct. Political efficacy dimensions are tested for their impact on news consumption, discussion, and political participation. Results add to the extant literature revolving the role of political efficacy on news use, discussion, and participation.  相似文献   

Bookbinding Information on the Web: Breaking the Circle,from Pixels to Linked Open Data     

Alberto Campagnolo 《International Information and Library Review》2017,49(1):37-50

The “Digital Heritage: Spotlight on Europe” column examines technological advances internal and external to cultural institutions. The digital shift changed radically how cultural heritage is made, disseminated, distributed, accessed, consumed, and monetized. One of the most important revolutions is that the user's role changed dramatically, shifting from passive observers to active participants and content producers with many new and exciting opportunities for engagement, creative use, and access. The strength of the column is its broad, international focus, and contributors are encouraged to explore issues and recent advances in digital heritage theories, methodologies, standards relevant to the European region, as well as the larger, global audience. Interested authors are invited to submit proposals and articles to the column editor at annamaria.tammaro@unipr.it. Please include “ILLR submission” in the subject line of the e-mail.  相似文献   

Process for the 3D virtual reconstruction of a microcultural heritage artifact obtained by synchrotron radiation CT technology using open source and free software     

Xi Zhang  Jorik Blaas  Charl Botha  Peter Reischig  Alberto Bravin  Joris Dik 《Journal of Cultural Heritage》2012,13(2):221-225

Computer tomography (CT) technology has greatly contributed to the feasibility and convenience of detecting and visualizing the internal material constitution and geometrical fabrication of museum artifacts. This paper presents a case study of 3D virtual reconstruction for the CT-acquisition-based study of a cultural heritage artifact. It documents the complete procedure, including the preprocessing, segmentation and visualization of the data by providing coarse interactive exploration and integrated high-quality renderings. A parallel aim achieved was to use open source tools and free software for segmentation and visualization, thus providing full transparency of the adopted methodology and 3D visualization methods, and a cost effective solution for ordinary CPU-based PC users. Furthermore, the challenges of the large data volumes involved have been addressed using preprocessing, a segmentation scheme and linked front-to-back management to keep interaction and high-quality rendering available, thus achieving corresponding demands.  相似文献   

Beyond Giving: Political Advocacy and Volunteer Behaviors of Public University Alumni     

David J. Weerts  Alberto F. Cabrera  Thomas Sanford 《Research in higher education》2010,51(4):346-365

College and university leaders have paid an enormous level of attention to one domain of alumni involvement: charitable giving. In light of the decline of state support for higher education and the shrinking ability of families to pay for college, such emphasis is understandable. However, this emphasis has blinded scholars and practitioners to understanding the important non-monetary support roles played by college alumni. Drawing on data from a research extensive university, this study employs a sequential mixed method design (focus groups and confirmatory factor analysis) to demonstrate that non-monetary support behaviors are best understood through the distinct, but interrelated domains of political advocacy and volunteerism. Political advocacy behaviors include contacting legislators, the governor’s office, local politicians and serving on a political action team, while volunteer behaviors include mentoring new alumni, recruiting students, and participating in special events. The study breaks ground for future research on alumni support for higher education, including strategies to recruit alumni volunteers and advocates.  相似文献