They have gone,and now what? Understanding re-enrolment patterns in the Catalan public higher education system     

David Rodríguez-Gómez  Julio Meneses  Joaquín Gairín  Mònica Feixas  José Luís Muñoz 《高等教育研究与发展》2016,35(4):815-828

Studies of student re-enrolment patterns in higher education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of higher education institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale data sets for monitoring students between different institutions. Using a longitudinal population-based data set provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge. Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems.  相似文献   

Contents Vol. 1     

José Ferreira Marques  Edwin L. Herr  Bernhard Jenschke  Raoul Van Esbroeck 《International Journal for Educational and Vocational Guidance》2001,1(3):223-224

Volume Contents

Contents Vol. 1  相似文献   

The funding of universities in the Netherlands: Developments and trends   总被引：2，自引：0，他引：2  

Jos B.J. Koelman 《Higher Education》1998,35(2):127-141

Recently, the Dutch Minister of Education, Culture and Science proposed that the funding system of Dutch universities be drastically altered by introducing a system of capacity funding. The intention is to abandon the current (direct) student dependence in funding and, instead, to offer a stable, long-term funds perspective. If this capacity funding is actually adopted, a trend break in the funding system of higher education and research in the Netherlands will occur.This article describes the developments in the funding of Dutch universities over the past decades and the (expected) developments for the future. With regard to the near future and in addition to the capacity funding intended the author will also discuss other developments anticipated by him.It will be shown that during the last forty years four generations of funding models have been used in the Netherlands. Soon the changeover to the fifth generation will possibly be made. A number of issues will be discussed, such as the introduction (and enlargement) of lump sum funding, elements of output funding (performance based funding) and competition on the basis of quality.First, some basic characteristics of funding systems in general will be presented. They will be used to analyse the relevant developments in the Dutch higher education allocation systems.  相似文献   

Love as a Language for Educational Justice     

José Luis Vilson 《The Educational forum》2017,81(4):360-362

Abstract

Schools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the norms and histories of the people schools serve.  相似文献   

International Seminar on University Governance and Management: An Overview   总被引：1，自引：0，他引：1  

Mora  José-Ginés 《Tertiary Education and Management》2001,7(2):91-93

Tertiary Education and Management -  相似文献   

Sensors,programming and devices in Art Education sessions. One case in the context of primary education / Sensores,programación y dispositivos en sesiones de Educación Artística. Un caso en el contexto de Educación Primaria     

José-Manuel Sáez-López  María-Luisa Sevillano-García 《Cultura y Educación》2017,29(2):350-384

The pedagogical integration of computing is interesting in educational contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and commitment related to programming technologies in art and education, particularly pedagogical sessions with music. Handling devices, sensors and Raspberry Pi provides participating students with a factor of commitment and enthusiasm, with significant improvements. Working with coding and devices brings an additional advantage in the development of computational thinking and digital competence. The results show an increase in creativity and artistic competence related to the ability to create music from the activities and technological resources described in the technological intervention.  相似文献   

Examining the Impact of a Highly Targeted State Administered Merit Aid Program on Brain Drain: Evidence from a Regression Discontinuity Analysis of Missouri’s Bright Flight Program     

James R. Harrington  José Muñoz  Bradley R. Curs  Mark Ehlert 《Research in higher education》2016,57(4):423-447

  相似文献   

Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills     

Beatriz García Fernández  José Reyes Ruiz-Gallardo 《Journal of Science Education and Technology》2017,26(2):161-174

Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section, integrating knowledge of anatomy acquired from longitudinal sections. The results show that they have very limited skills in producing these graphics judging by the dimensions (scale, shape, organs represented and its organization inside the section) and their conception of human anatomy at thoracic level (location of the organs, elements in the spaces between them and connections between organs). The results also indicate that the only exposure to cross-sections in daily life is not enough by itself to draw them correctly, so this type of graphic production should be addressed from the earliest stages of education, since it contributes to the development of visual literacy, and this is a crucial skill when it comes to learning science concepts and developing scientific literacy.  相似文献   

Learning contexts for young children in Chile: process quality assessment in preschool centres     

María Olivia Herrera  María Elena Mathiesen  José Manuel Merino  Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27

ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%).  相似文献   

The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees     

José-Luis Menéndez-Varela 《Assessment & Evaluation in Higher Education》2016,41(2):228-244

Rubrics have attained considerable importance in the authentic and sustainable assessment paradigm; nevertheless, few studies have examined their contribution to validity, especially outside the domain of educational studies. This empirical study used a quantitative approach to analyse the validity of a rubrics-based performance assessment. Raters evaluated the performance of 84 first-year university students producing service-learning projects for the Conservation–Restoration and Design degrees. The study data comprised the 9240 scores given by two teachers and three student tutors, who assessed the students’ projects on three occasions during the semester. Factor analyses confirmed that the students attained the expected learning outcomes and made significant learning progress. This learning progress was also corroborated by analyses of variance. The attainment of the learning goals and the evidence of learning progress demonstrated the validity of the inferences drawn from the assessment system. In addition, the results highlighted the need to consider rubrics as a first-order teaching resource and not only as a scoring tool.  相似文献