The influence of Work-Integrated Learning and paid work during studies on graduate employment and underemployment     

Denise Jackson  David Collings 《Higher Education》2018,76(3):403-425

To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N?=?628 and N?=?237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening.  相似文献   

Novelty versus retrieval cue value of visual contextual stimuli in pigeons     

Thomas  David R.  Morrison  Spencer K. 《Learning & behavior》1994,22(1):90-95

Learning & Behavior - Thomas and Empedocles (1992) proposed that in a retention test, the relative enhancement of responding when the context that had accompanied training is again present...  相似文献   

Models of innovation scaling in Singapore schools: process objects as multi-level role clusters and outcomes—a multiple case study approach     

Tan  Mei Ying  Hung  David Wei Loong 《Asia Pacific Education Review》2020,21(4):553-571

Asia Pacific Education Review - Studying the processes involved in scaling technologically-mediated pedagogical innovations has moved into understanding how wider contexts relate to qualitative...  相似文献   

Symbols and texts as tools of intellect     

Jerome S. Bruner  David R. Olson 《Interchange》1977,8(4):1-15

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The Transition from School to Work and the Recession: evidence from the Scottish School Leavers Surveys, 1977‐1983     

David Raffe 《British Journal of Sociology of Education》1984,5(3):247-265

This paper uses data from the Scottish School Leavers Surveys to investigate trends in the transition from school at a time of deepening recession. The main change observed is the collapse of employment between 1979 and 1983. The paper also describes trends in the distribution of school‐leaver employment, in its industrial and occupational composition, in patterns of movement in the youth labour market and in the role of special programmes. Some of its general conclusions challenge ideas current among some British sociologists. First, youth unemployment (at least among recent school leavers) is no longer significantly connected with patterns of subemployment or frequent job‐changing. Secondly, unemployment has not fundamentally changed the ‘selective function’ of education; credentials have retained their labour‐market value in relative if not in absolute terms. Thirdly, the recent rise in school‐leaver unemployment is very largely a result of the recession—the decline in the aggregate demand for labour—rather than of underlying structural changes that disadvantage young people; most recent changes in the transition from school to work are in principle reversible if the recession ends. The paper assesses the implications of these findings for the sociology of education, and concludes with a discussion of the possible impact of the Youth Training Scheme.  相似文献   

Teaching for better race relations?     

Patricia J. Sikes  David J. S. Sheard 《Cambridge Journal of Education》1978,8(2-3):165-172

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The extended Theory of Planned Behaviour and college grades: the role of cognition and past behaviour in the prediction of students’ academic intentions and achievements     

Velibor Bobo Kovac  David Lansing Cameron  Rune Høigaard 《教育心理学》2016,36(4):792-811

Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed.  相似文献   

Teaching for transfer of core/key skills in higher education: Cognitive skills     

David Billing 《Higher Education》2007,53(4):483-516

This article is a result of a completed survey of the mainly cognitive science literature on the transferability of those skills which have been described variously as ‘core’, ‘key’, and ‘generic’. The literature reveals that those predominantly cognitive skills which have been studied thoroughly (mainly problem solving) are transferable under certain conditions. These conditions relate particularly to the methods and environment of the learning of these skills. Therefore, there are many implications for the teaching of key skills in higher education, which the article draws out, following a summary of the main findings of the research literature. Learning of principles and concepts facilitates transfer to dissimilar problems, as it creates more flexible mental representations, whereas rote learning of facts discourages transfer. Transfer is fostered when general principles of reasoning are taught together with self-monitoring practices and potential applications in varied contexts. Training in reasoning and critical thinking is only effective for transfer, when abstract principles and rules are coupled with examples. Transfer is promoted when learning takes place in a social context, which fosters generation of principles and explanations. Transfer improves when learning is through co-operative methods, and where there is feedback on performance with training examples. The specificity of the context in which principles are learned reduces their transfer. Transfer is promoted if learners are shown how problems resemble each other, if they are expected to learn to do this themselves, if they are aware of how to apply skills in different contexts, if attention is directed to the underlying goal structure of comparable problems, if examples are varied and are accompanied by rules or principles (especially if discovered by the learners), and if learners’ self-explanations are stimulated. Learning to use meta-cognitive strategies is especially important for transfer.  相似文献   

Rules and the Effectiveness of the Hidden Curriculum   总被引：1，自引：0，他引：1  

David Gordon 《Journal of Philosophy of Education》1983,17(2):207-218

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Longitudinal Genetic Analysis of Early Reading: The Western Reserve Reading Project     

Stephen A. Petrill  Kirby Deater-Deckard  Lee Anne Thompson  Chris Schatschneider  Laura S. DeThorne  David J. Vandenbergh 《Reading and writing》2007,20(1-2):127-146

We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later. Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness, letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills.  相似文献