The human costs of part-time day release     

Ethel Venables 《Higher Education》1972,1(3):267-285

Four cohorts of unqualified school leavers, starting in part-time day release engineering courses in local technical colleges between 1950 and 1960 were the subjects of four studies during their first three years at college.35% (714) of them replied to a questionnaire sent out in 1966. The enquiry covered their achievement at college, their careers in industry and the relationship between the two. Response rates were biased in favour of the more successful in the early years at college.This paper is concerned with the 110 respondents (17%) who had obtained a Higher National Certificate by 1966. The percentages varied with time from about 40% for those starting in 1950 down to 9% for the 1960 cohort.The evidence presented suggests that despite an inbuilt failure rate on the part-time National Certificate courses some students persisted against the odds for as long as twelve years in order to achieve professional qualifications by this route. This heavy price in terms of human endeavour is contrasted with the cost-benefit analyses of the economists which show that the production of qualified manpower by the HNC route provides higher rates of return to society than full-time University courses.In answer to the question about their plans for the education of their own children 59% of all respondents and 77% of those who had achieved the higher qualification wanted longer schooling, University degree and other full-time courses. It seems unlikely that those who have themselves struggled for years along the cheap, hard way will readily accept economic arguments for the continuation of these conditions for the next generation.

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Résumé Quatre cohortes de sujets ayant quitté l'école sans qualification et ayant entamé une scolarité à temps partiel en technologie dans des petits collèges techniques entre 1950 et 1960 ont fait l'objets d'une recherche portant sur leur trois premières années de scolarité.714 sujets (35%) ont répondu à un questionnaire qui a été administré en 1966. L'enquête portait sur les résultats obtenus au collège, sur la carrière professionelle dans l'industrie et sur les relations entre les deux. Les taux de réponse présentaient un biais correspondant à une surreprésentation des sujets qui avaient eu les meilleurs résultats dans les premières années au collège. L'article traite des 110 répondants (17%) qui avaient obtenu le Certificat national supérieur (Higher National Certificate) en 1966. Le pourcentage variait d'environ 40% pour ceux qui avaient débuté en 1950 à 9% pour la cohorte de 1960.Les faits montrent que, en dépit du taux d'échec aux cours du Certificat national, certains étudiants ont persisté contre vents et marées pendant quelque douze ans dans l'espoir d'acquérir une qualification professionnelle par ce moyen. Le prix ainsi payé, que l'on peut estimer très lourd en termes humains de sacrifices et d'efforts, contraste avec les analyses en termes de coûts et de bénéfices faites par les économistes qui montrent que la production de main-d'oeuvre qualifiée par la voie du Certificat national procure un taux de rétribution pour la société supérieur à celui qui est procuré par l'enseignement universitair à plein temps. en réponse à une question portant sur leurs intentions en ce qui concerne la scolarité de leurs propres enfants, 59% de l'ensemble des répondants et 77% des sujets qui avaient obtenu le plus haut degré de qualification ont déclaré viser une scolarité longue, un diplôme universitaire et un enseignement à plein-temps. Il semble improbable que ceux qui ont dû eux-mêmes lutter pendant de longues années pour avancer sur la voie ardue de la scolarité à bon marché accepteront facilement les arguments économiques que l'on avance pour justifier la prolongation de ces conditions à la génération suivante.

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Creativity and whole school change: An investigation of English headteacher practices     

Pat Thomson  Ethel Sanders 《Journal of Educational Change》2010,11(1):63-83

Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change.  相似文献   

Vidas al Revés /Upside-Down Lives: Educational Challenges Faced by Transnational Children of Return Mexican Families     

Alejandra Favela 《Journal of Latinos & Education》2018,17(3):272-285

Drastic immigration policies and economic conditions have resulted in unparalleled return rates to Mexico. Deported parents are faced with the difficult choice of leaving US-born children behind or taking them to their country of origin, where many face significant educational, cultural, and linguistic barriers. This study focuses on six families and the challenges they have faced living with undocumented status in the US, re-adjusting to life in Mexico, and the educational challenges faced by their children in both countries.  相似文献   

Home literacy environment and reading comprehension in Spanish primary education     

Fernando Guzmán-Simón  Javier Gil-Flores  Alejandra Pacheco-Costa 《Journal of Research in Reading》2020,43(2):229-247

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Publisher–Society partnerships to further image accessibility and global inclusivity in the Humanities and Social Sciences: Comparing top-down and bottom-up approaches     

George Cooper  Katherine Burton  Alejandra Black  Mokheseng Buti  Geraldine Richards  Ginny Herbert  Emma Lockwood  Janet Remmington 《Learned Publishing》2023,36(1):58-67

• Collaboration between publishers and learned society partners can accelerate and amplify DEIA outcomes.
• 97 HSS titles have adopted alt-text publication workflows and this change has been welcomed by journal authors and editors.
• Efforts to promote global inclusivity do not always result in greater membership diversity, retention and growth.
• Top-down, publisher-led DEIA initiatives are effective when they are aligned strategically to pre-existing society initiatives.
• Bottom-up, member-led DEIA initiatives benefit from publisher support to mitigate financial and time-based barriers to active participation.
• To reliably track DEIA outcomes, publishers ought to adopt systematic data collection strategies through initiatives like C4 and the Joint Commitment.

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