The conflicts and contradictions of working in a mass higher education system     

Karen Smith 《Perspectives: Policy and Practice in Higher Education》2013,17(4):97-101

Education must be a force for opportunity and social justice, not for the entrenchment of privilege. We must make certain that the opportunities that higher education brings are available to all those who have the potential to benefit from them, regardless of their background (DfES, 2003 Department for Education and Skills. 2003. The Future of Higher Education, London: The Stationery Office. Cm 5735 [Google Scholar] : 67).

We will continue to widen participation in higher education and encourage students of all backgrounds with academic potential to go to university (Queen’s Speech, 15 November 2006).  相似文献   

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program     

Stephanie Holmes  Adrienne Redmond  Julie Thomas  Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.  相似文献   

Effects of a Cooperative Learning Program on the Elaborations of Students Working in Dyads     

Karen Krol  Jeroen Janssen  Simon Veenman  Jos van der Linden 《Educational Research and Evaluation》2013,19(3):205-237

In this study, the effects of a school improvement program on cooperative learning (CL) with respect to the elaborations of 6th-grade students working in mixed-ability and mixed-sex dyads on 2 cooperative tasks were examined. A posttest-only design with a control group was used to investigate the provision and receipt of elaborations within the dyads and the performance of the dyads working on cooperative mathematics and language tasks. Treatment dyads were found to exchange significantly more high-level elaborations during the language task than the control dyads. The treatment dyads also tended to produce higher performance scores on the 2 tasks.  相似文献   

Myths,Risks and Sexuality: The role of sexuality in working with people     

Karen Buckley  Paul Head 《Sex education》2013,13(1)

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Barriers and facilitators to health behaviour change and economic activity among slum-dwelling adolescent girls and young women in Nairobi,Kenya: the role of social,health and economic assets     

Karen Austrian  Althea D. Anderson 《Sex education》2013,13(1):64-77

Adolescent girls and young women in urban slum areas in developing countries face a myriad of challenges regarding education, sexual health, livelihoods and gender-based violence. One way of understanding how these challenges interact with each other is through the Asset Building Framework, which posits that girls need a combination of social, health and economic assets in order to make a healthy transition from childhood to adulthood. This study sought to examine barriers and facilitators to health behaviour change and economic activity for girls within the context of this framework. It involved a combination of focus group discussions and in-depth interviews with 128 young women who were in the age range of 18–25 years, living in various slums in Nairobi, Kenya. We found that economic assets reduce young women's dependence on others (especially parents and relationships with men) so that they are able to make positive changes in health behaviour. Social networks, self-esteem and financial literacy all played important roles in positively positioning girls to make the transition to economic activity safely and successfully. We suggest that programmes that seek to improve girls’ and young women's health behaviour or economic activity include elements of asset building within all three categories of assets.  相似文献   

Don't ask; don't tell: a flawed approach to technology standards in higher education     

Desi Larson  Karen M. Dutt-Doner  India Broyles 《Technology, Pedagogy and Education》2013,22(2):123-141

Abstract

This discussion explores challenges that college of education faculty members in the United States encountered when developing and implementing technology standards for students. The goal of this research project was to gain an understanding of faculty members' experience with technology, particularly in the context of implementing standards in response to the National Council for Accreditation of Teacher Education requirements for teacher education academic programs. Findings of this qualitative, naturalistic research project revealed a number of faculty concerns regarding technology in teaching and standards for students, including technology's impacts on communication and relationships in teaching, and anxiety around technology use. The discussion concludes with implications for practice and suggestions for further research  相似文献   

Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education     

Alana Barton  Karen Corteen  Julie Davies  Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41

Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness.  相似文献   

Problems & Prospects Revisited: Bursik’s Mark on Chicago‐Style Criminology     

Heather Zaykowski  Karen F. Parker 《Journal of Criminal Justice Education》2013,24(3):311-331

It has been 20 years since Robert J. Bursik Jr. published his seminal article outlining some of the problems and prospects in the social disorganization perspective on crime and delinquency. In this study, we review the content of approximately 200 published articles that cite Bursik’s 1988 piece. These studies are systematically examined in terms of their efforts to overcome the problems and pursue the prospects that Bursik outlined. In addition to content analysis, we survey the authors who cite this work. That is, we gather data from the authors directly to assess the influence of Bursik’s article on their own published work. Our research finds that Bursik’s work played a significant role in the revitalization and expansion of social disorganization theory.  相似文献   

Standing in the shadows: Academic mentoring in criminology     

Karen McElrath 《Journal of Criminal Justice Education》2013,24(2):135-151

Survey data were used to explore the effect of mentoring on publications by faculty members in criminology and criminal justice. The initial analysis showed that mentored faculty were significantly more successful at publishing than nonmentored faculty. Further examination revealed gender differences with respect to being mentored: among new faculty members, publication success was associated with being mentored by males. Explanations for these findings focused on the well-established male network in criminal justice and criminology and on structural disadvantages encountered by female faculty members.  相似文献   

Curriculum-Based Measurement as a Predictor of Performance on a State Assessment: Diagnostic Efficiency of Local Norms     

Karen L. Sandberg Patton  Amy L. Reschly  James Appleton 《Educational Assessment》2013,18(4):284-301

With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local decisions. Scores on Dynamic Indicators of Early Literacy Skills Oral Reading Fluency for 1,374 students in Grades 2 to 5 were used to predict outcomes the Georgia reading achievement test, the Criterion Referenced Competency Tests. Local norms were generated using logistic regression and receiver operator characteristic curve analysis. The generated cut scores were compared to the commercial norms for differences in diagnostic efficiency. The generated cut scores were lower than the commercial norms and had improved diagnostic efficiency. Implications related to educational policy and the use of R-CBM are discussed.  相似文献