Business cycles and state governmental finances: Implications for higher education     

Fred C. White  Wesley N. Musser 《Higher Education》1978,7(2):177-192

The national economy has been increasingly subject to macroeconomic fluctuations in the 1970s. This paper demonstrates that these fluctuations have an important impact on state public finance. Tax revenues for these governments are directly related to the aggregate level of economic activity. However, the uncontrollability of such expenditure components as welfare, and the inflationary pressures in all program areas may increase expenditure levels in the face of declining revenue.Since public institutions of higher education rely heavily on financial support from state governments, the cyclical budgetary conditions of these governments have important implications for higher education. Historically, a financial crunch in higher education has resulted in most program areas being restricted to a similar extent, which reflects the fact that administrators have not adjusted expenditure levels to effectively deal with cyclical financial problems. This paper documents the severity of cyclical fluctuations in higher education finance and suggests ways to cope with these problems.  相似文献   

Editorial – Longitudinal Studies on Student Learning in Science     

Russel Tytler  Hanna J. Arzi  Richard T. White 《Research in Science Education》2005,35(1):1-2

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Education in bourgeois society: A matter of common sense     

Robert D. White 《Interchange》1980,11(1):47-60

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Individual development during teacher training     

John Baird  Peter Fensham  Richard Gunstone  Richard White 《Research in Science Education》1987,17(1):182-191

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The importance of context in educational research     

Richard White 《Research in Science Education》1985,15(1):92-102

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Tertiary education in the Noughties: the student perspective     

Naomi Rosh White 《高等教育研究与发展》2006,25(3):231-246

The psychodynamics of learning and teaching at a time of changing funding arrangements and priorities are explored and discussed through students’ accounts of their experience of university. The contextual, organizational and socio‐political characteristics implicated in these psychodynamic processes are considered. Among the psychodynamic issues that emerged from students’ accounts were organizational distancing, expressed in the physical and symbolic distance between students and teachers as well as a perceived distance between lecturers and their teaching responsibilities, and transference evident in the students’ struggle between dependence and independence.  相似文献   

An Experiment in Justice: the Disadvantaged Schools Program and the question of poverty, 1974‐1990     

R. W. Connell  V. M. White  K. M. Johnston 《British Journal of Sociology of Education》1992,13(4):447-464

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The Leaking Pipeline: Women Postgraduate and Early Career Researchers in Australia   总被引：1，自引：0，他引：1  

White  Kate 《Tertiary Education and Management》2004,10(3):227-241

This paper explores the leaking pipeline in women's participation rates from Bachelor to postgraduate research programmes. In examining projects at two Australian universities to identify and implement strategies to improve women's participation in research higher degrees, it focuses on three points of leakagebetween Bachelor and Bachelor with Honours degree programmes, Bachelor degree with Honours and postgraduate research programmes, and completion of postgraduate research and taking up a postdoctoral position, and the links between them. It examines three important consequences of women not undertaking or completing postgraduate research: entering academia at lower levels or in casual positions, often while doing postgraduate research part-time; tending to focus on teaching rather than research; and, due to under-representation at middle levels, not achieving a critical mass in senior academia. The paper suggests ways in which university policy may impact on women's participation in postgraduate research programmes through implementation of university-wide and departmental policies encompassing the strategies identified in these studies.  相似文献   

分析传统与教育哲学:历史的分析   总被引：1，自引：0，他引：1  

帕特里夏·怀特  保罗·赫斯特  石中英 《教育研究》2003,(9)

在西方哲学不断发展的背景中 ,教育哲学真正开始成为一个有清晰界限的研究领域 ,以其强有力的分析方法著称于世。英国分析哲学家彼德斯提出了教育哲学的任务和特征 ,成功地使教育哲学具备了自己的独特的性质 :既是当代哲学一个生机勃勃的领域 ,又是教育研究一个主要的和独立的领域。 2 0世纪 80年代以来 ,分析教育哲学已经不折不扣地成为西方哲学传统中的一部分。当前 ,分析教育哲学的首要任务就是认真地对学科内部的根本问题进行重新评价和修正。  相似文献   

The postschool adjustment of persons with learning disabilities: current status and future projections.     

W J White 《Journal of learning disabilities》1992,25(7):448-456

Recent research on the adult status of individuals with learning disabilities was reviewed. It was found that learning disabilities persist into adulthood, that manifestations of learning disabilities in adulthood are different than in childhood, and that many adults with learning disabilities are not independent or self-sufficient. These findings are related to the changes American society is currently undergoing, particularly changes in the workplace. Implications for teachers are discussed.  相似文献