The attainability of university degrees and their labour market benefits for young Australians     

Jung-Sook Lee 《Higher Education》2014,68(3):449-469

I used data from the 1995 cohort of the Longitudinal Surveys of Australian Youth to investigate the factors associated with the attainment of Australian university degrees and estimate their domestic labour market benefits. I considered vertical and horizontal stratification in education and examined monetary and non-monetary benefits. The probabilities of attaining a university degree differed significantly by individual and family background. Individual’s family backgrounds significantly predicted the prestige of their universities, but not their fields of study. University graduates enjoyed higher income and occupational prestige relative to non-graduates. Among university graduates, income and occupational benefits differed significantly by fields of study but less by the prestige of universities. These findings indicate that vertical stratification in education plays an important role in the intergenerational transmission of social status in Australia. My findings suggest that policies should ensure equal access to higher education for young people from disadvantaged backgrounds. Strategies to reduce inequality in higher education are discussed.  相似文献   

Education hubs and talent development: policymaking and implementation challenges     

Jack T. Lee 《Higher Education》2014,68(6):807-823

The discourse on the internationalization of higher education emphasizes revenue generation while neglecting other diverse rationales pursued by governments and institutions. For countries that are seeking to venture into a knowledge economy or accrue greater competitive advantages under globalization, many policymakers view cross-border higher education as a platform for developing human talent. In this pursuit, education hubs stand out as large-scale initiatives supported by extensive planning and investment. By comparing the developments of Malaysia, Singapore, and Hong Kong as education hubs, three distinct objectives are apparent: to develop local talent, to attract foreign talent, and to repatriate diasporic talent. Despite the attention directed at the recruitment of international students, developing local talent remains a fundamental goal among education hubs. Talent development includes manpower planning as well as more inclusive provisions that support the diverse interests among local students. On the other hand, education hubs do not share the goals of attracting foreign and repatriating diasporic talent. Contextual factors such as distinct political economies and ethnic sensitivities mediate the recruitment of external talent. Comparing the policy rhetoric of talent development against the realities of implementation reveals sharp misalignment in some cases. More importantly, the political inertia in Singapore and Hong Kong exerts a gravitational pull that is increasingly turning sentiments against some foreign talent.  相似文献   

Measuring cognitive load with electroencephalography and self-report: focus on the effect of English-medium learning for Korean students     

Hyunjeong Lee 《教育心理学》2014,34(7):838-848

This study investigated a reliable and valid method for measuring cognitive load during learning through comparing various types of cognitive load measurements: electroencephalography (EEG), self-reporting, and learning outcome. A total of 43 college-level students underwent watching a documentary delivered in English or in Korean. EEG was measured during watching, and subjective rating load was reported right after watching. Comprehension was tested for learning achievements. The results demonstrated a positive relationship between difficulty rating by self-report and beta frequency via EEG in the T3 area (Pearson r = .309, p < .05). Difficulty rating and learning performance are correlated negatively and significantly (Pearson r = ?.391, p < .01). The results have theoretical implications supporting cognitive load theory in terms of a negative relationship between the difficulty rating and the learning performance. On the practical side, the study contributes to provide the information of validity of cognitive load measurements.  相似文献   

Korean-American student perceptions on literacy and identity: perspectives from an ethnographic case study     

Jeonghee Choi  Heriberto Godina  Yeon Sun Ro 《Asia Pacific Journal of Education》2014,34(3):259-272

This ethnographic case study examines perceptions of literacy and identity for a Korean-American student in a third-grade classroom. The researchers examine how teachers can misinterpret Asian identity in the classroom due to perceptions related to the Model Minority Myth and other stereotypical representations of Asian culture. By focusing solely on academic success, teachers miss opportunities to gain insight for nurturing other areas of student success and adjustment in the classroom environment. Implications for identity formation and authentic integration of language and literacy practices are discussed. Educators interested in culturally-relevant instruction for immigrant students should find this study informative.  相似文献   

Testing interest and self-efficacy as predictors of academic self-regulation and achievement     

Woogul Lee  Myung-Jin Lee  Mimi Bong 《Contemporary educational psychology》2014

We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables.  相似文献   

英语专业硕士研究生学习动机调查与分析     

陈娜 《佳木斯教育学院学报》2014,(2):21-22

本文对目前广西已有英语专业研究生培养任务的5所高校的英语专业研究生进行了调查。主要调查了当前英语专业研究生的学习动机,在分析其原因的基础上提出了相应的建议。  相似文献   

影响思想政治教育时效性的原因分析与对策研究     

邓娜 《佳木斯教育学院学报》2014,(3):53+55

思想政治教育是素质教育实施的重要途径,对于学生思想政治素质的培养起着重大作用。然而现阶段思想政治教育受到诸多因素的影响,教育工作开展后的效果不明显,因此,分析影响思想政治教育时效性的因素,寻求有效的解决对策就显得比较重要。  相似文献   

新疆建筑设施名称的翻译浅议     

刘娜 《佳木斯教育学院学报》2014,(12):143-144

本文从范仲英的翻译三原则角度对新疆建筑设施名称的翻译进行了举例讨论,分别探讨了寺庙、洞窟和壁画以及墓葬的翻译,得出的结论是,在新疆的多元文化背景下,译文既要最大限度的忠实于读者,又要最大限度的忠实于名称的文化内涵。本文对新疆其他类别的旅游景点名称翻译有借鉴意义。  相似文献   

电影《乌云背后的幸福线》台词中的语气隐喻探析     

刘娜 《黑龙江教育学院学报》2014,(3):149-151

作为系统功能语言学的一个重要概念,语气隐喻指的是在言语交际中采用非典型的语气形式来实现言语功能,是语气变异在语法层面上的体现,兼具了两种语言功能的特点,有助于实现复杂的言语功能。基于此,以语气隐喻理论为依据,举例分析电影《乌云背后的幸福线》台词中的典型语气隐喻现象,并解读其中蕴含的影片中的人物性格特点、人际关系、影片主题等多方面内容,以期有助于加深对该片及实际人际交流中语气系统本身的认识。  相似文献   

Why Everyday Experience? Interpreting Primary Students’ Science Discourse from the Perspective of John Dewey     

Jiyeon Na  Jinwoong Song 《Science & Education》2014,23(5):1031-1049

The purposes of this study were, based on John Dewey’s ideas on experience, to examine how primary students used their own everyday experience and were affected by own and others’ experience in science discourse, and to illuminate the implications of experience in science education. To do these, science discourses by a group of six fourth-graders were observed, where they talked about their ideas related to thermal concepts. The data was collected through interviews and open-ended questions, analyzed based on Dewey’s perspective, and depicted as the discourse map which was developed to illustrate students’ transaction and changing process of students’ ideas. The results of the analysis showed typical examples of Dewey’s notions of experience, such as the principles of continuity and of transaction and of different types of experience, examples of ‘the expanded continuity and transaction’, and science discourse as inquiry. It was also found that students’ everyday experiences played several roles: as a rebuttal for changing their own ideas or others’, backing for assurance of their own ideas in individual students’ inner changes after discourse with others, and backing for other’s ideas. Based on these observations, this study argues that everyday experience should be considered as a starting point for primary students’ science learning because most of their experience comes from everyday, not school science, contexts. In addition, to evoke educative experience in science education, it is important for teachers to pay more attention to Dewey’s notions of the principles of continuity and of transaction and to their educational implications.  相似文献