私营企业主阶层政治参与扩大化问题探析     

邢建华 《福建工程学院学报》2005,3(5):418-422

文章分析了我国私营企业主政治参与扩大化的原因,探讨了私营企业主政治参与扩大化的利与弊,提出了规范私营企业主政治参与扩大化行为的对策.  相似文献   

Which students need accommodations the most,and to what extent are their needs met by regular upper secondary school? A cross-sectional study among students with special educational needs     

Moa Yngve  Helene Lidström  Elin Ekbladh  Helena Hemmingsson 《欧洲特需教育杂志》2019,34(3):327-341

The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities.  相似文献   

The effectiveness of learning analytics for identifying at-risk students in higher education     

Ed Foster  Rebecca Siddle 《Assessment & Evaluation in Higher Education》2020,45(6):842-854

Abstract

In this article we investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform. Amongst other things, the platform generates ‘no-engagement’ alerts if students have not engaged with any of the data sources measured for 14 consecutive days. We tested the relationship between these alerts and student outcomes for two cohorts of first-year undergraduate students. We also compared the efficiency of using these alerts to identify students at risk of poorer outcomes with the efficiency of using demographic data, using widening participation status as a case study example. The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background.  相似文献   

Influences on the intention to enter higher education: the importance of expected returns     

Maria Eliophotou Menon  Elias Markadjis  Nikolaos Theodoropoulos  Michalis Socratous 《Journal of Further & Higher Education》2017,41(6):831-843

Research points to several determinants of the private demand for higher education, which include individual, social, economic, and institutional variables. Of these variables, economic factors are considered to be highly relevant, especially in the current financial crisis. The paper investigates the link between expected rates of return to higher education and the intention of secondary education graduates to pursue university studies. The effect of additional variables influencing the choice of higher education (ability, gender, socioeconomic status [SES], type of secondary school, area of residence) is also examined. The findings show a significant link between the perceived rates of return and the intention of secondary school graduates to enter tertiary education. With the exception of residence, all independent variables are strong determinants of the intention to enter higher education. The paper also points to the considerable effect of the financial crisis on students’ expectations in that respondents reported lower perceived rates of return compared to previous estimates in the same country. The implications of the findings for higher education policy are discussed.  相似文献   

对弱势群体平等参与体育活动的分析与探讨     

贾强  李燕  李伟 《邯郸学院学报》2007,17(3):108-110

针对弱势群体参与体育活动的意义,存在的问题,以及目前弱势群体参与体育活动的现实概况,提出了弱势群体平等参与体育活动的几点建议.  相似文献   

当前我国农民非制度化政治参与问题探析     

王永风 《安阳师范学院学报》2007,3(6):29-30

随着我国改革开放和政治经济体制改革的不断深入,农民政治参与水平也在不断提高。但是,我国农民为了保护自身利益,常常诉诸于非制度化政治参与。这种状况应引起足够的重视,并采取相应措施,将农民的政治参与逐步引入制度化的轨道上来。  相似文献   

转变课堂教学观念激发学生参与意识     

张会平 《漯河职业技术学院学报》2003,2(3):54-56

应试教育下的课堂教学模式已不能适应现代社会所需人才培养的要求,因为它忽视了学生在学习过程中的主体作用,造成教学效率低下,学生综合素质得不到充分的培养和提高.为了改变这种状况,教师必须转变传统的课堂教学观念,充分发挥学生的主观能动性,培养出现代社会所需要的高素质的人才.  相似文献   

小城镇民众政治参与状况调查     

俞小和  胡倩燕 《安徽广播电视大学学报》2004,(2):5-9

小城镇民众的政治参与是中国政治发展进程中的重要环节.在对安徽省某一建制镇进行政治参与状况调查的基础上,本文得出了几点结论,并且据此对扩大民众的政治参与提出了有针对性的政策建议.  相似文献   

影响江、浙、沪地区外来人口学校学生体育参与的主要因素     

李裕全  严文刚 《赣南师范学院学报》2007,28(6):87-90

运用访问调查、问卷调查等研究方法,对影响江、浙、沪地区外来人口学校学生体育参与的主要因素进行分析.结果表明,外来人口学校的办学实力、外来人口学校体育环境、学生体育参与意识、学生家庭经济收入等,是制约江、浙、沪地区外来人口学校学生体育参与的主要因素.  相似文献   

Inclusivity,participation and collaboration: Learning in interactive groups     

Harkaitz Zubiri-Esnaola  O. Rios-Gonzalez  T. Morla-Folch 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):162-180

ABSTRACT

Background: Interaction, participation and collaboration are thought to be important factors for supporting successful second or foreign language learning. The use of Interactive Groups (IGs) is regarded as helpful in creating the conditions in which interaction, participation and collaboration are increased to create effective dialogic learning. However, there is limited understanding of the role of IGs in supporting second or foreign language learning.

Purpose: The aim of the present study was to explore the opportunities that IGs generated for supporting interaction, participation and collaboration in a situation where students were learning English as a foreign language.

Method: A communicative methodology was used to collect and analyse observational and interview data from three classrooms where teaching and learning was organised through IGs, each in a different school in Spain involved in Schools as Learning Communities: Successful Educational Actions (SEAs). Across the three classrooms, there were 58 students, three teachers and 14 volunteers, whose role was to support and encourage communication. The schools served low SES communities. We conducted eight classroom observations and 17 semi-structured interviews. The data were analysed qualitatively.

Findings: The thematic analysis suggested that, in the classrooms that were studied, there was evidence that participants and observers felt that IGs promoted effective conditions for the inclusive participation of all learners, created a favourable climate for collaborative interactions regarding the target language and raised learning expectations for all students. In addition, the contribution of the volunteers was identified as crucial to the successful functioning of the IGs.

Conclusion: This small scale, qualitative study highlights the potential for IGs to create favourable conditions for the learning of English and other languages as a foreign language. More extensive studies are needed to determine the best way to use IGs for the teaching and learning of foreign languages in other contexts.  相似文献