Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface     

Andrew Day  Vicky Nakata  Martin Nakata  Gregory Martin 《高等教育研究与发展》2015,34(3):501-512

The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education.  相似文献   

远程开放教育学生滞留率问题研究--基于对天津广播电视大学学生情况的统计分析     

毕悦 《科教文汇》2014,(12):91-92

经过对天津电大远程开放教育教务系统平台提供的2009年-2011年学生数据统计发现,远程开放教育学生滞留率比较高,本科学生滞留率在30%-40%之间,专科生滞留率在40%以上,对此,应从健全制度、加强管理、做好入学教育等方面开展工作,降低学生滞留率。  相似文献   

Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England          下载免费PDF全文

Charleen Chiong  Loic Menzies  Meenakshi Parameshwaran 《British Educational Research Journal》2017,43(6):1083-1110

This paper examines the reasons why long‐serving teachers remain in the teaching profession. Interest in teacher retention has grown in recent years, both in the UK and internationally, due to concerns over teacher shortage. However, most research on retention has focused on why teachers leave; this paper aims to fill the gap in our understanding of the positive reasons why long‐serving teachers stay in the profession, and how these reasons change over time. We define ‘long‐serving teachers’ as teachers who have taught for 10 years and more. We draw on a subset of data from an existing, broader study (Menzies et al., 2015 ) on why teachers enter and stay in the profession. In this paper, we draw on questionnaire findings from over 900 teachers with 0 to over 30 years’ teaching experience, and interviews with 14 long‐serving teachers, to understand why long‐serving teachers enter and, more importantly for our purposes, stay in teaching. We find that teachers’ motivational patterns are highly complex and influenced by school‐level and policy contexts. Nonetheless, two prominent retention factors are identified: teachers’ perceived professional mastery and altruistic reasons. Perceived professional mastery is particularly important due to its mutually reinforcing analytic relationships with other reasons. We find that teachers’ identification with intrinsic, altruistic and perceived professional mastery reasons become stronger with years of experience, but in some cases, paradoxically, so does their identification with extrinsic reasons. From our evidence, we suggest policy implications for enhancing the retention of long‐serving teachers.  相似文献   

The operation of grade retention and educational inequality: who gets retained in Macao and why?     

Yi-Lee Wong  Yisu Zhou 《Asia Pacific Journal of Education》2017,37(2):150-162

While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration. Using data from PISA 2009 and a qualitative research project, we seek to demonstrate how inadequate state regulation could make possible the manipulation of grade retention institutionally and individually in Macao. This, in turn, illustrates how the specific contextualized structural operation of grade retention could serve as a mechanism for social differentiation and thus play a role in contributing to the observed educational inequality.  相似文献   

Persistence factors revealed: students’ reflections on completing a fully online program     

Dazhi Yang  Sally Baldwin  Chareen Snelson 《Distance Education》2017,38(1):23-36

Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs.  相似文献   

顾客保留管理战略探析   总被引：1，自引：0，他引：1  

鲁江 《科技创业月刊》2007,20(9):63-65

顾客保留管理是"以顾客为中心"的新型商业模式顾客关系管理的核心组成部分,是一种旨在改善企业与顾客之间关系的新型管理战略。顾客保留率是顾客关系管理中的重要概念,也是顾客关系好坏的重要衡量指标。从探讨顾客保留管理的内涵入手,全面分析了顾客保留管理内容,以及其与企业经营战略体系的关系,提出了顾客保留管理战略的一些选择。  相似文献   

体育运动心理学运动技能保持研究述评     

邵国华  黄志剑 《体育科技文献通报》2011,19(5):122-123,128

随着心理学家研究视野的不断扩大,运动技能这一领域也引起了一定程度的关注,本文结合大量文献,对运动技能学习过程中记忆保持的问题进行了探讨,指出了动作技能保持的特点,分析了动作技能和艾氏学习材料之间的差异,提出了一些新的想法和建议,从而对目前关于运动技能保持方面的研究具有重要的推动作用。  相似文献   

滤波预处理在分水岭分割算法中的应用     

刘晨 《喀什师范学院学报》2014,(6):45-49

为了降低图像噪声对分水岭算法产生的过分割的影响,在分水岭算法之前进行滤波预处理.而滤波算法在平滑噪声的同时会丢失图像的边缘结构信息,为了保持在滤波预处理过程中图像的边缘结构信息,使用相似性度量的滤波函数,并且相似性度量从基于像素点的方法扩展到基于图像块的方法.  相似文献   

感知的奠基性地位是自明的吗——论胡塞尔现象学中感知与想象的关系问题     

张田田 《德州学院学报》2014,30(5):1-6

在胡塞尔现象学中,感知与想象的关系错综复杂,想象并非感知的简单变异。首先,胡塞尔基于立义形式对感知和想象所做的区分并不成功。其次,滞留作为一种先验想象,原初地参与感知对时间客体的构造,构成感知的必要条件和环节。此外,感知并不能独立地完成对客观时间本身的构造,作为第二性回忆的再造也起着不可或缺的再认作用。因而,感知的奠基性地位并非完全绝对的和自明的,无论是先验想象还是经验想象也都具有某种独特的构造作用。  相似文献   

mRNA stability in the nucleus     

Han LIU  Min LUO  Ji-kai WEN 《Journal of Zhejiang University. Science. B》2014,15(5):444-454

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