Women at cornell: The myth of equal education     

Maxine Seller 《Higher Education》1979,8(4):428-428

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Book reviews     

Robert C. Snider  Kenneth Silber  Paul Vanderbilt  Malcolm Lee Fleming  Maxine Ruth Moore  Ira J. Gordon 《Educational technology research and development : ETR & D》1971,19(1):102-118

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Introduction to the Special Topic: Epistemology and Movement     

Maxine Sheets-Johnstone 《体育哲学杂志》2013,40(2):103-105

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Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia     

Lisl Fenwick  Maxine Cooper 《The Australian Educational Researcher》2012,39(3):349-361

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The speaking of Roy Wilkins     

Maxine Schnitzer Ferris 《Communication Studies》2013,64(2):91-98

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The third sector and the governance of education     

Maxine Stephenson 《Journal of educational administration and history》2013,45(4):370-384

This article explores the nature, scope and form of third-sector involvement in education in New Zealand as demonstrated through a comparison of its relationship with the state in two distinct periods of state and educational development. It begins with an analysis of the period of state expansion from crown colony to centralised administration in the mid-1870s. It then examines the relationship in the decade following the restructuring of education in 1989, as the neoliberal state negotiated economic changes at the national and supranational levels, and challenges to the existing educational organisation from both the political left and the political right. Although an almost mirror image of nineteenth-century arrangements is identified, the nature of the state/third-sector relationship was vastly different as a smaller, but nonetheless stronger, state retained control over the governance of education and, with it, possibilities and limitations for third-sector involvement.  相似文献   

Randomised controlled trial of incentives to improve attendance at adult literacy classes   总被引：1，自引：1，他引：0  

Greg Brooks  Maxine Burton  Pam Cole  Jeremy Miles  David Torgerson 《牛津教育评论》2013,39(5):493-504

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK‐based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners.

Methods: We used a cluster‐randomised design. Twenty‐nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores.

Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was ?2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI ?7.40 to 2.57, p = 0.33).

Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers.  相似文献   

Exploitation or opportunity? Student perceptions of internships in enhancing employability skills     

Henrietta O’Connor  Maxine Bodicoat 《British Journal of Sociology of Education》2017,38(4):435-449

Internships are now widely promoted as a valuable means of enhancing graduate employability. However, little is known about student perceptions of internships. Drawing on data from a pre-1992 university, two types of graduate are identified: engagers and disengagers. The engagers valued internship opportunities while the disengagers perceived these roles as exploitative and worthless. Few were able to distinguish paid, structured internship opportunities from unpaid, exploitative roles. We conclude that higher education institutes need to be more proactive in extolling the value of paid internships to all students and not just those most likely to engage with their services.  相似文献   

Academic achievement in first-year university: who maintains their high school average?     

Maxine Gallander Wintre  Barry Dilouya  S. Mark Pancer  Michael W. Pratt  Shelly Birnie-Lefcovitch  Janet Polivy  Gerald Adams 《Higher Education》2011,62(4):467-481

The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity. Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated significant group differences between Maintainers and Decliners on familial variables (gender, fathers’ education level, but not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans, transition perception, time management and university adaptation). The current study addresses a gap in the existing academic achievement literature, while providing practical information to students, parents, and educators involved in the transition to university.  相似文献   

Helping out or hanging out: the features of involvement and how it relates to university adjustment     

Thanh-Thanh Tieu  S. Mark Pancer  Michael W. Pratt  Maxine Gallander Wintre  Shelly Birnie-Lefcovitch  Janet Polivy  Gerald Adams 《Higher Education》2010,60(3):343-355

This study examined the nature of students’ out-of-class involvements with a view to identifying the kinds of involvement that are most conducive to positive adjustment to university. Students from five Canadian universities completed questionnaires in November of their first-year at university assessing the quality of their out-of-class involvements and the extent to which such activities were structured (i.e., supervised, performed regularly, had a goal or purpose). Measures of adjustment to university were administered in November and March of their first-year. Results indicated that the amount of structure present in out-of-class activities was positively related to university adjustment. Activity quality was found to mediate the relationship between activity structure and university adjustment; it seems that activities that are highly structured are related to more positive outcomes because they tend to provide participants with a high-quality experience. Results are discussed in terms of the transition to university, and first-year transition intervention programs.  相似文献