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1.
The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university. 相似文献
2.
Gert Gast 《Educational Media International》2013,50(3):145-148
Abstract This article is based on a workshop held in NSW, Australia, in conjunction with the Australian Open Learning Information Network and the University of New England. The workshop envisaged possibilities of asynchronous course delivery through a low‐cost, community‐based, electronic network facility. We simulated the user interface for an Online Open University as it can be provided by Pegasus Networks, enabling distance education students to access lectures, interactive tutorials and a knowledge base. We report on an English freshman composition course ‘attended’ online by a Byron Bay student, and an informal journalism course conducted by the Extended Learning Network, Sydney. We show existing links between the NSW network ILANET and Pegasus Networks, and discuss further possibilities of library and database access for online students. 相似文献
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Despite increasing access to university education, students from disadvantaged or non-academic family backgrounds are still underrepresented in universities. In this regard, the economics literature has focused on the role of financial constraints as a cause of these observed differences in educational choices. Our knowledge of potential effects of other constraints regarding university education is more limited. We investigate the causal relationship between information and educational expectations using data from a German randomized controlled trial in which students in high schools were given information on the benefits of as well as on different funding possibilities for university education. We find that the provision of information increases intended college enrollment for students from a non-academic family background, both two to three months and one year after the intervention. In contrast, it leads students from academic backgrounds to lower their enrollment intentions in the short run. However, this effect does not persist. Our results suggest that educational inequality can be reduced by providing students from non-academic families with relevant information. 相似文献
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This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers. 相似文献
6.
This study examines how access to academic curriculum differs between secondary schools in Australia, a country whose education system is marked by high levels of choice, privatisation and competition. Equitable access to academic curriculum is important for both individual students and their families as well as the larger society. Previous research has shown that students from lower socio-economic backgrounds are less likely to study academic curriculum than their more advantaged peers. Less is known, however, about the extent to which this pattern is related to differential provision of curriculum between schools. We found that low socio-economic schools offer students less access to the core academic curriculum subjects that are important for university entry. We also found that the breadth and depth of courses offered is related to school sector (private or public) and socio-economic context. Previous research has shown that choice and competition are inequitable because they frequently increase school social segregation and ‘cream-skimming’. Our findings show another inequitable consequence, namely that choice and competition limit access to high-status academic curriculum in working-class communities. 相似文献
7.
This article investigates students’ understanding and students’ experiences of access and success at a Higher Education Institution. There is a growing discourse around how students at Higher Education Institutions experience access and success. These discussions are imperative so that educational practices, university systems and processes as well as educational development initiatives can be tailored to meet the needs of all students. This specifically relates to issues of how students access the university, both epistemically and culturally and what their stories of success are in their path to and through the university. Qualitative research methodologies have been used for data collection and analysis. This article describes a six-month pilot study, which falls under the Siyaphumelela (‘we succeed’) student success project. In this pilot, forty-five interviews were conducted with undergraduate students. This article is underpinned by Tinto’s theory of integration. Moving away from the discourse of unprepared and underprepared students, our approach advocates that institutions prepare better for students who have not had the advantage of acquiring the necessary skills and knowledges that would assist them to be successful in their higher education journey. This study has found that the institution is already providing services which are much needed by students for their success. However, an extension of these systems needs to take place so they reach the entire student population. Our approach in this project is holistic because we understand that how students experience access, success and student centeredness is intricately linked to becoming university students. 相似文献
8.
This paper examines the concept of ‘powerful knowledge’ and provides new perspectives on an important emergent theory for education. We claim that the key to attaining powerful knowledge is ‘epistemic access’ to the discipline, which is access of the generative principles of knowledge creation. We draw on 15 years teaching and researching a university science programme in which undergraduate ecology students are trained as researchers during the 3 years they attend university. Hence, there is close alignment between teaching students to do research and powerful knowledge. In addition, it has been suggested that the ‘power’ in powerful knowledge is realised in what is done with that knowledge, that its purpose is social since it allows the holder to make a better contribution to society. We argue that in addition to such an aspirational ‘outcome’, it can be part of the process of education and early acquisition of powerful knowledge can influence all subsequent formal and informal learning experiences as the student progresses though university. A model for powerful knowledge is presented in which there is the possibility of powerful action after graduation, but this remains in the theoretical realm while there is very little empirical evidence supporting such a hypothesis for ecology students. Powerful action also questions the limits of responsibility for a teacher. 相似文献
9.
J. Enrique Hinostroza Carolina Matamala Christian Labbé Magdalena Claro Tania Cabello 《Learning, Media and Technology》2015,40(1):43-63
This paper presents the results of an analysis of secondary students’ computer use, aimed at understanding how different factors influence the profile of activities carried out by students with computers. The analysis is based on the data from a national study aimed at measuring students’ Information and Communication Technology (ICT) skills for learning. A factor analysis was carried out to categorize students’ activities with computers and several indexes were constructed to define the comparison groups. Finally, a multiple linear regression analysis was performed to explain the frequency of the activities. Results show that students with access to computers at home mainly perform activities categorized as Socializing, Academic, Gaming and Production and that although the absolute frequency of these activities differs across groups, the profiles of computer use are surprisingly similar for groups based on students’ socio-economic group, experience with ICT, and self-confidence in the use of ICT. The only variable that discriminates user profiles is gender. Based on these findings, it can be claimed that Chilean secondary students with access to computers at home tend to show a rather homogenous computer-use profile, once access is equated. 相似文献
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This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support. 相似文献
12.
In this article we present ethnographic research conducted on students taking an Italian language and culture course in Lomé, the capital of Togo. We interacted with the students and participated in their school days. In addition to the interviews, we turned to Focus Groups in order to investigate certain crucial issues. Our research reinforces the idea that migration is a strategy of living, even before surviving, thanks to which many students from West Africa can achieve their desire to learn and explore the world and gain access to higher quality education. We noted the importance of the preparatory phase, the process by which students acquire different skills needed to deal with the migration experience. ‘Study like Italians do’ also anticipates the scenario of the migration in the host country, which influences the expectations and behaviour that students will implement once they arrive in Italy. 相似文献
13.
Paul J. Mensink Karen King 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):10-22
We used educational data mining to quantify student access of online feedback files and explore the underlying drivers of feedback file access in a learning management system (LMS). We collated LMS access logs for 32 individual pieces of assessment representing 1462 feedback files for 484 students (males = 45%, females = 55%) that originated across three undergraduate years, from 20 different degree pathways. Over a third of assessment feedback files (38%, 553 files) were never accessed by students. When students could obtain their assessment mark without opening the associated feedback file, 42% of feedback files were not accessed by students (513 of 1224 files). When assessment marks were integrated into the feedback file (and not reported within the LMS), the proportion of unopened feedback dropped significantly to only 17% of files (40 of 238 files). We uncovered strong gender-specific differences in how students accessed feedback within the LMS that were dependent upon academic performance and the integration of marks within the feedback file. Poorly performing males were less likely to access feedback; however, integrating marks into the feedback files meant that males were over 27 times more likely to access the feedback file. In contrast, females exhibited a much weaker and more variable response to marks being reported within feedback files. Assessments with deadlines earlier in the semester were also viewed more often than those later in the semester. 相似文献
14.
Providing students with supplementary course materials such as audio podcasts, enhanced podcasts, video podcasts and other
forms of lecture-capture video files after a lecture is now a common occurrence in many post-secondary courses. We used an
online questionnaire to ask students how helpful enhanced podcasts were for a variety of course activities and how important
having access to the enhanced podcasts was in their decision to miss classes. Student responses from two courses, one introductory
and one advanced, were compared. Students in the introductory Genetics course reported that having access to enhanced podcasts
was “very important” in their decision to miss class more often (39%) than those in the advanced Microbiology course (20%).
They also reported missing more classes than students in the advanced course. Students in both courses found the enhanced
podcasts helpful for a range of learning activities. First year students who missed just a few classes and those who missed
many classes both found the enhanced podcasts to be very helpful for learning activities. We argue that creating these resources
is a good choice for instructors irrespective of the level of the course they teach and that the potential value of these
resources, particularly for first year students, outweighs any impact that having access to supplementary enhanced podcasts
of the lectures may have on class attendance. 相似文献
15.
This study examines educators’ perspectives on accountability mandates designed to expand access to the College Board's Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in Florida, Palm Crest High School. Consistent with Elmore (1979), district and site-based administrators focused on the “forward mapping,” of implementation and identified teacher “gatekeeping” as well as parental expectations as chief barriers to opening up AP enrollment. Teachers, however, found implementation problematic—accountability levers had contradictory provisions and overall neglect nonacademic barriers to college access for low-income African American and Hispanic students. The current value-added model of incorporating student exam performance as a key component of teacher evaluations complicates the advocacy associated with increasing low-SES students’ participation in AP classes as educators strive to maintain high pass rates amid open-enrollment policies. We argue for increased support systems to enhance students’ preparedness for taking college-level courses while in high school, leading to increased college attendance and degree completion. 相似文献
16.
Matthew M. Chingos Rebecca J. Griffiths 《Journal of research on educational effectiveness》2017,10(4):794-816
Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has become an important focus for educators and policymakers. We conducted randomized experiments of low-cost online summer math programs at three universities to test whether this type of intervention can increase access to math preparation, improve placement and enrollment in fall math classes, and improve performance in first-year math courses. Students who received the intervention engaged with the platform, though at relatively low rates, and were more likely to retake the placement test and improve their scores than students in the control group. However, these improved scores did not translate into enrolling in higher level math courses, obtaining more math credits, or improving grades in math-related courses during the first year of college. Thus, providing students access to this online tool did not improve their math skills. 相似文献
17.
Using visual strategies simultaneously to support students with learning disabilities in mathematics
We provide insight into how multiple visual strategies can be used simultaneously to increase access to and success with challenging mathematics at the secondary level for students with learning disabilities. Drawing on a teaching philosophy based on recognising student strengths and needs, we argue the potential benefits of using visual strategies during instruction and intervention to best meet student needs. Examples from our work with a high school student with a learning disability are presented to provide insight into how visual strategies can increase understanding and success with mathematics as it becomes more abstract at the secondary level. We urge practitioners and researchers to explore the benefits of incorporating simultaneous visual strategies into secondary mathematics learning. 相似文献
18.
A. Kirkwood 《Learning, Media and Technology》1990,16(2):77-85
Significant changes in the nature of Open University (OU) television productions will occur in the 1990s as a result of the high level of access to video equipment among the University's students. A very large proportion of course programmes are already recorded off‐air by students for subsequent viewing, but additional educational benefits can be achieved if programmes are designed from the outset to give learners greater opportunities to control and interact with the material. Although there remains the need to ensure that all students can gain access to the television material (either by transmission or direct mail of video‐cassettes), courses will be able to design video format programmes to fulfil important educational functions that cannot be achieved by any other means in a distance teaching context. 相似文献
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Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students’ access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses. 相似文献
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Ronald E. Hallett Jacalyn Griffen 《Journal of Education for Students Placed at Risk》2015,20(1-2):101-119
Involving parents in the college-planning process is essential to increasing access for students from low-income communities of color. Using the action inquiry model, we explore how collaboration between a school district and a university can empower parents to engage in meaningful conversations and planning related to college access. This qualitative case study draws from 3 years of data gathered from the development and implementation of a college-access program designed for underperforming middle and high school students who would be first-generation college students. Our findings suggest that parents want access to specific information, desire a deeper connection with other parents going through the process, and lack proper knowledge to feel empowered to lead discussions with their children. 相似文献