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1.
我国高等教育入学机会的城乡差异研究 总被引：2，自引：0，他引：2
从总体上看,当前我国高等教育入学机会的城乡差异比较明显;从性别、学校类型、学科以及入学分数等角度看,城乡居民之间的高等教育入学机会差异更加突出;但从历史发展的角度看,近年随着高等教育大众化的推进,我国高等教育入学机会的城乡总体差异以及城乡之间在性别、学校类型等方面的入学机会差异都有明显的缩小。 相似文献
2.
Mantz Yorke 《Higher Education》1998,36(2):181-194
The costs to the public purse of the non-completion of full-time and sandwich students' programmes of study was calculated to be of the order of £91.5 million for the academic year 1994–95. The influences on non-completion arise at three levels: those of the educational system, the institutions, and the students themselves. The reduction of the costs of non-completion is of considerable importance to a higher education system that is under continuing financial constraint, and the article concludes by pointing to some areas in which savings may be possible. 相似文献
3.
《Critical Studies in Education》2013,54(1):93-109
In the context of international consensus that the knowledge economy requires more highly educated people, the Australian federal, state and territory governments agreed on a set of policies and targets for lifting the minimum level of educational attainment of young people, which are analysed in Part 1 of this paper. This Compact with young Australians will have the most impact on the quarter of young people who in the past would have left school early. The second part of the paper explores the transition experiences of early leavers who move on to a ‘second chance’ school. Based on their experiences, the paper concludes that to genuinely enable more young people to complete senior secondary education requires recognition of a broad range of benefits, rather than focusing mainly on economic outcomes, and support for re-entry through second chance education rather than coercing young people to remain in mainstream schooling. 相似文献
4.
Concerned about the phenomena of early school leaving in our region, we are two teachers who initiated and developed a new school from the ‘ground up’ to re-engage young people disenfranchised with schooling back into formalised learning. Using critical action research methodology over a three and a half year developmental period, this endeavour involved us in exercising particular dimensions of leadership to engineer a sustainable second chance school. Twelve years after its development, the school continues with enrolments of over 100 senior secondary students in recent years. The schooling justice work we pursued during the developmental period drew us into ‘emancipatory’ leadership work that called us to be; (1) teacher activists embracing social entrepreneurial strategies imbued with (2) relational sensibilities, and (3) architects of socially just school design informed by (4) critical praxis within a university led professional learning community. The ‘second chance school’ has re-engaged over 1000 students back into formalised learning since its inception and has offered pathways into post-school tertiary study, apprenticeships and training for the majority of these students. 相似文献
5.
Mantz Yorke 《Tertiary Education and Management》1998,4(1):59-70
Conclusion Non-completion is of considerable significance to any government which is concerned to maximize the effectiveness and efficiency
of its national system of higher education. The study reported here shows that non-completion in England is costly. Non-completion
has complex causes, some of which can be addressed by institutions and some on a supra-institutional basis: some causes are
related to situations which are beyond the powers of institutions or systems to resolve.
The difficulty of attributing causes of non-completion makes the non-completion rate problematic as a performance indicator.
The incorporation of non-completion data into funding methodology would be likely to have pernicious side-effects, but scrutiny
of institutional efforts to deal with non-completion may be a more effective approach to the reduction of non-completion. 相似文献
6.
Dr. Jeff Northfield 《Research in Science Education》1993,23(1):208-213
The importance of recent and relevant experience is being asserted for teacher educators though not others responsible for
education policy and curriculum. The paper will review the “self evident” value of recent and relevant experience from the
perspective of researcher/teacher educator returning to classroom teaching. The potential and implications for research on
teaching and learning and the opportunities for more significant school experience in teacher education are outlined.
Specializations: teacher education, science education, health education, curriculum evaluation and research. 相似文献
7.
Undergraduate Non-Completion: Developing an Explanatory Model 总被引：4，自引：0，他引：4
8.
芬兰实施义务教育成功经验探析 总被引：1，自引：0，他引：1
芬兰实施义务教育的成功经验包括：坚持教育公平的价值取向、拥有高素质的师资队伍、对学习困难学生和问题学生给予特别关注、为个别学生提供免费补习、保持相对稳定的师生关系。上述举措促进了综合学校的均衡发展和教育公平,保障了每一个学生接受有质量保障的义务教育,减少了学生“掉队”现象的发生,保证了义务教育的整体质量,实现了义务教育质量、公平、均衡发展三者的和谐统一。 相似文献
9.
Hannu Savolainen 《Prospects》2009,39(3):281-292
The implementation of inclusive education has become an internationally accepted goal. In this process a substantial challenge
is to simultaneously increase both equality and quality in inclusive education. This article discusses ways of achieving this
goal in light of recent research findings which indicate that it is possible to meet both goals at once. The findings of various
studies on the Finnish comprehensive school reform, along with recent learning outcomes, support this conclusion. During the
comprehensive school era, equality has increased, performance gaps have decreased, and student achievement has improved overall.
Possible reasons for this are that Finnish educational policy development has not followed international mainstream trends
and that flexible and extensive special education provisions have been built into our school system. Internationally acknowledged
requirements for a good education are competent teachers and a school system’s commitment to take on the responsibility of
educating children of all abilities. 相似文献
10.
西南地区农村绝大多数民族家庭,由于经济困难和教育成本的增加,使得他们只能承受最多不超过义务教育阶段的教育。他们的孩子由于不能完全接受从幼儿到大学的整个过程的教育,经济机会就相对较少;较少的经济机会反过来又影响其教育成绩。然而,研究结果表明:经济机会与民族家庭的教育态度与行为的互动也有肯定的一面,既良好的经济机会可以促使民族家庭对教育产生积极的态度,良好的教育进而使受教育者得到更多的经济机会。因此,笔者建议必须采取一些积极的措施来增加民族地区农村家庭的经济机会,从而调动民族地区农村家庭对学校教育的积极性。 相似文献
11.
Brown Tara M. Galindo Claudia Quarles Bradley Cook Alice LaRue Joy 《The Urban Review》2019,51(5):816-844
The Urban Review - High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic... 相似文献
12.
Panagiota Gkofa 《The Urban Review》2017,49(3):443-462
In Greece, Roma pupils often experience segregation through educational settings, high dropout rates, low performance outcomes, and higher levels of non-completion when compared to their Greek (non-Roma) peers. However, a small minority do stay in school and proceed to higher education. This paper draws on a set of in-depth interviews with twenty Greek Roma who entered higher education ‘despite the odds’ and examines what these participants advocate, in order to support the educational progression of the Roma in Greece. The participants outline a series of interventions that they believe can challenge some of the economic, cultural, and associational injustices experienced by the Roma. They call for a need to improve educational provision for the Roma in Greece, in order to enhance their educational success. 相似文献
13.
In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These
students face many barriers to education, and appropriately educating this diverse student population presents many challenges
to schools and education departments. We argue that a whole of school approach that includes school structures, culture and
pedagogy is needed to provide equity for students with refugee experience. This approach to reform requires that the ‘structures
and programs [that] are designed for a dominant group’ (DETE, South Australian Curriculum Standards and Accountability Framework,
South Australia 2001), and which disadvantage minority groups, are challenged and changed. Implementing such change raises many practical difficulties,
and there are few documented examples of good practice. This prompted the authors’ ethnographic study of a South Australian
primary school, with a New Arrivals Program, which positions itself as taking a whole of school approach to educational reform
for refugees. This paper reports on the structural changes the school has implemented in its class organisation, staff roles
and curriculum. We consider the effects of government funding and neoliberal education policy on these reforms. 相似文献
14.
Hari P. Koirala Marsha Davis Peter Johnson 《Journal of Mathematics Teacher Education》2008,11(2):127-138
The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics
preservice teachers’ pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration
with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year. Over
this period, the group met more than 15 times and designed an assessment task and rubric to measure secondary school preservice
teachers’ pedagogical content knowledge and skills. The assessment task and rubric were piloted at the end of the year and
extensively revised using the pilot data. The redesigned task and rubric were successfully carried out in the second and subsequent
years. Other teacher education programs can benefit from this assessment of teacher candidates’ pedagogical content knowledge
and skills. 相似文献
15.
Every Man's University was organised in 1976 with the following objectives: — To provide access to higher education at home to all those unable to study within existing educational frameworks, without disrupting their normal occupations. — To assist elementary and junior high school teachers to study towards an academic degree. — To provide those who left their studies at an early age with a second chance to acquire higher education. — To help raise the general educational level of the population. 相似文献
16.
This article focuses on exploring comprehensive school teachers’ professional agency in the context of the most recent school
reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises
on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school
reform. Teachers’ perceptions and the relation between their perceptions of the development work and their educational backgrounds
were empirically examined by means of essays entitled “Remembering the Future.” Results suggested that both teachers’ perceptions
of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation
showed that teachers’ perceptions of the reform and of themselves within the reforms were interrelated. More specifically,
perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of
the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were
very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge
for the teachers’ active professional agency in educational reforms seems to be the lack of shared and informed assumptions
of how change can be brought about. 相似文献
17.
This article provides an overview of an innovative development programme in the field of second chance education for young Maori people who for various social and cultural reasons have failed at school and who have consequently low aspirations and little expectations for the future. In order to improve their disadvantaged position within the European-dominated society of New Zealand the Community Training Centre discussed in this article has developed a new approach to education and training by attempting to empower trainees so that they become aware of alternatives and can make choices about their future. 相似文献
18.
A considerable proportion of students in Germany has graduated from vocational training before entering higher education. With this paper we examined how these students progress through higher education. We argue that successful graduation is the result of a sequence of decisions and decompose the trajectories through higher education to distinguish non-completion, transfer and dropout. We used the German Educational Panel Study (NEPS-SC6), a retrospective life course study, and applied logistic regression models. Our results suggest that students with vocational qualifications are slightly more likely to graduate from the initially chosen program than traditional students, but this advantage diminishes after controlling individual and institutional characteristics. After non-completion of the initially chosen program, the traditional students are more likely to remain in higher education and transfer to another program, whereas students with vocational certificates rather choose to leave higher education. Taking the entire trajectory together, our bivariate analyses reveal a slightly higher risk of leaving higher education without graduation among the students with pre-tertiary vocational training. Again, this association disappears in models that control for individual and institutional characteristics.
相似文献19.
卢琼玲 《湖北广播电视大学学报》2010,30(3):31-31
优化校企合作模式,进行实验教学改革探索是当前职业教育发展面临的重大挑战和机遇,本文试图通过校企牵手对计算机实验教学进行探讨,提出了改进计算机实验教学方法和途径。 相似文献
20.
崔峡 《云南师范大学学报(教育科学版)》2014,(3):1-7
澳大利亚作为一个多元文化移民国家,政府鼓励学校开设多种语言课程,并为学生的语言文化学习提供各种鼓励机制。华人移居澳洲最早可追述于19世纪中期,并在近年来增长更为明显。随着华人社区的扩大,中国国际地位的提升,以及中澳两国紧密的合作关系,越来越多的澳洲中小学开设汉语课程。2014年即将颁布的新的全国汉语教学大纲更成为汉语作为澳洲学校科目发展史上的重要里程碑。然而,透过汉语教学欣欣向荣的表面冷观其实践,汉语教学在澳洲学校的进展却差强人意。具体表现在学习汉语学生的人数随着年级的升高而逐渐减少,高年级汉语学生多为母语留学生,汉语非母语学生语言学习效果不佳因而缺乏成就感,等等。这样的现状和汉语学习本身的难度以及学校课程设置的合理性有关,但同时也与汉语教学的整体质量紧密相关。笔者认为,提高澳大利亚学校汉语教学的整体水准从而鼓励更多的学生学习并喜爱汉语所需采取的关键措施之一是加强对汉语教师的专业培训。本文旨在阐述和分析当前澳洲本土对汉语教师的职前教育和在职培训,从而为其进一步提高提供借鉴。 相似文献