共查询到20条相似文献，搜索用时 187 毫秒
1.
This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector. 相似文献
2.
Louisa Allen 《Gender and education》2008,20(5):435-450
Are young women and men’s preferences for sexuality education content poles apart? This article explores gender differences in senior school students’ suggestions for issues sexuality education should cover. Findings are analysed in relation to debate about mixed and single sex classrooms and boys’ perceived disinterest in lessons. It is argued that young women and men’s content preferences were largely similar on items that a majority selected for inclusion. Topics less than half of participants named revealed a greater number of gender differences. Employing theoretical insights from feminist post‐structuralism, responses are also examined for how they position young people as sexual subjects and whether these conform to or deviate from perceptions of ‘conventional heterosexualities’. This examination enables an understanding of how young people view themselves as sexual and whether this matches their constitution within sexuality programmes. The implications of students’ content preferences and the way these position them as sexual subjects are considered for the possibilities they present for programme design and delivery. 相似文献
3.
Saloshna Vandeyar 《高等教育研究与发展》2020,39(6):1276-1289
ABSTRACT This study set out to explore how Black immigrant academics (BIAs) reconstruct their identities within academe. Utilising the research methodology of narrative inquiry, this article explores how BIAs came to see themselves across those communities, which were of primary importance to them in the reformation of their identities. Through the construction of narratives of experience, their lived and told stories emphasised the diversity of their identities that were negotiated with others within personal, historical and situational contexts. The study of BIAs’ lives from their perspective, in which they actively and socially develop their identities, not only provides a lens through which they can be understood as shifting constructions of identity but allows them to rethink who they are and have become and what influence power relations have in promoting or negating their sense of academic self. 相似文献
4.
《Journal of Further & Higher Education》2012,36(10):1404-1419
ABSTRACTIndependence is a concept of scholarly interest in relation to higher education, especially when it comes to undergraduate projects. At the same time independence is characterised by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. Based on the existing research in the field, we see a need for more studies on how supervisors of undergraduate projects handle this conceptual ambiguity. The aim of this article is, thus, to examine how supervisors from two different education programmes, teacher education and journalism, in two different countries, Sweden and Russia, understand the concept of independence within higher education in connection with the supervision of undergraduate projects. The analysis is based on 12 focus-group interviews with supervisors at different universities in the two countries. In our results, we highlight and discuss seven different understandings of independence that were recurrent in our material and in which phases of the undergraduate project they were seen as most significant. Using Wittgenstein’s ideas on family resemblances, we conclude with a discussion of how the concept independence may be understood in relation to some associated concepts that are also significant within higher education. 相似文献
5.
Jenny Gibbons 《Teaching in Higher Education》2013,18(7):834-849
ABSTRACTReflective practice is an essential component of experiential learning and is embedded within the curriculum at York Law School, where the undergraduate law programme is delivered using a problem-based learning model. Using qualitative data from a survey of the markers of one of the summative reflective tasks, and Bernstein's evaluative rules as a theoretical frame, this article explores the assessment traps exposed by this type of assessment. Thematic analysis of the markers’ statements introduces ‘reflection’, ‘realignment’ and ‘refraction’ as three of the potential effects of the summative assessment of reflective practice. 相似文献
6.
Sally Findlow 《British Journal of Sociology of Education》2013,34(1):112-131
This article explores how higher education is being conceptualized as part of a neo-liberal ‘feminist’ social change project in the post-imperial context of the Arab Gulf. Challenging the tendency to essentialised treatments of gender and women in Muslim countries, it makes visible the diverse experiences and views of a particular group of Gulf purposively sampled women – students, graduates and academics – as it explores how they are situating themselves against available feminist narratives, how they are seeing themselves as citizens and political actors, and how higher education’s spaces and constraints are mediating these processes. A conflicted picture emerges, of mass higher education helping provide women with radical ideas and ambitions, and helping to make public demands and assert self-representation, while their freedoms to act are limited by underlying hegemonic structures that are still predominantly male and against which women variously rationalize their strategic conformity. 相似文献
7.
This article describes the course and causes of the expansion of higher education in the UK since the 1960s. The number of university students from modest social backgrounds has increased, but they comprise much the same proportion of the university population as they did 40 years ago. Though personal rates of return from higher education are generally substantial, subject choice matters, while the extent of the returns to society is more problematic. Despite government statements to the contrary, there is still doubt about how productively new graduates will be employed in the labour market. Meanwhile, the sector has had to meet this expansion with tight public funding since the early 1980s. The article considers the impact of this and of the increase in compliance and audit costs. Finally it suggests that the incentive structures applied by the government may have made the different parts of the sector more homogenous than is desirable. 相似文献
8.
AbstractThis paper examines how drawing classes can contribute to moral education in primary schools. This paper uses class observation, interviews with teachers and students, and analysis of students’ work to highlight how the students articulate moral concerns by drawing and designing future-oriented architectures, which aims at preventing natural and social catastrophes. It suggests that the design of this drawing class provides new possibilities of doing moral education in China’s primary schools. The drawing class made possible the articulation of becoming moral subjects, which is able to integrate ‘harmony’ into the younger generation’s value system, world views and the possibilities they envision for themselves and human-nature relationships. 相似文献
9.
ABSTRACTGraduate employability is a key issue for higher education as new graduates face a highly competitive and rapidly changing employment sector. To maximise their likelihood of employment, graduates need to be able to demonstrate the skills and attributes most valued by employers. Employers, however, have long criticised the ability of graduates to contribute effectively to the workplace, especially due to a perceived lack of generic employability skills. This indicates a possible mismatch between the skills required by employers and those possessed by graduate applicants. This study addresses a gap in the scholarly literature regarding employability skills – the perspectives of science academics at an Australian and UK university regarding the promotion of generic employability skills in the subjects they teach. More specifically, this article discusses academics’ perspectives regarding: (a) which of the targeted generic skills were developed and assessed through their science units, and (b) the approaches used to promote the targeted skills and any associated challenges in employing those approaches. The discussion explores how shifting from traditional transmissive pedagogies to more problem-based approaches and embedding reflection into pedagogy and assessment practices would contribute to promoting the skills employers increasingly demand from science graduates. 相似文献
10.
The government is committed to widening access to higher education, yet applicants from ethnic minorities have 5.8 per cent less chance of gaining an acceptance than white. For some groups, for example Black‐Caribbeans, the difference is even larger. Is this the result of institutional racism or because ethnic minorities have weaker qualifications than whites? The paper explores UCAS statistics from 1996–2000, which give around 1.38 million usable observations. Qualifications are the main determinant of success; but ethnicity has an additional positive effect. The paper investigates the reasons for this. Finally, it explores whether ethnic minorities are disproportionately concentrated in lower quality institutions. 相似文献
11.
Lucie Shuker 《British Journal of Sociology of Education》2014,35(2):224-243
‘Selling yourself’ through personal statements and interviews is now a standard practice for university applicants. This article draws on a multi-case-study research project to report on the self-marketing orientations of students within three 16–19 institutions in England. These orientations (active/passive; internal/external; retrospective/prospective; and integrated/segregated) were embedded within and shaped by each site’s strategic response to the conditions of the local education market-place. It is argued that the patterns of these orientations across different institutions is related to the resources and support available to students, the educational trajectories that were considered appropriate for them, and the pedagogic identities fostered by the institution as a whole. Where these differentially prepare students to access universities and courses, schools and colleges may be contributing to, rather than challenging, the socially stratifying work of the education system. 相似文献
12.
Christopher Lubienski 《Peabody Journal of Education》2016,91(1):64-80
Policymakers often advance charter schools as an education reform model that can offer more diverse educational alternatives for families. Yet, as these schools compete for students, questions arise about how they respond to the competitive incentives in differentiating themselves through marketing distinct options for learners. The way these schools promote themselves to their anticipated clientele—as opposed to how they are defined by their competitors—speaks to how schools engage and thus arrange themselves in the local education market. In that regard, school mission statements can offer critical information on the intended organizational purposes that differentiate each organization. Yet there is little empirical research on what these statements contain, and thus how schools respond to incentives in engaging local markets. This study looks at the content of mission statements—which are largely consistent with the schools’ charters themselves—developed by each charter school in one of the most competitive charter school markets in the country: the Detroit metropolitan area. This study finds a notable level of isomorphism in charter school mission statements, indicating a tendency to replicate rather than innovate. This uniformity of mission statements suggests that charter schools are not fulfilling their potential in diversifying school markets. 相似文献
13.
Brenda Little 《Tertiary Education and Management》2013,19(3):227-245
Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as developing the skill needs of workers in modern knowledge‐based societies. In the UK, workplace learning has long been a feature of higher education in certain subject areas, and in the late 1990s the idea of work experience for all students re‐emerged as a significant issue. Various studies have considered the relationship between work placement experiences during higher education and students' subsequent transition into employment after graduation, but there has been less recent research exploring how the placement experience translates into academic development. This article presents some of the findings of a study on the effects, as perceived by undergraduates themselves, of work experience placements on aspects of learning as well as employability. The majority of placement students indicate personal and intellectual development and report increased levels of confidence and enhanced motivation towards study. However, national data show a continuing decline in the numbers of UK students taking up placements, and the study suggests that more general moves towards flexibility within undergraduate programmes may be contributing to this decline. 相似文献
14.
《师资教育杂志》2012,38(3):245-259
Asking newly qualified teachers (NQTs) to provide images of their ‘best teaching’, and encouraging subsequent reflection on these images, has the potential to enhance their understanding of themselves as teachers as they explore their often unconsciously held assumptions about students and classrooms. This paper reports aspects of a study of 100 New Zealand secondary NQTs as they constructed and explained images of themselves when ‘teaching at their best’ at three points over the first 18 months of full-time teaching. The article shows how these images of ‘best teaching’ may represent the NQTs’ pedagogical creed, and explores the nature of relationships and ways of working with students described within this developing pedagogy. It concludes by indicating implications from this study for teacher education pedagogies and programmes. 相似文献
15.
Derron Wallace 《International Studies in Sociology of Education》2019,28(3-4):237-258
ABSTRACTDrawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the historical and continual stereotypes of Black people in the US, participants’ aspirations for elite higher education function as strategies to enhance their individual and ethnic reputations. High educational aspirations were also used to justify emigration to and worth within the US. At its core, this article illustrates how participants mobilized aspirations to represent themselves as moral migrants and ‘worthy’ ethnic minorities. Moral claims and ethnicity-based campaigns associated with aspirations are problematized because they reinforce the hierarchical racial order that informs US society. 相似文献
16.
While the numbers of part-time students has increased in higher education in Ireland, little is known about these students or about how they balance their study and other commitments. Drawing on a larger study on Irish students’ experiences in higher education, this article attempts to address this gap in research and reports on Irish part-time undergraduate students’ socio-demographic and institutional characteristics. It further explores the balance between part-time students’ academic study and their life situations. The article proposes some recommendations with regard to policy concerning part-time students, particularly in the area of financial support available to part-time learners. It also calls for expanding opportunities for participation in part-time study in the light of changing demography and provision of resources to facilitate students’ participation in higher education. Although the findings of this article broadly agree with those of international studies, more research is needed into the experiences of part-time students in higher education. 相似文献
17.
Jo Lampert Bruce Burnett Barbara Comber Angela Ferguson Naomi Barnes 《Critical Studies in Education》2020,61(2):149-165
ABSTRACTThis article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be ‘quality teaching’ in context. Through a combination of interviews and observations of teachers ‘in situ’, we examine what these teachers do, why they do it, what informs their decisions, and how they reflect on their actions. The complexity of teachers’ work in schools located in high-poverty areas is highlighted. We argue that both early-career teachers prefer to position themselves within ‘pastoral’, in contrast to ‘disciplinarian’, discourses, as part of constituting the school as a site of possibility and teachers who advocate for youth growing up in poverty. 相似文献
18.
Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas. 相似文献
19.
In this article the writer explores the importance of and difficulty surrounding dialogue between students and teachers. This discussion is set within the wider context of a debate about the education of the emotions in our society and the argument is that this dialogue has a part to play in the education of the emotions. Thinking in the field of psychotherapy is drawn on as well as the writer’s experience as an educator, counsellor and trainer. She is currently working in higher education and concerned with teacher education and research. This background is relevant in that this experience is drawn on and it also shows up the focus of much of the work. This is concerned with personal, social and emotional development in education and with making this integral to education and organizations. 相似文献
20.
Leanne Dalley‐Trim 《Gender and education》2007,19(2):199-217
This article explores the performance of masculinity(ies) within the classroom site. Drawing upon research conducted in two co‐educational secondary classrooms, it examines the ways in which two groups of boys took up positions of dominance within their respective classrooms and, more specifically, focuses upon the ways in which they came to construct themselves, and perform, as embodied masculine subjects. In doing so, it examines the gendered and sexualized discursive knowledges and practices mobilized by these boys. Furthermore, it illustrates the ways in which these performances are constituted by, and constitutive of, versions of hegemonic masculinity while demonstrating the range of ways of ‘doing’ hegemonic masculinity—the various performance techniques available to do this ‘work’. The article also examines how these boys' performances served to position their peers within the classroom and, furthermore, explores their intra‐group interactions and the ways in which they came to position each other. 相似文献