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1.
Marta Rahona López 《Higher Education》2009,58(3):285-306
In the past few decades, there has been a sharp increase in the number of students attending higher education institutions
in Spain. Many commentators believe that this expansion is associated with greater equality of opportunities as more university
places offer greater potential for the advancement of students from poorer backgrounds. Unfortunately, this argument is not
always true. In fact, there is empirical evidence that the expansion in higher education system disproportionately benefits
children from relatively rich and well educated families. In that context, the purpose of this paper is to analyse the possible
effects of socioeconomic background on the decision to complete a degree before leaving the educational system in Spain. Taking
the data from the Spanish module data on school to work transitions, I estimate several logit models in order to detect the
influence of personal and regional characteristics on the educational decisions. The results show that, in spite of the disappearance
of universities for only the elite, socioeconomic variables heavily influence the demand for university education, so the
equality of opportunities in this educational level has not been completely achieved.
相似文献
| Marta Rahona LópezEmail: |
2.
Amy Scott Metcalfe 《Higher Education》2009,58(2):205-220
In a “settler society” such as Canada, inequalities in higher education have geo-political dimensions, necessitating a theoretical
framework that considers the geographic distribution of material wealth and power. This paper explores both the economic and
social implications of the geographical distribution of the higher education system in British Columbia, Canada, including
the ways in which stratification by institutional type may reinforce spatial inequalities. The study shows that system expansion
has not improved regional representation, which has socio-economic implications.
相似文献
| Amy Scott MetcalfeEmail: URL: http://educ.ubc.ca/faculty/metcalfe/ |
3.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
4.
Milan Vodopivec 《Higher Education》2009,57(4):429-448
The paper takes advantage of exceptionally rich longitudinal data on the universe of labor force participants in Slovenia
and simulates the working of an income contingent loan scheme that seeks to recover part of schooling costs. The simulations
show that under the base variant (where the target cost recovery rate is 20% and the contribution rate is 2%), 55% of individuals
would have repaid their entire debt within 20 years; 19% of individuals still would not have repaid any of their debt after
20 years; and the “leakage” of the scheme due to uncollected debt would have been 13.5% of total lending. By piggybacking
on existing administrative systems, implementation costs would be minimal, amounting to less than 0.5% of collected debt.
相似文献
| Milan VodopivecEmail: |
5.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
6.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
| Sheau-Wen LinEmail: |
7.
This study examines ways of approaching deductive reasoning of people involved in mathematics education and/or logic. The
data source includes 21 individual semi-structured interviews. The data analysis reveals two different approaches. One approach
refers to deductive reasoning as a systematic step-by-step manner for solving problems, both in mathematics and in other domains.
The other approach emphasizes formal logic as the essence of the deductive inference, distinguishing between mathematics and
other domains in the usability of deductive reasoning. The findings are interpreted in light of theory and practice.
相似文献
| Michal AyalonEmail: |
8.
Participation,financial support and the marginal student 总被引：2，自引：0，他引：2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
| Peter DaviesEmail: |
9.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
10.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
11.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
12.
Using data from the five waves of the Italian Longitudinal Household Survey, this paper examines the dynamics of Italian higher education in the twentieth century. The main goals are to study changes
in participation in higher education (enrolment, transition, and graduation rates), in performance (drop out and delayed graduation
rates, average delay duration), and how these have changed in different social classes. The main results are as follows. Enrolment
growth has not been followed by a proportional increase in graduation rates. The drop out rate, the number of delayed graduations
and the average delay duration were already high before the 1969 reform, and subsequently increased over time. Delayed graduations
increased among students from both upper-middle and lower-middle classes, whereas the drop out rate rose only among the latter,
and stayed steady for the former. As a whole, absolute inequalities persisted over time, with any slight reduction that took
place resulting from declining performance of the upper classes, and not from an improvement of the lower classes.
相似文献
| Paolo TrivellatoEmail: |
13.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
| Judy BritnellEmail: |
14.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
| Russell NieliEmail: |
15.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
| Bryan A. BrownEmail: |
16.
This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within
the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided
strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a)
long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment
of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues
including early career researchers and research degree candidates.
相似文献
| Keith SkampEmail: |
17.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
| Peter MacauleyEmail: |
18.
19.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
| Justin M. RoncaEmail: |
20.
Technology in Support of Collaborative Learning 总被引：1，自引：0，他引：1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
| Paul RestaEmail: |