共查询到20条相似文献，搜索用时 125 毫秒
1.
Karen D. Jones Regina Figueiredo-Brown 《The American journal of distance education》2018,32(2):96-112
Full-time virtual schooling is a growing alternative to traditional schools, although it is an option still unknown to many students. The ability to inform students through marketing is thus foundational to the success of virtual schools. Using a qualitative case study methodology, this article examines marketing patterns for nonprofit virtual schools, including how students find out about virtual schools; the ways in which school leaders market their schools; and changes reported in schools’ marketing and recruitment needs and strategies. This analysis suggests that students find out about virtual schools in many ways, including being referred, rejected, and urged by their local schools. Implications include issues around socioeconomic equity, especially in terms of school access, funding, and educational quality. 相似文献
2.
《Teaching and Teacher Education》2006,22(7):812-825
Teachers working in inner city high schools in the United States face enormous challenges. Their students, most of whom come from economically disadvantaged minority families and often do not speak English as a first language, present a daunting array of educational needs for teachers and schools. Resources and school structures are seldom sufficient for the task. Despite such conditions, some urban high school teachers persist for many years in the classroom and experience success and satisfaction in their work. Through a survey and extended interviews, this study identifies three broad factors that motivated a group of these teachers to remain in inner city classrooms for more than 12 years: (1) the students, (2) professional and personal satisfaction, and (3) support from administrators, colleagues and the organisation of the school. The study discusses how the teachers’ resilience enabled them to overcome difficult challenges and recurring setbacks and to persist vigorously in their work. Further study of resilience in inner city teachers is recommended. 相似文献
3.
Jennie Sivenbring 《Scandinavian Journal of Educational Research》2019,63(5):759-770
The present article is concerned with how Swedish students in the last year of comprehensive school make sense and use of educational assessments of their school performance. Based on interviews with 28 students in Year 9, “talk about assessments” is analysed using a discourse analytical approach inspired by Michel Foucault’s theories. The study shows that students find it difficult to both understand and make use of the assessments given by their teachers due to the overly complicated language. To receive the grades they need to apply for upper-secondary school, the students use other strategies to stand out and be perceived as “good students,” thus the assessment discourse is effective in the construction of adjustable subjects. 相似文献
4.
Vít Šťastný 《欧洲教育》2016,48(1):1-22
The study contributes to the literature on private supplementary tutoring by shedding light on this phenomenon in the Czech Republic. The aim of the paper is to identify the reasons for seeking out private supplementary tutoring and to assess the factors underlying its demand. In the representative sample of 1,265 senior upper-secondary school students from two distinct regions of the Czech Republic, 37% acknowledged participation in private tutoring lessons (provided by individuals) and 10% reported enrollment in preparatory courses for university admission (organized by institutions) during their upper-secondary studies. It seems that both enrollment in different educational tracks and specific school subjects are associated with different reasons for taking private tutoring lessons. The results of binary logistic regression suggest that the mother’s educational attainment, family income, students’ academic performance, residence in the capital city, and female gender are significant predictors of students’ enrollment and participation in the explored private tutoring activities. These findings confirm the strong influence of family background on educational attainment identified in previous Czech social-stratification research. In a wider European context, the patterns of private supplementary tutoring resemble those in neighboring countries. 相似文献
5.
The aim of this study was to analyse the determining factors behind parents’ and students’ decisions when choosing upper-secondary schools in Japan and how these factors were affected by the implementation of the new “Free High School Tuition” law introduced in 2010. Public and private upper-secondary schools can be either vocational or academic. This school choice was analysed using the characteristics of families and schools included in the PISA 2009 and 2012 questionnaires in a multinomial logit model. The most influential family characteristics in the upper secondary school choice in Japan are related to the family budget, parental education, class, and status. Moreover, the results show that the implementation of the new law affected families’ school choice. Nevertheless, the law did not have the same equalising effect on families with more than one child and low-budget families in areas with a limited offer of private schools. 相似文献
6.
AbstractWe compare the role of gender, socioeconomic background and measured ability on students’ secondary school placement and professional expectations in Taiwan and the Czech Republic, two countries that have experienced substantial reforms in their educational systems in the context of political change and economic development. Using data from the international PISA 2006 survey of 15-year-olds, our analysis reveals that Czech academic upper-secondary schools are much more selective in terms of socioeconomic background and gender than comparable Taiwanese senior high schools. Controlling for measured ability and other factors, students’ professional expectations are also more closely linked to socioeconomic background and gender in the Czech Republic than in Taiwan. 相似文献
7.
8.
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
9.
Huriya Jabbar 《Peabody Journal of Education》2016,91(1):4-23
Under new school-choice policies, schools feel increasing pressure to market their schools to parents and students. I examine how school leaders in New Orleans used different marketing strategies based on their positions in the market hierarchy and the ways in which they used formal and informal processes to recruit students. This study relied on qualitative interviews, observations of board meetings, and board-meeting minutes from a random sample of 30 schools in New Orleans. Findings indicate that marketing was a very common strategy. Yet even though choice policies were meant to give parents, not schools, power in selecting where their children attend school, some schools found ways to avoid enrolling disadvantaged students, often by not marketing. Faced with the pressure of accountability and charter renewal, these schools traded greater funding for potentially greater averages in student achievement. At the same time, some schools that were oversubscribed invested in marketing and recruitment anyway to draw less affluent parents to the school, who might not be aware of the open application and enrollment process. I discuss the implications of these marketing strategies. 相似文献
10.
Henriette Tolstrup Holmegaard Lene Møller Madsen Lars Ulriksen 《International Journal of Science Education》2013,35(2):186-215
In the literature, there is a general concern that a less number of students choose to study science, technology, engineering or mathematics (STEM). This paper presents results from a Danish longitudinal study which examines students’ choice of whether or not to continue studying STEM after upper-secondary school. In particular, this study focuses on students who held an STEM subject as one of their favourite subjects at secondary educational level, but who chose not to study STEM at the tertiary level. This paper explores how students’ perceptions of STEM relate to their identity work. The data used, primarily consist of interviews with 38 students at the end of upper-secondary school. The analysis explores the students’ expectations of what higher education STEM might be like. These expectations are contrasted with the first-year experiences of 18 of the 38 students who eventually entered a higher education STEM programme. The results show that the students who did not choose STEM, perceived STEM as stable, rigid and fixed, and, hence, too narrow a platform for developing and constructing desirable identities. The experiences of those students who actually entered a STEM programme turned out to be similar to these expectations. However, many choosers would also prefer their studies as less rigid and fixed. If the institutions could adjust to the form and content of the courses, it might both meet the interests of choosers and non-choosers and thereby both increase recruitment and retention at STEM higher education programmes. 相似文献
11.
Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献
12.
Clara Perez-Adamson 《Cambridge Journal of Education》2016,46(1):19-35
Twenty students from different educational backgrounds within the UK were interviewed to investigate how well they considered their secondary school education had prepared them for the educational and social demands of an ‘elite’ university and life within its most traditional colleges. The study asked them how they perceived students from different educational backgrounds and how they thought they were perceived. Entering a traditional Cambridge college was found to be easiest for students from prestigious ‘public schools’ within the private educational sector. State school students were more likely to experience anxiety, and those who adapted successfully were likely to have strong independent learning skills and a robust sense of self-efficacy. The study suggests that students coming from state schools to Cambridge are making a more difficult academic and social transition than students from private schools, for which they are given no special support. 相似文献
13.
Lisbeth M. Brevik 《Scandinavian Journal of Educational Research》2017,61(1):76-94
This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies from the course, suggesting an impact of the course. A second finding was a clear difference between how students in general and vocational programmes used the strategies taught: the vocational students used them in ways that indicated their relevance to them as learners, while the students in general programmes did not. The findings also suggest how and why students employ strategies. The article discusses implications for strategy instruction and how to enhance the reading proficiency of adolescent readers. 相似文献
14.
Teachers’ leadership plays a critical and central role in students’ educational motivations. This indicates that, in the school context, a teacher’s leadership can have both positive and negative impacts on students’ educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically the effects of teachers’ leadership from students’ perspectives. Using a qualitative research design, this study collected data comprising 35 interviews with children and young people in both primary and upper-secondary school. The results show that the degree of teachers’ developmental leadership greatly affects students’ educational motivation and school performance. Two contrasting teachers’ profiles were found: teachers with a high degree of developmental leadership and teachers with a low degree of developmental leadership. Our findings suggest that teachers with the profile of a high degree of developmental leadership create an environment that fosters educational motivation positively among students, facilitating students’ achievement of high performance levels and a sense of well-being about their studies. In contrast, we show that teachers with a low degree of developmental leadership create an environment that is nonconductive for educational motivation, performance or the welfare of schoolwork. 相似文献
15.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
16.
Erica O. Turner 《教育政策杂志》2018,33(6):793-817
Schools in the US and across the globe are increasingly engaged in marketing practices to attract and retain students and families. This study examines why and how administrators and school board members in two public school systems in the US seek to market their schools. Using in-depth case studies, a socio-cultural approach to policy, and critical race perspectives, I trace administrators’ and school board members’ logics about marketing, and specifically their emphasis on marketing the racial ‘diversity’ of their students. I find that despite differences in economic circumstances and community orientations to racial inclusion, leaders in these two competitive, under-resourced, and demographically changing school districts target upper- and middle-class White families, draw on discourses of global cosmopolitanism, and commodify racial diversity as a competitive advantage for upper- and middle-class White families that leaders believe do not see inherent value in students of color. This attempt to use racial diversity as a ‘selling point,’ varies in its particularities in each district–one district acknowledges and emphasizes how all students may gain from interracial and intercultural interactions and knowledge while the other district leverages abstract notions of diversity, removed from actual children of color – a consequence, in part, of district leaders’ uniquely racialized marketplaces. I conclude with a discussion of the implications of these findings. 相似文献
17.
Aina Tarabini Marta Curran Clara Fontdevila 《British Journal of Sociology of Education》2017,38(8):1177-1189
This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus – one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students’ educational opportunities. 相似文献
18.
Matthew Kloser Matthew Wilsey Dawn W. Hopkins Julie W. Dallavis Erin Lavin Michael Comuniello 《Cultural Studies of Science Education》2018,13(2):549-579
In the last decade, STEM-focused schools have opened their doors nationally in the hope of meeting students’ contemporary educational needs. Despite the growth of these STEM-focused institutions, minimal research exists that follows how schools make a transition toward a STEM focus and what organizational structures are most conducive to a successful transition. The adoption of a STEM focus has clear implications for a school’s organizational identity. For Catholic schools, the negotiation of a new STEM focus is especially complex, as Catholic schools have been shown to generally possess a distinct religious and cultural organizational identity. The adoption of a second, STEM-focused identity raises questions about whether and how these identities can coexist. Framed by perspectives on organizational identity and existing conceptualizations of the cultural and religious hallmarks of Catholic schools, this study utilizes a multiple-case study design to explore the organizational transition of four Catholic K-8 institutions to Catholic STEM-focused schools. These cases demonstrate the particular challenges of negotiating multiple organizational identities. While variation existed in how the four schools accommodated these identities, the most promising environments for successful transition drew upon an aggregative model of identity negotiation, that is, when schools attended to both identities, but ensured that the original Catholic identity of the school remained foundational to all decisions. The least successful identity negotiations occurred when there was a lack of common understanding about what comprised a STEM-focused school, leading to minimal buy-in from stakeholders or when a school sought to make the transition for recruitment or marketing rather than mission-driven reasons. Discussion of the more successful identity aggregation provides a framework for schools within and beyond the religious sector that desire to adopt an additional STEM-focused identity. 相似文献
19.
Ting Liu Kathryn Holmes James Albright 《International Journal of Inclusive Education》2013,17(9):994-1008
Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China. 相似文献
20.
Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be effectively reduced, as many different factors determine student dropout. Community schools recognize this and aim to modernize education such that it better accommodates students’ personal needs. As a result these schools cooperate more with external organizations, stimulate parental involvement in the educational process, and organize more extracurricular activities. This study examines the impact of Dutch community schools on student dropout. It focuses in particular on pre-vocational education, because dropout is particularly high in this educational track. Moreover, the focus is on the city of Rotterdam because this city is a frontrunner in the Netherlands in establishing community schools. Use is made of unique registration data on all Rotterdam students who were enrolled in pre-vocational education between 2004 and 2008. The impact of community schools is identified by exploiting the fact that community schools were not created before the beginning of the school year 2006/2007. This enables us to estimate the community school impact by means of a difference-in-differences estimation model combined with an iterative matching approach. The estimation results suggest that community schools are as effective as regular schools with respect to dropout reduction. Community school subsidies do not seem to contribute to reducing dropout. 相似文献