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1.
As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change.
Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will-power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested. 相似文献
Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will-power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested. 相似文献
2.
Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 总被引：1，自引：0，他引：1
Sheila Riddell Elisabet Weedon Mary Fuller Mick Healey Alan Hurst Katie Kelly Linda Piggott 《Higher Education》2007,54(4):615-628
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher
education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation
in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and
face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes
and legislation have had some positive effect on improving access for disabled students; however, local factors and type of
institution also have a major impact on the way that national policies are expressed in particular contexts. 相似文献
3.
This paper describes quality enhancement (QE) focused response to the 2006 National Student Survey (NSS) by a post-1992 Higher Education Institution. Recognising the increasing importance of the NSS to a wide range of stakeholders, the University established a task team to explore, from a QE perspective, why the institution received particular scores (both high and low), and to engage in dialogue with students about our response to the results. This article describes just one aspect of this approach: an innovative, student-focused institutional level event, which was forward looking and resulted in tangible actions and outputs for colleagues and students. 相似文献
4.
Timothy R.N. Murphy Pilar Folgueiras Bertomeu Patricia Mannix McNamara 《Irish Educational Studies》2016,35(1):17-34
This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a ‘Directed Experiential Learning’ (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the links between theory and practice for them. Implementation took place in 2012–2013 with a cohort of 37 students and quantitative and qualitative analysis was performed afterwards to investigate the perspectives of students (online questionnaire and interview with 2 students) and tutors (4 individual interviews) on the DEL approach applied. The study described should be of particular interest to those teaching on and designing third level education studies programmes as well as related disciplines that might participate in integrated working arrangements in practice (e.g. nursing, social care). 相似文献
5.
Namin Shin Jason K.Y. Chan 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):275-288
This paper presents an exploratory study that investigates the effects of online learning on distance education students in an open university context. Two hypotheses are posited: (1) a direct relationship exists between students’ involvement in online learning and distance learning outcomes, and (2) an indirect relationship exists between these two domains via the mediating variable of an institutional Transactional Presence (TP), that is, a student's sense of the availability of and connectedness with an educational institution. Student learning achievement, satisfaction and intent‐to‐persist are used as indicators of outcomes of distance learning. The analysis of data garnered from 285 distance students reveals multifaceted relationships between students’ engagement in online learning, their perceptions of institutional TP and the three learning outcome variables. Besides the findings, the paper will discuss factors affecting students’ engagement in online learning in relation to different requirements, that is, optional or compulsory online use as well as the level of the course (undergraduate or postgraduate). 相似文献
6.
The corrosion of public education in Mexico by institutional rigidities and decades of underfunding have placed the system in severe crisis. The rich have opted out and the poor are dropping out of it. The failure of incomplete and politically decentralisations to address poor quality and persistent inequalities have resulted in widespread applause for special compensatory programmes aimed to reach the most underprivileged students. This article argues that the disappointing results are due their sidestepping needed reforms within the system in favour of targeting the students it is incapable of retaining, and an erroneous view of the underprivileged as possessing educational aspirations and abilities completely distinct from the rest of society. The article proposes a more inclusive educational approach to provide high quality education for all. 相似文献
7.
S. Kilpatrick S. Johns R. Barnes S. Fischer D. McLennan K. Magnussen 《International Journal of Inclusive Education》2017,21(7):747-762
The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability. 相似文献
8.
Janice Wallace 《Gender and education》2015,27(4):412-429
This paper traces the academic identity formation(s) of 10 Canadian female academics whose disciplinary knowledge is in the field of educational administration. We trace the ways in which discourses of gender, institutional power, and other cultural and social influences shaped their sense of themselves as academics in the highly patriarchal domain of the academy as an institution as well as within the discourse(s) of educational administration in faculties of education. In doing so, we discuss the ways in which these women's entry into academia transformed identity possibilities for themselves and others. We conclude that these women share a commitment to rigorous scholarship and to the values of equity and social justice. The way in which they engage with those values in their work and lives has been taken up in the particular institutional and personal circumstances of their academic lives and has been shaped by the effects of normative discourses of gender. The result, individually and cumulatively, has been transformative on the individuals, within the institutions in which they have worked, and on the scholarship of Canadian educational administration. 相似文献
9.
This paper examines students' experience of inner-city education in one of England's most disadvantaged areas. In particular, we reflect on the views of white working-class boys, a group that has recently been identified by policy-makers and the media as especially at risk of educational failure. These boys recognize the educational disadvantage they face on a daily basis, made explicit in a tangible lack of resourcing and institutionalized through selection systems (like banding and setting). These injustices are reworked through the students' perspectives, taking cues from national and community racist discourses of white victimhood. In this way, the white students view their educational and class disadvantage as a ‘race’ issue. It is concluded that this is an important but largely unrecognized way in which racism continues to work through a system that, despite changes in rhetoric, refuses to engage with the reality of racism as a deeply rooted and defining characteristic of the education system. 相似文献
10.
A key mandate of environment education (EE) is to motivate people to engage in environmentally responsible actions. However, school-based EE has not been successful in nurturing environmentally responsible actions in students. This is partly because of the information-oriented structure of current EE, which assumes that symbol-based knowledge directly leads to motivation and action. In contrast, educational initiatives based on practices and actions in the world, with farming as an important component, have been successful in creating transformative changes in behavior. To develop similar transformative interventions that motivate school students, it is necessary to understand the general psychological principles that make such participatory designs successful. Here we report a year-long observation study that seeks to contribute to such a general model, analyzing how farming actions changed the motivation of volunteers working in an urban community farm. We take an analysis approach inspired by recent embodied cognition models, where volunteers’ lived experiences and interactions with material entities are analyzed, to understand how motivation and values develop through such interactions. Based on this data, we propose a spiral model of motivation and action, where specific farming actions coalesce together to form motivation and values, which then seed wider environment-oriented actions in the world. 相似文献
11.
Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change. 相似文献
12.
John F. Welsh 《Assessment & Evaluation in Higher Education》2002,27(3):257-268
State higher education agencies in the US are in a propitious position to improve the educational environment for students who transfer from one institution to another within a state. This paper reports on the results of a nationwide survey on the assessment of the transfer function by state higher education agencies. Using a benchmarking methodology, the paper suggests some 'best practices' of state higher education agencies in the organisation and use of transfer student information systems. The paper has relevance for institutional personnel and public policy makers since the number of transfer-oriented institutions and the number of transfer students are increasing across the globe. 相似文献
13.
教育政策分析的制度伦理视角 总被引：13，自引：1，他引：12
张烨 《清华大学教育研究》2005,26(1):34-39
教育制度伦理是教育政策和教育制度价值诉求的契合点,教育政策分析必然关联制度伦理。教育公正作为教育制度伦理的核心范畴,也必然成为教育政策价值诉求的基本点。从制度伦理的角度审视教育政策的制定和实施,是一种有价值的分析视角。 相似文献
14.
Abstract The image or ‘branding’ issue has become a strategic managerial decision for postsecondary institutions because it impacts upon the desire of a student to persist and complete, or to drop out. This paper examines the relationship that exists between students’ expectations and their lived experience as reported by students in an actual institutional setting. It is a case study which suggests actionable outcomes for the particular institution. More importantly, the approach used here is easily replicable and may be employed to provide useful information for image enhancement in other university settings. 相似文献
15.
LORELLA TERZI 《Journal of Philosophy of Education》2007,41(4):757-773
The ideal of educational equality is fundamentally grounded in the egalitarian principle that social and institutional arrangements should be designed to give equal consideration to all . However, beyond this broad stipulation, the precise content of the ideal of educational equality is more difficult to determine. In this article, I aim to contribute to the debate on equality in education by dealing with the current, contentious issue of provision for students with disabilities and special educational needs. Thus, the paper addresses the question of what constitutes a just provision for these students, and it provides an answer in terms of the capability approach, as developed by Amartya Sen and Martha Nussbaum. 相似文献
16.
The ways in which universities and individual academics attempt to deter and respond to student plagiarism may be based on untested assumptions about particular or primary reasons for this behaviour. Using a series of group interviews, this qualitative study gathered the views of 56 Australian university students on the possible reasons for plagiarism within their institution. The results indicate a wide and disparate range of possible contributing reasons for plagiarism, including: institutional admission criteria; student understanding of plagiarism; poor academic skills; a range of teaching and learning factors; personality factors; and external pressures. These findings are compared with other findings about reasons for student plagiarism in Australasia. The implications of these findings are considered for universities and individual academics seeking to better engage with their students to minimize or marginalize plagiarism. 相似文献
17.
ABSTRACTThe study investigates factors motivating universities to engage in international degree collaboration. The Finnish-Russian university framework is used as the locus for studying international collaboration. The paper employs resource dependency and institutional, stakeholder and market push and pull perspectives in a conceptual model explaining the drivers of international degree collaboration. The research focuses on the interaction of the various factors that motivate partners to seek international degree cooperation, possible sources of conflict, and issues of compatibility and complementarity. In particular, the study compares the roles of different stakeholders and the institutional contexts of Finland and Russia. The motives of the Finnish and Russian universities included in the study were found to be generally compatible, yet different enough to complement each other. 相似文献
18.
张轩 《广东轻工职业技术学院学报》2014,13(3):40-43
制度移植作为现代制度构建中的一种重要手段,在教育界被广泛应用。被移植的教育制度是外生的,它会受本土环境和内生制度等因素的影响而失去在原本教育制度中的意义,原本的教育制度在被移植的过程中必然会发生一定的改变或出现一些问题。如果不能有效地解决这些问题,势必会影响教育制度本身的价值,使之无法落实和实施,那么移植来的教育制度就会成为无本之木,不能生存和发展,更无法得到充分应用。在分析教育制度的意义和阐述教育制度移植的概念的基础上,提出了教育制度移植过程中须注意的四个问题,旨在为我国教育制度变迁的实践提供一定的理论参考。 相似文献
19.
《Educational Philosophy and Theory》2013,45(1):35-50
This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment (or ‘dynamical system’), new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of lock‐in, path dependence, and inertial momentum, suggest that it is in the dynamic interactions and adaptive orientation of a system that new phenomena, new properties and behaviours, emerge. The focus thus shifts from a concern with decontextualised and universalised essence to contextualised and contingent complex wholes. This is where complexity theory seeks the levers of history. The paper posits the notion of inertial momentum as the conceptual link between the principle of emergent phenomena as developed principally in the natural sciences and the notion of socio‐historical change in human society. It is argued that educational and institutional change is less a consequence of effecting change in one particular factor or variable, and more a case of generating momentum in a new direction by attention to as many factors as possible. Complexity theory suggests, in other words, that what it might take to change a school's inertial momentum from an ethos of failure is massive and sustained intervention at every possible level until the phenomenon of learning excellence emerges from this new set of interactions among these new factors, and sustains itself autocatalytically. The paper concludes with a summary consideration of the conditions that contribute to the emergence of new properties and behaviours in a system. 相似文献
20.
Brittany Dorn 《Journal of educational and psychological consultation》2013,23(2):237-254
ABSTRACTThe majority of deaf and hard of hearing (DHH) students are educated at least part of the day in general education classrooms taught by teachers who may not have any experience working with this population. DHH students make up a unique, heterogeneous group with a wide range of communication modalities, technology utilization, early intervention experiences, and educational placements. In addition to providing direct service to support these students, teachers of students who are deaf or hard of hearing (ToDHH) collaborate and consult with classroom teachers and school staff on classroom accommodations and modifications. However, recent research shows that ToDHH often feel unprepared to engage in the consultative aspect of their role. Since the Education for All Handicapped Children Act was passed 43 years ago, the field of deaf education has increasingly called for research on consultation models to apply to their unique population and to teach in their teacher preparation programs. This article identifies the characteristics of DHH learners and synthesizes current research on consultation in the field of deaf education. Three consultation models are examined to determine their level of fit within the field of deaf education. The author ends with a call for future research that can best be met through an interdisciplinary research approach between the field of deaf education and the fields of educational and psychological consultation. 相似文献