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1.
保障人才培养质量是目前我国高等教育所面临的一个主要课题.除教育制度、教育内容等外部条件之外,学生的学习意识和行为是影响人才培养质量的内在因素.随着高等教育的大众化,大学生中也出现了明显的分化现象,对于不同类型的学生,高等教育的效果会有很大的不同.本文利用近两千名高校学生的调查数据,考察了我国高校学生的分化状况以及不同类型学生的学习意识、学习行为和学习满意度. 相似文献
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未完成的转型-普及化阶段首都高等教育的人才培养与学生发展 总被引：4，自引：0，他引：4
鲍威 《北京大学教育评论》2010,8(1):27-44,189
本研究以高等教育影响力与学生发展相关理论为分析框架,利用高校学生调查数据,分析普及化阶段北京高等教育的发展特征和学生学业成就的影响因素。研究结果显示:(1)随着规模的扩大,高校学生在家庭经济背景、学业资质、学习投入以及学习行为中出现了多元化和异质化趋势,而高等教育机构的教学课程、教学方法等方面却没有对此作出及时的对应,人才培养模式的转型出现了滞后;(2)高校学生的学业成就不仅取决于所在高等院校的组织性特征、高校教学质量、学生基本特征以及他们与教师、同学之间的互动,同时也受到学生本人学习参与投入程度的直接影响。 相似文献
3.
《教育教学论坛》2016,(12)
随着高等教育的不断发展以及规模的不断扩大,高校学生家庭经济困难问题突出。近年来,家庭经济困难大学生快速增长,目前已有300多万人,在各高校学生群体的平均比例高达25%。因此,我国也在不断探索着更加科学、系统有效的对高校家庭经济困难学生的资助体系。本文主要通过对吉林大学资助家庭经济困难学生工作的实证分析,针对目前高校资助家庭经济困难学生群体形成的原因、现状,以及这些现状对学生身心所带来的影响进行多角度分析,在不断完善认定工作的同时,结合我国资助手段,探索高校家庭经济困难学生资助体系政策实施中存在的问题,并在此基础上探析现有高校家庭经济困难学生资助政策与困难学生群体形成原因的关系。 相似文献
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中国高等教育规模的急速扩张,不仅引发高等教育机构类型的多元化,同时导致学生群体的异质性.与以往来自知识精英或政治精英家庭,以都市户籍为主体的传统高校学生群体不同,来自农村、父母没有接受高等教育经历的弱势群体子女开始进入高等院校,并且其规模逐步扩增.本研究聚焦第一代农村大学生的升学选择、利用2011年首都高校新生调查数据,分析农村第一代大学生在家庭社经背景、入学前学业能力等方面的特征,考察第一代大学生对于其高考成绩的直接和间接的影响路径以及最终升学院校. 相似文献
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随着我国高校教育规模的不断扩张和中国社会贫富差距的日趋显著,贫困大学生这个特殊群体的数量也随之扩张,并逐渐成为高等教育、社会、家庭密切关注的一项热点问题。高校开展家庭经济困难学生心理帮扶措施,有助于促进高校和谐校园建设,同时也体现了和谐社会关爱具有重要意义。 相似文献
7.
高等院校教学质量与教育成果及其关联性的实证研究——基于北京市高校学生学业状况的调研 总被引：2，自引：0，他引：2
鲍威 《大学.研究与评价》2008,(3):71-82
在经历了高等教育的迅速扩张之后,如何保障高等教育质量,提升学生的教育成果是包括高校、社会、高校学生及其家长等高等教育利益相关者共同关注的问题。本研究基于2007年实施的北京市高校学生调查数据,分析了北京市各类高等院校的教学质量及其与教育成果之间的关联性。分析结果表明,在控制了投入因素和学生家庭背景的前提下,教育质量对教育成果具有重要的影响。高校如果重视注重教学课程的体系性和实践应用性、教学方法的生动灵活性,以及在传统教学场域之外向学生提供学业、心理、就业方面的辅导与咨询,对提升学生的教学满意度和相关能力都有显著的作用。 相似文献
8.
随着社会和经济的发展及高等教育改革的不断深化,高校学生群体不断分化,形成了经济困难、学习困难、生理缺陷、就业困难、心理亚健康等特殊学生群体,这类弱势群体往往是心理问题的高发人群,影响高校和社会稳定。研究这类特殊群体的类型及特点,如何服务和管理特殊学生群体,促进其健康成长和成才就显得格外重要。 相似文献
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我国研究生教育规模发展分析 总被引：22，自引：0，他引：22
改革开放以来我国研究生教育规模发展的基本历程显示,我国研究生教育规模呈现从单一类型的数量扩张逐步走向多样化发展,且部分实现了结构优化。我国研究生教育规模的跨越式发展,得益于国家经济实力的迅速增强、政府的强力支持、社会的巨大需求以及高等教育自身的快速发展和培养能力的提高等因素。 相似文献
11.
The paper studies the relation between different national cost-sharing models and how students from different socio-economic backgrounds finance their higher education in six different European countries: the Czech Republic, England, Germany, the Netherlands, Norway, and Spain. The findings reveal considerable differences both between the countries and also between different socio-economic groups of students within each country. Even though there are only small social differences in the students’ level of income, there are considerable social differences in the students’ sources of income. The findings are discussed related to the country’s specific policy and higher education funding structures.
相似文献12.
The Significance of Australian Vocational Education Institutions in Opening Access to Higher Education 总被引：1，自引：0，他引：1
Vocational education provides an educational but not a social ladder of opportunity to Australian higher education. The five dual-sector universities with significant enrolments in both vocational and higher education admit about twice the proportion of students transferring from vocational education as other universities. However, since the students in the upper levels of vocational education have a socio-economic composition similar to higher education students, vocational education does not provide a social ladder of opportunity by increasing access by students from a low socio-economic status background. Nevertheless, the article argues for the extension of dual-sector universities and other measures to articulate vocational and higher education and that more needs to be done to improve the representativeness of the upper levels of vocational education. 相似文献
13.
《Critical Studies in Education》2013,54(3):261-275
A key assumption of equity policies in Australia, as in many countries, is that pathways from lower-status, vocationally oriented ‘second’ tiers of tertiary education to ‘first’ tier higher education are able to act as an equity mechanism. This is because students from low socio-economic backgrounds are over-represented in former and underrepresented in the latter. The assumption that pathways support equity is tested in this paper through an analysis of the socio-economic profile and institutional destination of student transfers from vocational education and training to higher education in Australia. It finds that educational pathways deepen participation in education by existing social groups but do not effectively widen participation for groups that do not have equitable access. This is as a consequence of the hierarchical structuring of qualifications within VET as well as in higher education. 相似文献
14.
María Fernández-Mellizo José Saturnino Martínez-García 《International Studies in Sociology of Education》2017,26(3):267-287
School failure is substantive in Spain. The percentage of students that do not achieve the compulsory education diploma is around 20%. School failure is higher for students from lower socio-economic backgrounds. Students who ‘fail’ cannot continue to post-compulsory education and, sooner or later, they have to leave formal education. The evolution of school failure in Spain follows a U-shaped curve that decreases from the seventies and rises from the end of the past century. This article explores the evolution of the impact of students’ socio-economic backgrounds on school failure from the seventies onwards and tests whether this impact increased at the end of last century. Using logit models of estimation to control for socio-demographic factors, we demonstrate that students from higher socio-economic backgrounds show fewer fluctuations in school failure than students from lower socio-economic backgrounds. We also provide evidence in support of an increase in the impact of socio-economic background on school failure from the end of the past century, thereby increasing differences by social origin of students. Our paper is consistent with previous literature showing that the impact of socio-economic background on school failure from the seventies onwards is declining. Nevertheless, we show an increase in this impact from the late nineties not described before. We offer a possible explanation for this upward trend in the shape of change in the institutional structure of the education system, although labour market incentives may also have played a role. 相似文献
15.
Widening Participation in Higher Education Amongst Students from Disadvantaged Socio-Economic Groups
Tamsin Bowers-Brown 《Tertiary Education and Management》2006,12(1):59-74
This paper, through a review of recent literature and policy documents, highlights: the rates of participation in higher education
in the UK; the widening participation agenda and the potential impact of key financial changes in the funding of higher education,
particularly for students from lower socio-economic groups. 相似文献
16.
Socio-economic status,cultural diversity and the aspirations of secondary students in the Western Suburbs of Melbourne,Australia 总被引：1，自引：0，他引：1
Using data from a recent survey of Australian secondary students, we find that those from higher socio-economic backgrounds
are more likely to aspire to attend university. The same can be said for students who do not speak English at home. We find
that students with an ethnic minority background are more likely to perceive higher levels of support from parents. However,
we find that all students believe they receive encouragement from their parents to do well at school (rather than discouragement
or disinterest), and that there is little difference in the level of importance placed on the views of parents between students
from English and non-English speaking background. While interest in university education is strong across all socio-economic
groups, particularly for students who do not speak English at home, there is a considerable gap between aspirations and enrolment
levels. We suggest that this ‘aspirations gap’ is larger for students from low socio-economic backgrounds. This analysis also
supports growing evidence that the postcode methodology for allocating socio-economic status to individuals is unreliable. 相似文献
17.
School tracking is usually criticised as a mechanism for social and cultural reproduction. Evidence from the literature shows a significant effect of early tracking on social inequality. Some studies also show that early tracking has a negative effect on the probability of completing higher education. This study uses PISA 2009 data and the propensity score matching technique to compare the effect of academic and vocational tracks on students' educational expectations and whether the effect varies across different socio-economic status in Austria, a country with an early tracking system, and Italy, a country with a later tracking system. The results show that students in Italy have significantly higher educational expectations for academic tertiary degrees than students in Austria. However, the findings do not show any evidence that the effect of tracking on expectations varies by students' socio-economic status in either country. The findings suggest that a later tracking system is associated with higher probabilities of having academic educational expectations; however, this finding should be interpreted with caution as the higher education and vocational education systems are different between the two countries, as well as the valuation of tertiary degrees in the labour market. 相似文献
18.
The Australian Government’s policy to transform higher education by 2020 includes plans to significantly raise the levels
of undergraduate enrolment by people of low socio-economic status. In light of this policy direction, this article examines
how a group of undergraduate students of low socio-economic status work to maintain their desire for learning and to remain
included in the university system despite experiencing cultural processes of exclusion. As the students reflect on the cultural
and pedagogical conditions that promote, support and enhance their participation and engagement in higher education, a picture
emerges of the importance of students’ relationships with academics. Whilst positive relationships help students to remain
engaged, negative experiences work against continuing participation and engagement. Given the desire of the Australian government
to increase participation in higher education by students from under-represented groups, this research identifies some challenges
and possibilities for both universities and academics. 相似文献
19.
Sebastian Wahl Mike Trauntschnig Lisa Hoffmann Susanne Schwab 《Journal of Research in Special Educational Needs》2022,22(3):243-253
Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion. 相似文献
20.
Research on inequality in higher education (HE) is often dominated by class-based assumptions about traditional and non-traditional students. This binary distinction emphasising students’ socio-economic status tends to oversimply the complexity of educational inequality, neglecting crucial factors which affect the perception of social position. Therefore, this study aims to investigate the understanding of inequalities in HE with new data on the meaning of locality, using evidence from comparative studies of institutions. Locality is interpreted as an inclusive concept capturing place identity as well as local attachments based on language, culture and the natural environment. The qualitative and quantitative data were collected from 192 participants in three distinctly different HE institutions, which were deliberately selected according to their socio-economic, cultural, and institutional status. This mixed methods research confirms the importance of different types of belonging at institutional, local and national levels, and their different effects on student groups. The study captures to what extent geographical mobility is associated with social class, by examining students’ sense of belonging and their interpretation of locality in universities across Wales. It challenges the notion of disadvantaged background, and poses a critical question about cultural and geographical familiarity. This study therefore enriches the current debates about the impact of social inequality alongside social class on students’ belonging, success and retention in HE. 相似文献