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1.
This paper compares academic achievement of The University of Calgary undergraduate population with that of transfer students from Alberta community colleges for the four academic years 1968–1972. The comparison is made using four measures: percentage distributions of student grade point averages, percentage distributions of grades, course grade point averages, and withdrawals. The measures were taken along several dimensions, including faculty of student registration, year of student academic program, and academic discipline and level of courses taken. Transferring students do not succeed academically as well as the total university student population. For example, in 1971/72 the average grade points achieved in all courses was 2.49, while the college transfer student subset achieved only 2.33. The corresponding figures for 1970/71 were 2.45 versus 2.24; for 1969/70, 2.41 versus 2.23; and for 1968/69, 2.38 versus 2.16. 相似文献
2.
Applied and academic A levels: is there really a need for the applied track in UK further education?
《Journal of Further & Higher Education》2012,36(4):461-482
The term ‘applied track’ in UK further education has been used to refer to the applied A level, the vocational, coursework-based version of the traditional academic A level. Vocational and coursework-based courses are often criticised for being easier than academic courses, for only attracting students who do not satisfy the requirements to take academic courses and for not developing in students the skills they need to be successful in higher education. This paper considers the extent to which these criticisms may be justified and explores the reasons why students chose to take an applied A level. The study involved 666 students at a large, mixed sex sixth form college in the UK, who were taking both applied and academic A levels. Although statistical analysis showed that students on the applied course performed worse than students on two academic courses once their different GCSE scores had been accounted for, it was also found that the applied students were relatively well qualified, that they were generally well motivated and hard working, and that they were extremely satisfied with the course. Finally, it is suggested that perhaps universities are misguided in assuming that applied courses do not develop in students the skills that they need to be successful in higher education. 相似文献
3.
The tracking of students in upper-secondary school is often criticised for narrowing the post-secondary pathways of student in the vocational education and training (VET) track, which can stigmatise VET. To tackle this problem, countries have introduced courses that integrate aspects of VET and academic study, which provide the dual purpose of preparing students for work and vocational study and providing university pathways for more academic students in the VET track. In this study we assess the latter purpose by examining the outcomes of university aspirants who take these courses in their final year of school. Using rich survey and administrative data from Australia and propensity score matching we find that these courses are associated with lower academic performance and a lower chance of attaining a university offer. Decomposition results show that poor performance in integrated courses is the main driver, which points to potential tension between the two purposes. 相似文献
4.
Dante D. Dixson Paula Olszewski-Kubilius Rena F. Subotnik Frank C. Worrell 《Psychology in the schools》2020,57(10):1582-1595
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work. 相似文献
5.
《International Journal of Educational Research》2004,41(3):198-215
There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent academic achievement and resilience in pursuing higher education. We used the self-regulated learning interview schedule, which focuses on cognitive, motivational, and behavioral strategies used during academic learning in both classroom and non-classroom contexts. The cognitive self-regulation strategy of organizing and transforming proved to be a significant predictor of the students’ course grades in Italian, mathematics, and technical subjects in high school and in their subsequent average course grades and examinations passed at the university. The motivational self-regulation strategy of self-consequences was a significant predictor of the students’ high school diploma grades and their intention to continue with their education after high school. 相似文献
6.
This study examines the emotional engagement with school of a diverse sample of 909 students in post-secondary vocational education in the Netherlands. Using multilevel regression analysis, we assess the role of students' background characteristics and school experiences, and their interaction, in students' emotional engagement with school. At-risk students do not report lower levels of emotional engagement, except for students using (soft)drugs. While Dutch dropout prevention focuses on fostering a sense of belonging through enhancing teacher–student relationships, we do not find a significant role of perceived support from school staff in students' sense of belonging. A good relationship with classmates is more important to engage students in post-secondary vocational education. Perceiving an academic fit is most prominently related to the emotional engagement of vocational students, indicating that a sense of belonging should not only be defined in social, but also in academic terms. 相似文献
7.
开展高职生职业法律素质教育是提高高职生就业创业能力和职业道德素质、培养复合型人才的需要。高职院校法制教育要以培养学生职业法律素质为核心进行教育教学改革,科学建构高职生职业法律素质教育课程体系,逐步形成基础性法律课程、专业性法律课程和专门性法律课程结合的多层次的职业法律素质教育课程体系。 相似文献
8.
Andrew B. Morris 《Educational studies》1995,21(1):67-83
Recent concern with the academic performance of schools has led a number of local education authorities to develop systems for measuring the ‘added value’ that can be attributed to particular institutions in their control. An analysis of data published by one Midlands shire county on the performance of A level candidates in 1992 raised questions about the relative levels of academic achievement of pupils who remained within the Catholic school system compared to those who transferred to local authority institutions for their full‐time education after the age of 16. A small representative sample of students from a Catholic school who had transferred to a non‐Catholic sixth form college to take A level courses was interviewed. The students’ comments suggested they found significant differences in the college ethos compared to that of their previous Catholic school. Those findings together with the analysis or the available data from the local authority, raise issues that merit further detailed research. 相似文献
9.
Michael C.W. Yip 《教育心理学》2013,33(7):817-827
The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory - LASSI, to probe into the relationship. Results found that (1) there were clear differences to the learning and study strategies used by high school students with high academic performance, and those with low academic performance; (2) all the three components (Will; Self-regulation and Skill) were equally important to differentiate high academic achieving high school students from low academic achieving high school students within the strategic model of learning; and (3) a numbers of learning and study strategies were effectively predicting the academic performance of the high school students. All of these result patterns confirm that learning and study strategies used by high academic achievers and low academic achievers as well as the components used to predict students’ academic performance in the high school setting are quite different from the patterns revealed in the tertiary education sector. 相似文献
10.
葛秀华 《佳木斯教育学院学报》2012,(3):186-187
《外事实务》课程旨在培养学生的外事处理能力,在高职应用英语专业课程体系中属于综合实训课程,实践性强。为有效培养学生的综合职业能力,培养从事一线外事工作的高技能人才,真正把职业教育落到实处,特与浙江省具有代表性的商业特色街区合作,共同开发课程,引入商业特色街区的真实项目,作为课程教学的载体。 相似文献
11.
普通高中开设职业类课程是实现高中教育多样化的有效途径。通过对江苏省6所普通高中3个年级的1300余位学生从职业类课程的重要性、开设内容、开设形式、开设途径和评价方式五个方面进行问卷调查得出：该省大多数高中学生对在普通高中开设职业类课程持肯定态度,但是,不同群体之间存在一定差异。因此,在开设职业类课程过程中要进一步强调课程的重要性,丰富课程内容,保障课程开设途径,强化课程评价方式,为满足学生的个性化需求服务。 相似文献
12.
Stefan Krumm Anastasiya A. Lipnevich Lothar Schmidt-Atzert Markus Bühner 《Learning and individual differences》2012,22(6):759-769
The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study. 相似文献
13.
Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study explores the relationship between civic engagement and the various multimedia instructional practices used in a high school video production course with a single-school convenience sample and an ethnically diverse population of students. Findings reveal that the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism. Media literacy attitudes and a range of in-classroom learning experiences with video production are also associated with civic engagement. 相似文献
14.
This study investigates the career guidance needs of 600 Black secondary school students. It also examines how Black secondary school principals perceive the guidance programs in their schools. The results indicate sixteen categories of career guidance needs which should receive priority in planning guidance services for this population. The students consistently felt their needs were not being met. Not less than 60% expressed a need for additional help with finding jobs and careers, understanding the guidance program, developing self-understanding, career awareness, exploration and planning, interpersonal relationships, value clarification, selection of courses and acquisition of decision-making skills in sharp contrast to the help they feel they have received. Career guidance in Black South African schools has not received proper attention for a long time. It has only been in recent years that this phenomenon has attracted the attention of educationists (Cloete and le Roux 1978). Students have always experienced difficulties when making decisions about their careers. Tenuous choices seemed to be a result of the students' lack of sufficient knowledge regarding themselves (i.e. their abilities, attitudes, interests and values) as well as vocational careers, school preparatory subjects and courses leading to those careers, educational and vocational opportunities available to them and financial assistance (Prediger et al., 1973). Self-understanding is the single basic goal of school guidance programs. Through self-understanding, students can begin to know, appreciate and utilize their aptitudes, interests, values and limitations. It improves analytical and critical thinking, growth and development. Students who understand themselves are characterized by their ability to make more rational educational and vocational plans. McDaniel and Shaftel (1956) maintained that every individual should be helped to study and understand himself as a unique person and to respond to the pressures and stimuli of the time and place in which he lives; Holland (1973) suggested that one needs appropriate and accurate information about oneself as well as the occupational field in order to make a realistic choice of vocation. Self-understanding and acceptance is a pre-requisite for the process of choosing an occupation. Super (1957) observed that along this road to self-knowledge every young person needs assistance and that success in understanding oneself is a sine qua non for the development of independence and decisionmaking skills. Interests are important in that they can help students begin thinking seriously about educational planning, vocational exploration and eventually about career development. Ginzberg (1966) believed that many young people do not know enough about the world of work to be able to translate their interests and capacities readily into occupational choices. Hoppock (1967) holds the view that one develops interest in an occupation because one has been exposed to it before. The same is still true today. Many young people are unaware that the choices of subjects they make and the activities they participate in at school can influence vocational choices which will affect their future lives. Super (1957) further contends that probably no other decision a young person makes is as crucial for happiness in life as his or her choice of work, including the educational preparation for it. Carlyle says that ‘it is the first of all problems for man to find out what kind of work he is to do in this universe’. Illuminating the importance of work in one's existence, Karl Marx said ‘man becomes man through his work’. Boy and Pine (1971) speak of work as ‘a therapeutic and personally integrating experience’. A careful look at the secondary educational system of South Africa reveals emphasis on an academic curriculum that is designed for college-bound students though not all Black students go to college. For most, secondary school is the terminal point in their formal education. This being so, the secondary school curriculum ought to provide them with sufficient self-knowledge concerning their aptitudes, interests, aspirations and skills to become successful and productive members of society. Napier (1972) contends that a society which fails to nurture the capabilities and talents of its youth fails in its obligation to them and to itself. As Tyler (1970) has observed, high school students are generally concerned about becoming independent adults, getting jobs, marrying, gaining status with their peers and helping to solve the ills of the world. Generally speaking, this is also true for South African youth. To assist them with these concerns, career guidance is essential for Black South African secondary school students today. With the help of adequate career guidance, every student should leave the school system equipped with the ability to think critically and make realistic personal decisions and plans for their future. However, this need students have for career guidance in their schools is sometimes overlooked. It is also conceivable that the degree to which individual students need guidance should vary. Differences in need seem to depend largely on differences in physical maturity, socioeconomic and cultural forces, and personality characteristics. Available evidence suggests that although there may be a common set of students' needs their priority for certain students varies and shifts in accordance with age, sex, experience and geographic location (Prediger et al., 1973; Crites, 1974, Carney and Barak 1976). According to Herr and Cramer (1979) guidance has been defined ‘as that part of pupil personnel services — and therefore of elementary and secondary education — aimed at maximal development of individual potentialities through devoting school-wide assistance to youth in the personal problems, choices and decisions each must face as he moves towards maturity’. There seems to be a consensus among guidance authorities that the following major services constitute the guidance program: the inventory service, the information service, the counselling service, the placement service and the follow-up and evaluation services. These services are an intergral part of the total school curriculum and they facilitate the instructional program as it attempts to help each student attain the maximum level of his or her potential. Research studies (Super, 1949 and 1968; Holland, 1973; Boy and Pine, 1971; Hoppock, 1967, Napier, 1972) indicate that out of an effective guidance program grows the capacity and freedom of the participants to contend more assertively for their beliefs and plan and execute strategies for making vocational decisions more efficiently and effectively. It is, therefore, imperative that each student be helped to reach the highest level of his or her potential as a human being. The present study sought to investigate the career guidance needs of Black South African secondary school students and the degree to which these needs are being met by the present guidance services in the schools. In addition, the views of the principals of the selected schools regarding the present status of guidance services were sought. 相似文献
15.
基于职业岗位的高职理实一体化人才培养模式探析——以湖州职业技术学院应用电子技术专业为例 总被引：1，自引：0，他引：1
湖州职业技术学院应用电子技术专业作为浙江省特色专业,在专业建设中通过剖析电子产品生产企业职业岗位对专业技能的需求,按职业岗位重构专业课程体系,建立理论与岗位实践相结合的课程教学内容,形成了基于职业岗位的理实一体化应用电子技术专业高职人才培养模式。这一模式的最大特点是打破了原来的学科式课程体系,将理论知识融人岗位实践之中重组教学内容,适应了高职学生乐于动手的特点,更好地兼顾了高职教育的高等性与职业性。这种高职人才培养模式对于其他工科专业也有一定的借鉴作用。 相似文献
16.
The rapid growth of online courses in higher education has led to developments in the field of e-assessment. This paper presents a study, which examined the quality of online academic courses using a multidimensional assessment of students' activities and perceptions, using educational data mining and an online questionnaire. The assessment focused on four aspects: instructional, communication, course workload and overall learning experience. The course instructional model was found well-structured. The video lectures, assignments and materials designed for the online course were the most used and contributing learning resources. However, the number of students who entered the video lectures decreased as the course progressed. Low activity was found in the discussion forums. Students perceived the course workload as low. Overall, the learning experience was high and the students were highly satisfied. These findings provide insights that may assist in improving the quality of future online courses. 相似文献
17.
Minjong Youn 《The Journal of educational research》2016,109(1):50-67
The author used the concepts of academic intensity and sense of responsibility to examine whether children with low school readiness may be moderated by the amount of exposure to learning activities and the attitudes that teachers hold toward these children. Analysis of the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that children who experienced high levels of teachers' academic intensity and sense of responsibility displayed greater achievement growth than did their peers who did not receive this support. Furthermore, teachers' sense of responsibility moderated the association between school readiness and mathematics learning growth over the course of elementary school years, which contributed in reducing the learning growth gap engendered given low school readiness. Based on these findings the present study suggests a need for continuous support during the schooling years, as well as before the start of school, to compensate for a lower skill level at school entry. 相似文献
18.
This paper quantifies the extent of student-college “academic undermatch,” which occurs when a student's academic credentials permit them access to a college or university that is more selective than the postsecondary alternative they actually choose. Using a nationally representative dataset, we find that 41 percent of students undermatch in their postsecondary choice. We also find that academic undermatch affects students with a range of academic credentials, but is more common among those students from low socioeconomic status families, who live in rural areas, and whose parents have no college degree. Finally, we show that between the 1992 and 2004 high school senior cohorts, academic undermatch has decreased by nearly 20 percent. The decrease is partially due to students being more likely to apply to a matched college. 相似文献
19.
Salla Willman Erkki Kaila Teemu Rajala Mikko-Jussi Laakso Tapio Salakoski 《Computer Science Education》2013,23(3):276-291
Computer aided assessment systems enable the collection of exact time and date information on students’ activity on a course. These activity patterns reflect students’ study habits and these study habits further predict students’ likelihood to pass or fail a course. By identifying such patterns, those who design the courses can enforce positive study habits and to prevent or minimize habits that lead to poor student performance. Hypothetically, by identifying and adjusting the short-term patterns, the teachers might be able to do the same during the course. This publication examines students’ short-term study habits on an introductory level programming course and presents multiple statistically significant connections between students’ assignment submission patterns and their respective final grades. Students who receive the highest grade start and finish their work early, do not work on weekends, and do not work at night, whereas those who fail the course do not show similar behavior but exhibit significant enrichment among those who work large amounts during the night. Course’s mandatory tutorial sessions that act both as assignment release events and as collaborative assignment solving sessions strongly increase assignment submission counts regardless of the students’ final grades and ensure an early start to solving the assignments, possibly preventing those who would otherwise fail the course from starting their work near deadlines. 相似文献
20.
Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses. 相似文献