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1.
ABSTRACT

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.  相似文献   

2.

Through qualitative interviews, the authors examined the experiences of six gifted high‐achieving university students to understand the factors that allowed the students to continue on their paths to success. The participants in this study revealed a number of issues that were central to their motivation upon arriving at the university. These issues included independence from family, fitting into a social network, the desire to overcome challenges in their lives, internal will, and a need to earn recognition. Our findings should help direct the development of special programs by university educators who are dedicated to meeting the needs of gifted college students.  相似文献   

3.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

4.
Misrecognition of South African university students is at the heart of this article. Misrecognition refers in this article to the exclusionary institutional discourses and practices of this country’s universities, which continue to prevent the majority of their (Black) students’ from achieving a successful education. It is a conceptual account of the ways in which these misrecognized students develop a complex educational life in their quest for a university education. The article argues that at the heart of students’ university experiences is an essential misrecognition of who they are, and how they access and encounter their university studies. I suggest that gaining greater purchase on their (mis)recognition struggles may place the university in a position to establish an engaging recognition platform to facilitate their educational success. Divided into four sections, the article starts with a rationale for bringing the institutional misrecognition of students into view. This is followed by a theoretical consideration of the notion of recognition, which opens space for what I call the recognitive agency of the education subject, who remains largely unknown to the university. The third section provides an account of the nature and extent of Black students’ survivalist educational navigations and practices in their family, community, school, and university contexts. The final and concluding section of the article presents a normative argument for developing an education platform for facilitating a productive encounter aimed at animating students’ educational becoming. This, I argue, should proceed on the basis of a decolonizing knowledge approach, involving curriculum recognition, which would accord students the conceptual tools for developing the epistemic virtues necessary for complex decolonized living.  相似文献   

5.
Background: As one part of scientific meta-knowledge, students’ meta-modelling knowledge should be promoted on different educational levels such as primary school, secondary school and university. This study focuses on the assessment of university students’ meta-modelling knowledge using a paper–pencil questionnaire.

Purpose: The general purpose of this study was to assess and to describe university students’ meta-modelling knowledge. More specifically, it was analysed to what extent the meta-modelling knowledge, as expressed in a questionnaire, depends on the scientific discipline to which university students relate their answer and the concrete model to which they refer while answering.

Sample: N = 184 students from one German university voluntarily participated in this study.

Design and methods: The questionnaire was developed based on a theoretical framework for model competence and includes constructed response items asking about the purpose of models, ways for testing models and reasons for changing models. Students written answers were first analysed qualitatively based on the theoretical framework to decide whether they expressed advanced understandings or not. Further analyses then were conducted quantitatively.

Results: Findings suggest that only few university students possess an advanced meta-modelling knowledge. However, significant more students who relate their answers to the STEM-disciplines expressed advanced understandings than those who referred to social sciences or linguistics/philology. Furthermore, university students who expressed an advanced meta-modelling knowledge referred to rather abstract kinds of models in order to explain their view.

Conclusions: The present study supports the assumption that meta-modelling knowledge may be situated and contextualised. Both the scientific discipline and the concrete model to which university students refer seem to be relevant item features influencing university students’ expressed meta-modelling knowledge. Implications for assessment and teaching are discussed in the article.  相似文献   


6.
Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach.

Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour.

Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β?=?0.380; t?=?5.263; P?β?=?0.182; t?=?2.081; P?Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation.

Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions.

Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.  相似文献   

7.
Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

Purpose: This study investigated student views related to the potential of a physics course they were currently enrolled in being offered online.

Sample: This study took place at a large, public, mid-western university and involved students enrolled in either the first or second semester of a face-to-face flipped physics course for engineering technology majors.

Design and methods: Discussions with students during the semester about their online course experiences and expectations were used to develop the concourse and subsequently the Q sample to perform a Q methodology study about students’ views regarding taking physics courses online. Additional statements for the concourse and Q sample were taken from communications with administrators at the university. In this way, the statements sorted by the students included those from students and those from administrators. Factor analysis of the Q sorts resulted in three factors, each representing a unique perspective. Interpretations of these perspectives included the analyses of the Q sorts, the researcher’s interactions with students and administrators, and students’ written responses regarding their previous online course experiences and their sorting decisions.

Results: Three unique student views emerged were named: keeping it real and face-to-face, Online could be ok depending upon the course and instructor, and Online not for STEM classes. Consensus among the views is also discussed.

Conclusions: Overall, students’ views are negative concerning having physics courses, including labs, online and those views conflict with statements expressed by administrators regarding students’ desires for online courses at the university.  相似文献   

8.
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities.  相似文献   

9.
ABSTRACT

Foundations studies programs (FSPs), sometimes termed pathways programs, seek to prepare international students for an undergraduate education. While enrolments in these programs continue to grow in Australia, there has correspondingly been little research exploring how FSP students experience their transition into university life and study. In seeking to fill a gap within the literature, this study investigated this issue by focusing on international students from mainland China. 23 FSP alumni were interviewed and asked to describe their expectations and experiences of secondary schooling in China, and their subsequent FSP and university studies in Australia. The analysis revealed that the most salient feature of participants’ transition into their Australian undergraduate courses was their emphasis on interpersonal relationships and social interactions. In particular, interviewees emphasised the importance of social exchanges with local peers and teaching staff, and their general disappointment or frustration with these interactions. While this study echoes previous investigations relating to international students’ (lack of positive) intercultural interactions within HE settings, it more importantly challenges the notion that FSPs can be assumed to adequately prepare international students for the nature of these relationships at university. Recommendations regarding FSP practices and policies are posed at the end of this article.  相似文献   

10.
Abstract

The massification of higher education in Australia since the early 1990s has foregrounded issues of access and participation for a range of ‘non‐traditional’ students. Such issues can unsettle academics’ normative assumptions of the learning behaviours of the traditional, ‘ideal’, university student and highlight normative beliefs and practices about teaching and learning. This can be seen most acutely in regard to the increasing numbers of students with disabilities, especially students with ‘hidden’ disabilities such as psychiatric disabilities and learning disabilities. The impacts of these disabilities go to the very core of the business of the academy: cognition, intellectual ability and academic success. Using Smith's (1999) notion of ‘cultural cartography’, this article takes a sociocultural approach to investigate and give voice to the responses of a small number of students with a ‘learning difficulty’ at a regional university about problematic aspects of their teaching and learning experiences. This demonstrated that the after‐effects of access and equity admission polices can play out in deeply personal ways for individual students when normative, behaviourist notions of ability and achievement continue to prevail within higher education environments. Although non‐traditional students are now permitted to enter the academy, this occurs at some personal cost to their feelings of belonging and self‐esteem, and can result in students taking on deficit or helpless positions within the academy.  相似文献   

11.
ABSTRACT

This article explores four critical factors in the determining of regional and remote school students’ intentions to progress to university. Three of these factors are based on the theory of planned behaviour (TPB): students’ attitudes, the opinions of their significant others (social capital), and students’ perceptions of control. A fourth factor, students’ knowledge about university, is also examined, extending the TPB. The research model tested used the responses of a survey of 620 school students from remote and regional areas in New South Wales, Australia. Results show that students’ attitudes towards university and perceptions about social capital are the most important predictors of their intentions to progress to university. In addition, students’ knowledge about university was found to be a significant contributor to students’ attitudes and perceptions of control.  相似文献   

12.
Abstract

We focus on transition from school or employment to university and analyze how social network characteristics and the quantity of social capital (SC) influence the assessment of help in selecting a program of study. We analyze data of undergraduate students at a German university and find that SC has an amount and a context effect. First, we assume that in networks where students find a lot of SC, they also receive helpful advice. Second, a social network close to academia offers useful help. Our multivariate analyses support the context effect, but also indicate a marginal utility of SC. Students with academically educated parents rate their parents’ help as more useful, and students with studying friends rate their friends’ advice as helpful. However, students who are rich in SC among family and friends rate their help lower than students who are rich in SC among only one part of their network.  相似文献   

13.
Background: University physics students were engaged in open-ended thermodynamics laboratory activities with a focus on understanding a chosen phenomenon or the principle of laboratory apparatus, such as thermal radiation and a heat pump. Students had access to handheld infrared (IR) cameras for their investigations.

Purpose: The purpose of the research was to explore students’ interactions with reformed thermodynamics laboratory activities. It was guided by the research question: How do university physics students make use of IR cameras in open-ended investigation of thermal radiation as a phenomenon?

Sample: The study was conducted with a class of first-year university physics students in Sweden. The interaction with the activities of four of the students was selected for analysis. The four students are males.

Design and methods: We used a qualitative, interpretive approach to the study of students’ interaction. The primary means of data collection was video recording of students’ work with the laboratory activities and their subsequent presentations. The analysis focused on how IR cameras helped students notice phenomena relating to thermal radiation, with comparison to previous research on students’ conceptions of thermal radiation.

Results: When using the IR camera, students attended to the reflection of thermal radiation on shiny surfaces, such as polished metals, windows or a whiteboard and emissive properties of surfaces of different types. In this way, they went beyond using the technology as a temperature probe. Students were able to discuss merits and shortcomings of IR cameras in comparison with digital thermometers.

Conclusions: With the help of IR cameras, university physics students attend to thermal phenomena that would otherwise easily go unnoticed.  相似文献   

14.
Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n?=?771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.  相似文献   

15.
Abstract

This study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and (2) variables related to the process of writing, namely the students’ perception of the writing process and the importance they attribute to its characteristics. The data obtained came from the European Writing Survey (EUWRIT) which was administered to 1,044 students from nine Spanish universities. Profiles were identified by means of k-means cluster analysis. The relationship between these profiles and the variables studied was examined by means of chi-squared analyses and univariate ANOVAs. Two profiles were identified: students who are confident about their writing skills and who acknowledge the importance of writing in their field of knowledge; and students who are relatively confident about their writing ability and who consider writing to be relatively important in their subject area.  相似文献   

16.
Abstract

With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.  相似文献   

17.
Background: Universities in many countries increasingly deliver outreach programmes to raise aspirations and encourage participation in higher education. At the University of Canberra in Australia, these programmes target schools that have been identified as having a large number of students from rural/regional, financially disadvantaged and/or Aboriginal and Torres Strait Islander backgrounds – groups that continue to be underrepresented in higher education. Involved in the delivery of these programmes are current university students – at the University of Canberra termed ‘Aspiration Agents’ – many of whom come from similar backgrounds to the students with whom they work. Although not the focus of the outreach programmes, the Aspiration Agents themselves also derive benefits from the experience.

Purpose: This research aimed to explore the reasons why students choose to become Aspiration Agents, and the perceived benefits of the mentoring/ambassador role.

Sample, Design and Methods: The data collection comprised two small-scale exploratory questionnaire studies (N = 12; N = 20). Qualitative methods were used to investigate participants’ self-reported motivations for, and experiences of being Aspiration Agents.

Findings: Findings suggest that students perceived benefits in personal, student-related and future professional domains. Dominating all these areas, however, was the recurring theme that the students were both motivated to, and derived satisfaction from, helping others. These findings are discussed in terms of the specific role of the Aspiration Agent and how this form of employment can positively, rather than negatively, impact on the student’s own university experience.  相似文献   

18.
ABSTRACT

This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university.  相似文献   

19.
Abstract

First-year university students’ underdeveloped academic literacies can lead to dissatisfaction and poor performance. University teachers find it difficult to take action without an understanding of students’ perceptions and needs. This study investigates first-year Chinese students’ perceptions and experiences related to assessment of academic literacies in an English-as-a-foreign-language university context. The datasets include student focus groups at two different time points over their first university year, self-reflective essays written by students at the end of the year, and audio records of nine units of teaching in three teachers’ classes. Findings highlight that fostering students’ academic literacies incorporates both linguistic development and epistemological adaptation. Students held mixed feelings towards alternative assessment other than examinations. Their personal learning goals of using English in everyday scenarios dampened their commitment to teachers’ goals of developing learners’ academic literacies. Findings suggest assessment can be an effective ‘card’ played by teachers to nurture students’ appreciation of new learning goals, communicate areas for improvement in learning strategies, and demonstrate their visible progress.  相似文献   

20.
Abstract

This article analyses literacy narratives of first-year students at a South African university. It uses excerpts from the literacy narratives to explain how this writing genre serves as an outlet for reconstructing experiences of social injustice and agency. The article discusses how students’ experiences of social injustice and their sense of agency intersect to influence their literacy development from primary school to university. The article contends that, although literacy narratives give lecturers access to students’ pre-university learning experiences and their discomforts with university literacy expectations, they also capture aspects of societal injustices and their responses to these injustices.  相似文献   

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