Student Perceptions of Learning in First Year in an Economics and Commerce Faculty     

Carol Johnston 《高等教育研究与发展》2001,20(2):169-184

This article examines the perceptions and experiences of first year students in an Economics and Commerce Faculty. First year Bachelor of Commerce students responded to pre- and post- university experience surveys of their approaches to learning and experience of the learning environment in the faculty. Students' responses indicated a slide into surface learning during their first year and indicated that their expectations of learning at the university level were not realised. English speaking background (ESB) and nonEnglish speaking background (NESB) students were compared. While few differences between the two groups were identified a slight preference for social forms of learning and deeper approaches to learning were observed for NESB students. The implications of the findings for first year teaching are discussed.  相似文献   

Toward a Sociological Perspective on Learning Disabilities     

Carol A. Christensen  Michael M. Gerber  Robert B. Everhart 《Educational theory》1986,36(4):317-331

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Religion in the primary school: ethos,diversity, citizenship     

Gerald Grace  Carol Vincent  Richard Race 《British Journal of Sociology of Education》2017,38(5):738-741

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College Counseling Centers With Counselors in Private Practice: Guidelines to Negotiate Ethical Challenges     

Carol Berger  Jeffrey J. Angera  D. Terry Rawls  Ross J. Rapaport  Elizabeth Bartels  Rebecca J. Black 《Journal of College Counseling》2002,5(2):99-104

Several factors shape practices in counseling centers today, including an increased need for referral to external mental health services. Providing external referrals can lead to both practical and ethical implications when counseling center employees also operate private practices. Guidelines to negotiate the potential ethical dilemmas inherent in this scenario are provided.  相似文献   

Developing generic skills at university,during work placement and in employment: graduates' perceptions   总被引：1，自引：0，他引：1  

Gay Crebert  Barry Bell  Carol‐Joy Patrick  Vanda Cragnolini 《高等教育研究与发展》2004,23(2):147-165

This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post‐graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognized the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility, and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration.  相似文献   

The impact of self-assessment,planning and goal setting,and reflection before and after revision on student self-efficacy and writing performance     

Chung  Huy Q.  Chen  Vicky  Olson  Carol Booth 《Reading and writing》2021,34(7):1885-1913

Reading and Writing - Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background...  相似文献   

Is a posthumanist <Emphasis Type="Italic">Bildung</Emphasis> possible? Reclaiming the promise of <Emphasis Type="Italic">Bildung</Emphasis> for contemporary higher education     

Carol A. Taylor 《Higher Education》2017,74(3):419-435

My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education.  相似文献   

情人节对健康有利吗?(英文)     

Carol Pearson 《海外英语》2008,(2):24-24

情人节又到了,你想好送给爱人什么样的礼物了吗?玫瑰花、巧克力是情人节的永恒话题。想知道如何陪心爱的他/她过个最健康的情人节吗?认真读完此文,你自然知晓。  相似文献   

Sexual abuse in the developmentally disabled: Dilemmas of diagnosis   总被引：1，自引：0，他引：1  

Sandra L. Elvik  Carol D. Berkowitz  Elisa Nicholas  Jenifer Lindley Lipman  Stanley H. Inkelis 《Child abuse & neglect》1990,14(4):497-502

Evaluation of developmentally disabled persons for physical signs of sexual abuse presents many challenges to the practitioner. This group is especially vulnerable to all types of abuse. A group of 35 mentally retarded females from a residential treatment facility was examined by the child abuse medical team at Harbor/UCLA Medical Center after one inpatient was found to be pregnant. Patients ranged in age from 13 to 55 years (median, 26 years; mean, 31.3 +/- 13.6 years). All of the women had some degree of disability, with 24 (69%) being categorized as profoundly retarded. No patient was able to provide a history. There were 13 (37%) patients who had genital findings we believe are consistent with prior vaginal penetration. Dilemmas which arose during evaluation included the significance of healed genital lesions in this population and the implications of the findings for the residential facility. While developmentally disabled persons need an advocate in the medical and legal systems, these patients can overwhelm the practitioner. Whenever possible, a team approach is recommended to decrease the work load and frustration and provide collegial support and affirmation of findings.  相似文献   

THE STRUCTURE AND IMPLICATIONS OF CHILDREN'S ATTITUDES TO SCHOOL   总被引：1，自引：0，他引：1  

Paul  Croll  Gaynor  Attwood  Carol  Fuller  Kathryn  Last 《British Journal of Educational Studies》2008,56(4):382-399

ABSTRACT:  The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them.  相似文献