Universities under siege     

Eric Ashby 《Minerva》1962,1(1):18-29

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Autonomy and academic freedom in Britain and in english-speaking countries of tropical africa     

Eric Ashby  Mary Anderson 《Minerva》1966,4(3):317-364

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Disqualified in the human race: a close reading of the autobiographies of individuals identified as autistic     

Christine E. Ashby  Julie N. Causton‐Theoharis 《International Journal of Inclusive Education》2013,17(5):501-516

Much can be learned about the experience of autism by listening to the voices of individuals so labelled. They describe their understanding of competence, living in a culture where autism is considered deviant, deficient and outside the range of ‘normal’ human experience. This paper utilises autobiographical accounts written by individuals who identify as autistic as a source of qualitative research data and specifically explores the ways in which these texts address issues of competence. Using narrative inquiry, it explores how individuals with autism, both adults and adolescents, describe their own notions of competence and, further, the instructional practices that support their ability to demonstrate their competence.  相似文献   

Merit Aid and Retention: Mediation and Moderation     

Johnson  Iryna 《Research in higher education》2022,63(4):713-739

Research in Higher Education - When institutions introduce financial aid policies, researchers have an opportunity to study these policies within the framework of a natural experiment. For this...  相似文献   

Book reviews     

James Gilbert Paltridge  E. Ashby  C. F. Carter  R. P. Dore  Alec Ross  Erich Leitner  John Harper  Mark Blaug  D. R. McNamara  Michael Argles  D. J. Hounsell  A. M. Ross 《Higher Education》1973,2(3):391-406

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Book reviews     

A. Harry Passow  Gilbert de Landsheere  A. D. C. Peterson  Harold J. Noah  Henry Saltzman  W. D. Halls  Gordon Bishop  Richard F. Goodings  Helmut von Bracken  Franz Hilker  Daniel J. Casey  Donald E. Super  Klaus Schleicher  Neville Postlethwaite  B. F. Nel  Peter Martin Roeder  Wolfgang Brezinka  Hans Friedrich  Eric Ashby  Franklin Parker  Ernst Prokop  Clare Burstall  Kenneth Austwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):328-375

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“Moving quietly through the door of opportunity”: Perspectives of College Students who Type to Communicate     

Christine E. Ashby  Julie Causton-Theoharis 《Equity & Excellence in Education》2013,46(2):261-282

Colleges and universities across the United States are becoming increasingly diverse. That increased diversity includes students who do not use speech as their primary means of expression. This qualitative study focuses on the experiences and challenges of higher education for individuals with autism who type to communicate using a method known as facilitated communication. This article focuses on the perspectives of these individuals as they make sense of their inclusion in and, at times, exclusion from higher education, particularly their academic and social access. In addition, the findings of this research indicate that while there are structural and classroom supports that are helpful for individuals who type to communicate, their participation and meaningful inclusion is also incumbent on attitudinal factors and how receptive faculty and staff are to the students’ method of communication. While there is still much work to be done in the area of higher education for individuals with more complex needs, this study highlights the promise of higher education for this new population of students.  相似文献   

Reality aftershock and how to avert it: second-year teachers’ experiences of support for their professional development     

Andrew J.Hobson  Patricia Ashby 《Cambridge Journal of Education》2012,42(2):177-196

Drawing on analyses of data from a large-scale, mixed-method study of new entrants to the teaching profession in England, this article presents new findings on beginner teachers’ experiences of post-induction support for their professional development, about which little was previously known. As well as highlighting positive and negative aspects of support provision, it is shown that the recognised phenomenon of ‘reality shock’ is not confined to the transition between initial teacher preparation and teachers’ first year in post, since some second-year teachers experience a new or additional shock associated with the cessation of the induction support introduced, in part, to cushion the impact of that transition. Amongst the potential implications of these findings, it is argued that where they do not already exist, formal mechanisms should be introduced to facilitate the provision of contingent support for beginner teachers’ professional development beyond their first year.  相似文献   

eParticipation research: Systematizing the field     

Iryna Susha  Åke Grönlund 《Government Information Quarterly》2012

It has been widely acknowledged recently that the research field of eParticipation suffers from lack of comprehensive theoretical contributions, insufficient depth, and inconsistency in definitions of central concepts. Due to the interdisciplinary nature of the field researchers find it difficult to consolidate their theoretical groundwork and further theory building in the eParticipation domain. This paper reports a literature study of conceptual publications on the subject of eParticipation/eDemocracy in the time frame of 2007–2009. Its objectives are to track recent theoretical development in the field, to reveal constraints and limitations to researching the area, and to offer some suggestions for further inquiry. The results show that most theories currently used in conceptual eParticipation research originate from the fields of Political Science and Media and Communication Studies. But together with this, contemporary eParticipation authors contribute to strengthening the field with some “in-house” models and frameworks as well. Central problems with eParticipation research concern immaturity of the field, topical gaps, and biased assumptions. The review shows that the themes of recent publications can be grouped into three major categories: stakeholders, environment, and applications and tools. It also finds some interconnections between these categories; however, in general the coupling technology–stakeholders–(participatory) environments is weak.  相似文献   

Context clues for the stall of the Citizens’ Initiative: lessons for opening up e-participation development practice     

Iryna Susha  Åke Grönlund 《Government Information Quarterly》2014

The European Union recently launched an innovative participatory mechanism allowing its citizens across Europe get together and set the agenda for policy-making in Brussels. The tool – the European Citizens’ Initiative – was labelled as “most direct and digital” ever in the history of European democratic experimentation as it made it possible to collect signatures (of which it is required not less than 1 million) in favour of an initiative via the internet (e-collection). Launched on 1 April 2012 the ECI was met with major enthusiasm in Brussels, but soon stumbled over serious difficulties as the organisers on the ground were unable to set up their online collection systems. The present paper looks into this ICT-related crisis from the point of reference of e-democracy theory based on the findings of a qualitative case-study. As a deliverable, it offers an understanding of factors and stakeholder rationales which shaped the design and implementation of the digital dimension of the ECI (iECI).  相似文献