First- and second-generation design and engineering students: experience,attainment and factors influencing them to attend university     

Clive Hunt  Bethan Collins  Alex Wardrop  Maggie Hutchings  Vanessa Heaslip  Colin Pritchard 《高等教育研究与发展》2018,37(1):30-43

Challenges for students who are ‘first-in-family’ to attend university have been discussed within widening participation discourse. However, in the UK, ‘first-in-family’ or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated survey data with assessment data from final-year design and engineering students in a UK university to examine students’ attainment, the influences on why students decide to attend university and students’ experiences during their degree programmes. Analysis of the data showed variations in the reasons for first- and second-generation students wanting to go to university, particularly a significant difference in the influence of parents. First-generation students described significantly less parental influence on the decision to attend university than second- or subsequent-generation students. Smaller differences in students’ experiences and attainment in university were also noted. Whilst first-generation students reported differences in study habits, their attainment was, on average, marginally higher than that of their peers. Building on others’ theoretical work, which suggests the importance of social capital within higher education (HE), this research highlights the difference in social influences on both university application and expectations of university for those with and without a family history of tertiary education. Further research is needed to explore, in larger samples, whether the social influences on individuals’ perception of HE are in turn shaped by whether or not their parents attended university, and further, what impact this may have, not only on degree outcomes but also on the broader benefits typically associated with graduate experience.  相似文献   

Developing methods for systematic reviewing in health services delivery and organization: an example from a review of access to health care for people with learning disabilities. Part 1. Identifying the literature     

McNally R  Alborz A 《Health information and libraries journal》2004,21(3):182-192

OBJECTIVES: Our objectives were to identify literature on: (i) theory, evidence and gaps in knowledge relating to the help-seeking behaviour of people with learning disabilities and their carers; (ii) barriers experienced by people with learning disabilities in securing access to the full range of health services; (iii) interventions which improve access to health services by people with learning disabilities. DATA SOURCES: twenty-eight bibliographic databases, research registers, organizational websites or library catalogues; reference lists from identified studies; contact with experts; current awareness and contents alerting services in the area of learning disabilities. REVIEW METHODS: Inclusion criteria were English language literature from 1980 onwards, relating to people with learning disabilities of any age and all study designs. The main criteria for assessment was relevance to the Guilliford et al. model of access to health care (Gulliford et al. Access to health care. Report of a Scoping Exercise for the National Co-ordinating Centre for NHS Service Delivery and Organisation R & D (NCCSDO). London: NCCSDO, 2001), which was modified to the special needs of people with learning disabilities. Inclusion criteria focused on relevance to the model with initial criteria revised in light of literature identified and comments from a consultation exercise with people with learning disabilities, family and paid carers and experts in the field. Data abstraction was completed independently and selected studies were evaluated for scientific rigour and the results synthesized. RESULTS: In total, 2221 items were identified as potentially relevant and 82 studies fully evaluated. CONCLUSIONS: The process of identifying relevant literature was characterized by a process of clarifying the concept under investigation and sensitive search techniques which led to an initial over-identification of non-relevant records from database searches. Thesaurus terms were of limited value, forcing a reliance on using free-text terms and alternative methods of identifying literature to supplement and improve the recall of the database searches. A key enabler in identifying relevant literature was the depth and breadth of knowledge built up by the reviewers whilst engaged in this process.  相似文献   

The training and use of paraprofessionals in adult counseling and information services     

Rosalind K. Loring 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(4):456-459

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Towards a Cochrane Information Retrieval Methods Group: a progress report     

Pritchard SJ  Weightman AL 《Health information and libraries journal》2003,20(Z1):69-71

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The reconstruction of educational studies     

Malcolm Pritchard 《Cambridge Journal of Education》1987,17(1):56-61

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Storyhours for toddlers     

Rosalind L. Schilder 《Early Childhood Education Journal》1980,7(4):26-28

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Pupil and Parent Representation in Ireland and Germany     

Rosalind M. O. Pritchard 《比较教育学》1981,17(3):271-284

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Tell me a story!     

Rosalind E. Engel 《Early Childhood Education Journal》1982,10(2):18-18

If there were no other reason for sharing literature with children, enjoyment would be reason enough, for enjoyment leads to interest and interest leads to self-motivated reading. Enjoyable experiences with literature build positive attitudes toward books—a prerequisite for reading success.Rosalind E. Engel is Associate Professor of Child Development and a Children's Literature Instructor at Iowa State University in Ames.  相似文献   

The Refinement of an “Ideas Map” as a Means of Assessment and of Enhancing Children’s Understanding of Texts     

Alan Pritchard 《Literacy》1997,31(3):55-59

Ideas maps, or concept maps as they are more usually known, have been accepted by a number of teachers as a useful way of helping establish or clarify children’s knowledge about a particular topic. Here Alan Pritchard presents the results of a useful study which explored the use of ideas maps as a means of evaluating children’s abilities to engage with and understand text.  相似文献   

Logo, motivation, and a project about garden gates in a primary classroom     

Alan Pritchard 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):5-18

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