By 2010 the UK government intends to widen access and provide experience of higher education to half of those aged up to 30.
Unlike many institutions, University of Paisley (UP) has exceeded its individual target on access. It has done this by providing
entry routes for students with ‘non-traditional’ qualifications. It is feared that low entry qualifications will adversely
influence performance and progression statistics as wider access is pursued. Drawing on a student-attrition theory, performance
and progression are investigated using data for students enrolling at UP for the first time in 2000. At UP non-traditional
entry coincided with the enrolment of many students over 21. The relationships between age and performance and between age
and progression are nonlinear and involve interactions with gender. Also, there are interactions between entry qualification
and field of study. These relationships and interactions could complicate the important task of translating wider access into
academic success. 相似文献
AbstractA survey of alumni of two longstanding interdisciplinary secondary school environmental studies programs revealed that the vast majority of alumni reported being engaged in pro-environmental behaviours, which they attributed to participation in the programs five to twenty-three years prior. That finding in itself is worth sharing. Digging deeper, however, revealed that most reported behaviours were in the private rather than public sphere. Women alumni reported engaging in more household and marketplace-oriented behaviours. Further, a small number of men from the rural school expressed hostility towards environmental concerns using aggressively sexist and homophobic discourse. A feminist analysis takes into account structural forces such as patriarchy and neoliberalism to interpret the findings and illuminates gendered dimensions of pro- and anti-environmental behaviours. 相似文献
A method of assessment, involving six one-hour tests, with provision to repeat four of them, has been used with favourable student and staff reaction in first year, two semester undergraduate physics courses. The style of question and marking criteria used previously in a conventional examination are retained.The relationship between performance in Physics I, high school background and mark in the first physics test, held in the fifth week of the university course. are investigated through a series of regression analyses. An attempt is made to arrive at an appropriate entry criterion for admission to Physics I. 相似文献
Conclusion These case studies offer strong support for the notion that learning occurs naturally and inevitably when it flows out of
a student's desire to extend her own interests and experiences. This view was expressed strongly by the progressives (Dewey
[1963], and Kilpatrick [1928, 1952:315]) and more recently by Wilson (1971). They also represent “instances of autonomy” that
challenge our normal assumptions of student behaviour.
There are, of course, matters of the transmission of those “storehouses of knowledge” that represent the disciplines, and
matters of practicality in motivating and managing a class of students pursuing their own interests (Tytler 1983), that would
make it impractical to centre all teaching around the IRP or its equivalent. The need to include IRP's at a significant place
within the curriculum, however, is indicated not only by the student outcomes that have emerged in this study, but from the
fact that an increasing number of teachers have found it to be a satisfying method, involving a more powerful and natural
view of the student in relation to the educational process (Tytler, ibid).
The case studies have something to say about all such activities (other possibilities are described in Boomer [1983]) that
invite students to take responsibility for the serious development of their interests. They stand as examples of the way students
work outside the classroom, but also as celebrations of student independence and autonomy. Too often the schooling practices
we subscribe to tend to invalidate students' own life experiences. These case studies provide a challenge to us to find educative
ways that can match the range of abilities and dispositions that students bring with then to school. 相似文献
Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (Mage = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments. 相似文献
Keeping Cultures Alive investigates the relationship between Indigenous human rights and the archives through an interdisciplinary and comparative
lens, bringing together papers by Indigenous and non-Indigenous experts in Indigenous studies, human rights, law and archival
science. It explores Indigenous human rights in an international context with particular reference to the implications of
the international human rights agenda for current and future archival practice in Australia, Canada, New Zealand and the United
States. 相似文献
This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample. 相似文献
Government and educational priorities place importance on young people of secondary school age being active, having their voices heard, and participating in their community. This paper explores an understanding of the role of agency in young people’s lives and how the concept is developing. Young people who perceive themselves as having agency may feel they have the ability to change something about themselves or their environment for a valued goal; this may increase their resilience and adaptability to life challenges.
A systematic review of agency-related literature revealed little consistency and coherence in definitions and components of agency, particularly regarding young people. Empirical research used realist grounded theory to analyse discussion of three focus groups consisting of 11 young people aged 13 to 17 involved in active school and community projects in both rural and urban areas from a large county in the UK. Findings indicate how certain psychological factors relate over time between a young person’s thoughts and feelings, their structural context and their positive interpersonal relationships to support their sense of being an agent.
This article argues that focus on young people’s agency is a key thread linking many areas of educational practice to empower young people. Implications for practice with young people, professionals and families are discussed, including use of a schema of the findings to guide assessment and intervention. 相似文献