Romantic expectations and harsh realities: tertiary access to the rescue     

Sharon Broughton  Elizabeth van Acker 《International Journal of Lifelong Education》2013,32(3):279-293

This paper examines the educational ambitions of adults from a disadvantaged area in Australia who returned to study at a further education institution as a means to access higher education. The study examines the significance and influence of romance, gender and social class on their formal learning, and the delaying influence of these factors in realising lifelong learning aspirations. It draws on written testimonies of students’ early expectations and beliefs about learning, education and life choices, their current beliefs and future tertiary and career expectations to argue that romantic conceptions of early motherhood/marriage have a negative impact on women from low socio‐economic backgrounds. The focus is on self‐reporting of the impact of early parenthood and/or the consequences of premature dissolution of a romantic relationship on educational aspirations or opportunity. We define the basic concept of romance as concerning love and ‘living happily ever after’, incorporating love and people’s social aspirations, hopes and dreams, offering the promise of a better life. We find, one, that the discourse of romance had a very powerful early gendered influence on the female students’ educational aspirations, and on their ‘enlightenment’ after romance ‘went wrong’ which contributed to their educational disadvantage; and two, that exclusion from education is a motivating factor in returning to learning as an adult and strongly influences parental aspirations for those with children.  相似文献   

Towards an integrated model for developing sustainable assessment skills     

Greet M.J. Fastré  Marcel R. van der Klink  Dominique Sluijsmans  Jeroen J.G. van Merriënboer 《Assessment & Evaluation in Higher Education》2013,38(5):611-630

One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integrated model for developing sustainable assessment skills, consisting of three components: conditions necessary for the development of sustainable assessment skills, elements of sustainable assessment and instructional methods for guiding students in the development of sustainable assessment skills. The article concludes with suggestions for future research to further develop the proposed model.  相似文献   

Strategic Learning in Primary Mathematics Education: Effects of an Experimental Program in Modelling     

I.M.A.W. van Dijk  B. van Oers  J. Terwel  P. van den Eeden 《Educational Research and Evaluation》2013,19(2):161-187

In most strategy research the focus is on ready-made models provided by the teacher or textbook. However, in this research project the effects are described of an experimental program in primary math education, concerning the construction and use of models by pupils in guided co-construction. This field experiment with an experimental group and a control group involved 238 grade-5 pupils. In a series of experimental lessons, pupils were taught to design models as a tool in the learning of percentages. The results of the experimental program were compared with the outcomes of a program in the control group, based on the teachers' strategy of “directly providing models” to the pupils. The conclusion, then, is that children in the experimental condition significantly outperform children in the control condition.  相似文献   

Assessing social participation of pupils with special needs in inclusive education: the construction of a teacher questionnaire     

Marloes Koster  Han Nakken  Sip Jan Pijl  Els J. van Houten  Henk C. Lutje Spelberg 《Educational Research and Evaluation》2013,19(5):395-409

This study addresses the development of a teacher questionnaire to assess the social participation of pupils with special needs in regular primary schools and is divided into 2 parts. In the 1st part, the construction of the questionnaire is described. The questionnaire consists of 30 statements related to 4 key themes of social participation: “friendships/relationships”, “contacts/interactions”, “perception of the pupil”, and “acceptance by classmates”, yielding 4 subscales.

The 2nd part of the study addresses an empirical study in which the questionnaire's quality was examined. The outcomes of a confirmatory factor analysis largely supported the division of social participation into 4 key themes. The analysis revealed that 22 out of 30 statements correlated strongest with the subscale they were assigned to. The questionnaire as a whole turned out to be reliable, whereas the reliability of the subscales varied. The construct validity was found to be mainly acceptable.  相似文献   

De l'enseignement professionnel au marché du travail: choix d'itinéraries. L'enseignement professionnel alterné contre l'enseignement à plein temps et leurs effets sur le marché du travail     

Rolf van der Velden  Bob Lodder 《Educational Research and Evaluation》2013,19(2):202-204

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Influence of misaligned parents’ aspirations on long-term student academic performance     

Hester de Boer  Margaretha P. C. van der Werf 《Educational Research and Evaluation》2013,19(3):232-257

This article deals with the concept of misaligned parents’ aspirations, its relationship with student background characteristics, and its effects on long-term student performance. It is defined as the difference between parents’ educational ambitions for their child and the child's actual capacities. Multilevel regression analyses on a sample of 10,433 Dutch students, who were followed for 5 years, showed that misaligned aspirations are related to parental education level and ethnicity, and have a small/medium positive effect on student performance. Based on ecology theory, we proposed that misaligned aspirations relate to differences in parent involvement, student achievement motivation, and teacher expectation bias, and that these factors subsequently influence student performance. The findings, however, indicate that this only applies to teacher expectation bias.  相似文献   

An exploration of teachers' current perceptions of children with emotional and behavioural difficulties     

Tamara Soles  Elana L. Bloom  Nancy Lee Heath  Anastasia Karagiannakis 《Emotional and Behavioural Difficulties》2013,18(4):275-290

Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.  相似文献   

Policy Issues Surrounding Processes of Centralization and Decentralization in European Education Systems     

H.W.C. Gonnie van Amelsvoort  Jaap Scheerens 《Educational Research and Evaluation》2013,19(4):340-363

Four levels of authority within the educational decision‐making structure in seven European countries and states for primary and lower secondary education are analyzed. Next, the results of an investigation on loci, domains and modes of decision making are presented, indicating a slightly higher degree of school autonomy in England/Wales, the Netherlands and Sweden than in the other countries and states. A more evaluative assessment shows that democratization, market orientation, recession and general aims of improving the quality and equality of education are important background forces in shifting patterns of centralization and decentralization in the investigated countries and states.  相似文献   

EDITORIAL     

Keith Morrison  Greetje S. van der Werf 《Educational Research and Evaluation》2013,19(4):269-270

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Linking research,extension and education: why is the problem so persistent and pervasive?     

L. van Crowder  J. Anderson 《The Journal of Agricultural Education and Extension》2013,19(4):241-249

Abstract

Weak linkages among research, education and extension (REE) institutions result in systematic “bottlenecks” in national agricultural technology systems and limit their effectiveness to contribute to development (ISNAR, 1989; Roling, 1990; Kaimowitz, 1990). The advantages of strong linkages are well known. Evidence shows that integrating research, education and extension can improve the overall performance of agricultural technology systems (Engel, 1990; Ortiz, 1990). As Moris (1991) states, “It would be difficult to over-emphasise the enormous tactical importance of having smooth interorganizational linkages for achieving sustained agricultural development”.

If this is the case, why then is the “problem of weak linkages” so persistent and pervasive.

This paper discusses some of the problems and opportunities related to integrating and linking research, extension and education institutions, and to incorporating the active participation of farmers in technology innovation. First, the paper first gives general background to the linkages problem and discusses recent shifts in REE orientation. It then successively addresses issues of policy and structure, pluralistic approaches, and integrated REE. Finally, the paper addresses the implications of the discussion and makes some general suggestions for approaches that might be useful in attacking the “linkages problem”.  相似文献