Competition and diversity in higher education: an empirical approach to specialization patterns of Portuguese institutions     

Pedro Nuno Teixeira  Vera Rocha  Ricardo Biscaia  Margarida Fonseca Cardoso 《Higher Education》2012,63(3):337-352

The expansion of higher education systems has often been associated with the need for increasing diversification, namely at the program level, based on the pressures to adapt more general programmes to a more diverse student population and multiple regional, social, and economic needs. This paper explores empirically the question of programme diversity by drawing on the Portuguese higher education’ experience, which presented massive expansion during the last decades and significant institutional competition in recent years. The study provides a longitudinal approach and analyzes in detail the evolution of diversification and specialization of the public and private sectors, as well as the university and polytechnic subsectors. The analysis aims at helping to illustrate the relevance of analysing diversity from an empirical point of view and its contribution to our understanding of the complex relationships between competition and diversity in contemporary higher education.  相似文献   

Understanding the Socioemotional Worlds of English Learners: A Retrospective Study     

Elizabeth Vera  Kimberly Hook  Plamena Daskalova  Lincoln Hill  Sarah Galvin  Sarah Fritsche 《Journal of educational and psychological consultation》2018,28(2):137-163

This mixed-methods study examined the socioemotional experiences of 57 alumni of language support programs (i.e., English as a second language, bilingual education) to identify effects of being English learners (ELs). Findings revealed the need for multicultural sensitivity to ELs, bullying episodes, social exclusion, and not disclosing negative experiences. Participants valued opportunities to meet diverse peers, appreciated teacher support, and viewed negative experiences as a source of motivation to achieve. Participants with greater numbers of negative experiences were less connected to ethnic communities, were more marginalized by their ethnic peers, and had lower school belonging. School- based support was correlated with school belonging and overall perceptions of support. Years in ESL classrooms was correlated with negative affect. Support from school and family along with ethnic identity and sense of connection to ethnic community were significant predictors of positive affect. Findings have implications for consultation and professional development of personnel working with ELs.  相似文献   

Action learning: cultural differences     

Gillian Stevens  Manuel de Vera 《Action Learning: Research and Practice》2015,12(2):215-223

The article describes the experience of forming a set in a higher education institution and offers some observations and insights gained from the perspectives of the role of the set adviser, cultural differences and the challenges of attempting to align theory, practice and experience.  相似文献   

Erratum to: Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodriguez 《Reading and writing》2017,30(5):1033-1033

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Voice Recognition for On-line Literacy: Continuous Voice Recognition Technology in Adult Literacy Training     

Tony Di Petta  Vera E. Woloshyn 《Education and Information Technologies》2001,6(4):225-240

This study explored whether over-the-counter continuous voice recognition software could be used to support the delivery of a standardized reading curriculum to adults with low-level literacy skills. Three primary questions were addressed in the study. First, how readily could mass-market continuous voice recognition software programs be adapted for use in adult literacy training? Second, what role(s) might the voice recognition technology play in facilitating the computer-based delivery of a standard text-based reading curriculum? And third, does the use of the voice recognition software positively affect the technological skills and computing comfort levels of adults with low-level literacy skills? Five adults with low-level literacy skills completed the computer-based curriculum, using the voice recognition software to practice and check their reading and writing efforts. A literacy tutor guided the participants through the curriculum, recorded and saved the participants' responses and videotaped the sessions for subsequent analysis. The findings reported here suggest that currently available over-the-counter continuous voice recognition technology, while essentially effective and accurate with fluent readers, is not yet ready, as a stand-alone system, to meet the needs of these adults with low-level literacy skills. The voice recognition software was most effective when it was used in the presence of a tutor. Having tutors provide on-going and immediate support to learners was a vital component of literacy training in this computer-based environment. In general the computer-based programs seemed to provide participants with a `motivational boost'. Specifically, the computer-based lessons helped develop participants' technological skills and confidence levels and promoted sustained focus on instructional tasks. Implications associated with these findings for future research with voice recognition software and adult literacy training are discussed.  相似文献   

Trainee Competence in Master's‐Level Counseling Programs: A Comparison of Counselor Educators' and Students' Views     

Michael D. Gaubatz  Elizabeth M. Vera 《Counselor Education & Supervision》2006,46(1):32-43

Forty‐five counselor educators and 62 master's‐level counseling students were surveyed to compare faculty members' perceptions of trainee competence with students' own views. As anticipated, students reported higher deficiency rates than did their faculty. Combined with the intervention rates reported by corresponding faculty, students' reports suggested that as many as 21% of their peers may be professionally deficient and that the majority of these may progress through their training without remediation. Together with students' anticipated reactions to their own identification for remediation or dismissal, these findings underscore the importance of implementing effective procedures for reviewing the professional fitness of counselors‐in‐training.  相似文献   

Personal Growth of New Fathers following Assisted Reproductive Technology or Spontaneous Pregnancy     

Orit Taubman–Ben-Ari  Vera Skvirsky  Eti Bar Shua  Eran Horowitz 《Parenting, science and practice》2018,18(3):190-199

Objective: The study aimed at comparing personal growth between fathers whose infants were conceived with the aid of assisted reproductive technology (ART) and those whose infants were conceived spontaneously and to examine associations with personal resources. Design: We examined associations between personal growth on the one hand and optimism, positive and negative emotions, and parenting stress on the other, among fathers whose infants were conceived with the aid of ART and those whose infants were conceived spontaneously. One hundred and seventy-two Israeli first-time fathers (76 following ART and 96 following spontaneous pregnancies) whose infants were 5–18 months old completed a series of self-report questionnaires. Results: No difference was found in personal growth between the two research groups. For all men, lower economic status, older age of the child, higher optimism, higher positive and negative emotions, and parenting stress were all associated with greater growth. Conclusions: Although a certain level of stress and negative affect is a prerequisite for personal growth, it is made possible by positive resources, such as optimism and positive emotions. In addition, the manner in which the pregnancy was achieved appears to have no long-term consequences for men’s experience of personal growth in the transition to fatherhood. Professionals should relate to the present needs and emotional states of new fathers rather than their fertility history.  相似文献   

ASPECTS OF STUDENT SOCIALIZATION IN HUNGARY     

Vera Déri  Pál Völgyesi 《Higher Education in Europe》1985,10(1):37-42

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Differentiation in the Making: Consequences of School Segregation of Roma in the Czech Republic,Hungary, and Slovakia     

Vera Messing 《欧洲教育》2017,49(1):89-103

This article examines how various forms of ethnic segregation in education affect everyday life and future aspirations of Roma youth in three Central and Eastern European countries: the Czech Republic, Hungary, and Slovakia. It draws on a comparative European investigation about the diverging experiences and paths of ethnic minority youth in Europe (EDUMIGROM¹¹EDUMIGROM “Ethnic differences in education and diverging paths for ethnic minority youth in an enlarged Europe” was an FP7-funded research led by Prof. Júlia Szalai and Viola Zentai at the Center for Policy Studies (CPS), Central European University (CEU), between 2008 and 2011. The author was a member of the coordinating team at CPS, CEU. www.edumigrom.eu.). The article investigates how segregation actually comes about in Central and Eastern Europe and looks at ways in which various forms of separation shape the everyday experiences and future aspirations of youth through the lenses of 14–15-year-old Roma students and their teachers. It reveals that studying in segregated Roma schools limits young Romas’ chances for further education and deprives them of interethnic social networks. Meanwhile, studying in segregated classes of ethnically mixed schools has a devastating effect on the development of young people’s identity, self-esteem, and interethnic relationships.  相似文献   

Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university     

Gustavo Medina Tavares  Vera Lucia Bobrowski 《International Journal of Science Education》2018,40(4):442-458

The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers’ and students’ perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a ‘Very High Acceptance’ (89.91) and a ‘Very Low Knowledge’ (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r?=?0.66, p?=?.001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers’ acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology.  相似文献