Higher education students in contemporary France     

Olivier Galland IV  Marco Oberti 《教育政策杂志》2013,28(1):105-116

The number of students entering higher education started to increase significantly in the mid-1960s. This sharp growth has gone together with diversification in the social background of those attending, creation of new tracks (mainly in technology) and, more recently, a number of pedagogical innovations. Consequently, higher education students in the 1990s have little in common with those described by Pierre Bourdieu and Jean-Claude Passeron in Les héritiers, published in 1964: they are not just young bourgeois whose university career confirms ex-post the social position of his or her family. The relative democratization of access to higher education has allowed young people from other social classes to continue their studies after the baccalauréat. However, this democratization has also created new problems for higher education institutions. They must make financial, organizational and pedagogical adaptation to mass schooling. Higher education students also confront new problems in adapting to such demands of university work as autonomy and initiative. Students' living conditions have also changed: while remaining economically dependent on their parents, they enjoy, especially in the provinces, considerable freedom in the running of their personal lives.  相似文献   

NEET: A Phenomenom Yet to Be Explored     

Federico Batini  Vanessa Corallino  Giulia Toti  Marco Bartolucci 《Interchange》2017,48(1):19-37

Who are the NEET? How much do we know about this? What do institutions and the media know about them? How different definitions could get to shared policies? This paper tries to provide an initial overview of the situation regarding the NEET, through an analysis of the emerging international literature on the subject. Different definitions across nations are analyzed in order to reflect on the cultural differences and economics-work policies, in order to then analyze more in deep the Italian situation. In Italy, the phenomenon is still little known in society and, often, not recognized by the acronym NEET, with the many variables that define it, despite statistics showing a rise in numbers (26 % of the total population for the age group considered).  相似文献   

Seeking sustainability competence and capability in the ESD and HESD literature: an international philosophical hermeneutic analysis     

Kerry Shephard  Marco Rieckmann  Matthias Barth 《Environmental Education Research》2019,25(4):532-547

Education for sustainable development (ESD) and higher education for sustainable development (HESD) are complex, multidisciplinary fields of enquiry, drawing on concepts and terms from different disciplines and languages. Although the fields are advancing in their acceptability within educational systems worldwide, they are currently struggling to achieve sought-after graduate and societal outcomes such as environmentally-responsible or sustainability-focussed-citizenship. The research described in this article explores the possibility that miscommunication or misunderstanding of basic concepts within these fields is contributing to slow progress towards their objectives. We used a philosophical hermeneutic analysis to explore how the terms ‘competence’ and ‘capability’ are used within selected ESD/HESD papers. We identify substantial internal contradictions and inconsistencies with respect to differences between learners’ abilities and their willingness to perform these abilities, and to the educational context in which these outcomes are sought. We emphasise the importance of linking educational objectives with pedagogical approaches to teaching and assessment.  相似文献   

Cultural goods, cultivation of taste, satisfaction and increasing marginal utility during vacations   总被引：1，自引：0，他引：1  

Marco Alderighi  Eleonora Lorenzini 《Journal of Cultural Economics》2012,36(1):1-26

This paper analyzes the link between cultivation of taste and tourist satisfaction during vacations. A simple model shows that, when cultural capital accumulation matters, customers are ready to sacrifice some of their current utility in order to get higher returns in future, and therefore, the relation between satisfaction and the demand for cultural goods may be convex. On the contrary, when cultivation of taste comes from learning by consuming behavior, the relation is concave. An analysis based on 1,749 interviews in Aosta Valley in Summer 2008 provides some evidence in favor of the cultural capital accumulation hypothesis.  相似文献   

New product introduction and product tenure: What effects on firm growth?     

Marco Cucculelli 《Research Policy》2012,41(5):808-821

This study contributes to the recent empirical literature on the innovation-firm performance relationship by investigating the effect of product introduction on firm growth in a sample of Italian firms from 2000 to 2006. We adopted a novel approach that exploits the interpretative content of the tenure of the last product introduced (i.e., the number of years since its first introduction) as an additional variable into the explanatory scheme of firm sales growth rate. This variable aims to capture peculiar characteristics of new goods, such as their novelty and complexity. The estimated results confirmed the relevance of this model specification and helps in understanding the reason why previous studies have failed to find a statistically robust relationship between product innovation and growth. Moreover, we found the following: first, the release of a new product enhances growth opportunity among multiproduct firms; second, product development promotes the growth of firms belonging to sectors with stronger commitment to research and development; and third, new product development enhances firm growth substantially in those sectors that absorb externally originated patents.  相似文献   

Microtextural and microchemical studies of hydraulic ancient mortars: Two analytical approaches to understand pre-industrial technology processes     

Maria Pia Riccardi  Marco Lezzerini  Federico Car  Marco Franzini  Bruno Messiga 《Journal of Cultural Heritage》2007,8(4):350-360

Two different analytical approaches have been taken into account to investigate the role of Si-rich phases in enhance hydraulic reactions of bedding mortar mixtures from San Lorenzo Church in Milan (Northern Italy) and from the Medicean Aqueduct in Pisa (Central Italy). In the first case, mortars show clear hydraulic type reactions in the form of coronal layers between the reacting additive and the binder mass. In the second one, the hydraulic reactions do not develop visible mineral phases and processes have been inferred from chemical, mineralogical analyses and mass balance calculation. The microstructural studies not always are sufficient to understand the complex dynamics of reaction attained during pre-industrial manufacturing processing of mortars and related binders. In fact, if the reacting raw materials are fine-grained and/or have remarkable chemical reactivity, no relicts are preserved by mortar microtextures.  相似文献   

Editorial     

Marco Todeschini 《欧洲师范教育杂志》1993,16(2):91-94

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Editorial     

Marco Todeschini 《欧洲师范教育杂志》1992,15(3)

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'What Causes People to Vote for a Radical Right Party?' A Rejoinder to van der Brug and Fennema     

Giugni  Marco; Koopmans  Ruud 《Int. Journal of Public Opinion Research》2007,19(4):488-491

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Between Pragmatism and Legitimacy: Developments and dilemmas in teacher education in The Netherlands     

Mieke Lunenberg  Marco Snoek  Anja Swennen 《欧洲师范教育杂志》2000,23(3):251-260

In this paper, we describe how the shortage of teachers accelerates the development of Dutch teacher education in a more competence- and school-based direction. We address three themes. First, we note that Dutch teacher education institutes are taking initiatives to develop competence-based curricula and assessment. However, until now these developments have had a weak foundation. Secondly, it is clear that schools are developing and carrying out teacher improvement plans, but that student teachers are seldom part of these plans. Thirdly, the teacher educators in schools cannot meet the professional standards yet. Teacher educators in teacher education institutes also need time and support to adapt to new circumstances. However, there are promising developments in the right direction. Notre paper analyse les conséquences de la pénurie d'enseignants sur la formation des professeurs aux Pays-Bas. Cette formation est de plus en plus tournée vers l'école et s'oriente davantage dans une direction qui privilégie la compétence. Dans une première partie, nous constatons qu'aux Pays-Bas les instituts de formation des enseignants prennent des initiatives pour développer des programmes et des contrôles basés sur les compétences. Pour l'instant cependant, les fondements de cette évolution restent encore assez fragiles. Deuxièmement, on se rend compte que les écoles développent et mettent en place des projets d'amélioration de la profession d'enseignant, mais ceux qui forment les étudiants collaborent rarement à ces projets. Troisièmement, les formateurs d'enseignants dans les écoles ne peuvent pas encore satisfaire au niveau professionnel que l'on veut atteindre. Les formateurs des enseignants dans les instituts de formation pour enseignants ont aussi besoin de temps et de soutien pour s'adapter àla nouvelle situation. Pourtant, il y a des progrès et l'on va dans la bonne direction. En este artículo describimos cómo la escasez de profesores está acelerando en Holanda un proceso en el que la formación de profesores se basa cada vez más en las competencias y en el que hay una mayor participación de las escuelas. Abordamos tres temas. En primer lugar, constatamos que los centros de formación de profesores en Holanda están tomando iniciativas para elaborar evaluaciones y currículos basados en las competencias. Sin embargo, hasta ahora estas iniciativas no han tenido una base sólida. En segundo lugar, está claro que las escuelas, por su parte, están elaborando y ejecutando planes para mejorar el nivel de los profesores, pero que los profesores en formación rara vez forman parte de esos planes. En tercer lugar, los formadores de profesores en las escuelas no pueden cumplir aún las normas profesionales y los formadores de profesores en los centros de formación también necesitan tiempo y apoyo para adaptarse a las nuevas circunstancias. Sin embargo, existen signos prometedores de mejoramiento de estos aspectos. In diesem Artikel beschreiben wir, dass der Lehrermangel die Entwicklung einer Ausbildung von niederländischen Lehrern in eine mehr kompetenz- und schulbezogene Richtung beschleunigt. Wir beschäftigen uns mit drei Themen: Erstens sehen wir, dass die Lehrerausbildungsinstitute der Niederlande Initiativen zur Entwicklung von kompetenzbezogenen Curricula und zur Erfolgsbewertung ergreifen. Bis jetzt haben diese Entwicklungen allerdings ein schwaches Fundament. Zweitens ist klar, dass Schulen Professionalisierungspläne entwickeln und ausführen. Die Praktikanten sind jedoch selten in diese Pläne einbezogen. Drittens können die Lehrerausbilder in Schulen den akademischen Normen noch nicht Genüge leisten. Lehrerausbilder in Lehrerausbildungsinstitute brauchen auch Zeit und Unterstützung, um sich neuen Verhältnissen anzupassen. Es gibt jedoch vielversprechende Entwicklungen in die richtige Richtung.  相似文献