Living and learning as an international postgraduate student at a Midlands university     

Hugh Busher  Gareth Lewis  Chris Comber 《Journal of Further & Higher Education》2016,40(1):48-64

This paper investigates the views of 20 full-time international postgraduate students, many of whom were Chinese, on living, learning and becoming successful students at one university in a multicultural city in the Midlands of England. The qualitative study built on findings from the International Students’ Barometer (ISB) survey for the university, in that it seeks to understand how students’ experience of context (living) interacted with their experience of learning in building their identities as successful learners. Student participants were sampled opportunistically within a purposive framework. Data was collected through audio-recorded individual semi-structured interviews, using as a stimulus participant-constructed concept maps of their perceptions of learning in the university and living in the city. Interview data were transcribed and analysed thematically. The main findings showed that participants enjoyed living in a city with an international culture, although some found it strange initially because they encountered different styles of life and food, albeit including some that they enjoyed at home. They welcomed studying at a university with high international prestige, a wide range of excellent facilities and generally approachable tutors but were shocked by having to undertake unfamiliar styles of independent learning with brief teaching hours. They perceived culture shock as transitional, which declined as they made friends, often with co-linguists, and became familiar with life in the city, work in the university and the extensive support of tutors.  相似文献   

Towards a Liberal Vocational Education   总被引：2，自引：0，他引：2  

Theodore Lewis 《Journal of Philosophy of Education》1997,31(3):477-489

This essay takes up the issue of the impact of technology on jobs in modern workplaces, and the curricular challenges thereby engendered for vocational educators. Conceptions of the nature of workplaces are examined, along with conceptions of the types of skill needed. It is proposed that distinction be made between vocational education at the secondary school, and that beyond. At the secondary school, vocational education would be education about work , and the goal would be vocational literacy. This would constitute a liberal vocational education. Beyond that, vocational education would be for jobs , but would include liberal features, such as general education course work, and training in job families.  相似文献   

A critical review of systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning     

Ann Lewis  Brahm Norwich 《Journal of Research in Special Educational Needs》2001,1(1)

  相似文献   

Coloured overlays and their benefit for reading     

Arnold Wilkins  Elizabeth Lewis  Fiona Smith  Elizabeth Rowland  Wendy Tweedie 《Journal of Research in Reading》2001,24(1):41-64

Children in mainstream schools compared text on white paper with identical text covered in turn by each of ten differently‐coloured plastic overlays. More than 50% reported improved perception with one or more colours, and were given the best colour to use. About half used the overlays for more than three months and their reading speed increased when the overlays were used. In Study I children were examined twice using different methods and examiners. 47% chose the same colour on both occasions, and showed the greatest improvement in reading fluency, reliable at retest. In Study II children were issued with a random colour, and the greatest improvements in reading speed occurred when the random colour was the same as that previously chosen. Phonological reading strategies were not related to visual symptoms, or the benefit from overlays. Across individuals, reading speed varied by a factor of more than three, for good and poor readers. Study III provided estimates of the prevalence of improvements based on a sample of 426 children from 12 schools: 5% of children read more than 25% faster with a coloured overlay.  相似文献   

Does Holding a Postdoctoral Position Bring Benefits for Advancing to Academia?     

Eric S. Lin  Shih-Yung Chiu 《Research in higher education》2016,57(3):335-362

  相似文献   

Costs and economies of scale in Turkey's postsecondary vocational schools     

Halil Dundar  Darrell R. Lewis 《Higher Education》1995,30(4):369-387

The study reported in this paper examines the institutional cost structures of the postsecondary vocational education system in Turkey. The study uses a single-output quadratic cost function to analyze 65 individual vocational schools located within the 28 existing universities. Appropriate controls for institutional quality, discretionary allocation of staffing resources, the degree of technical instruction in the cirriculum, and regional variation are also included. Both average and marginal costs for each school are estimated over relevant ranges of student enrollments for determing prospective degrees of economies of scale. The findings should help policy makers in Turkey determine which vocational schools can reap efficiencies by an expansion (or contraction) of their student enrollments.  相似文献   

Adolescent coping in the Australian context     

Erica Frydenberg  Ramon Lewis 《The Australian Educational Researcher》1991,18(2):65-82

  相似文献   

Life parallels art at St. Bonaventure     

Lionel S. Lewis 《Academic Questions》2002,15(3):53-58

  相似文献   

Production blocking in brainstorming arguments in online group debates and asynchronous threaded discussions     

Jeong  Allan  Chiu  Ming Ming 《Educational technology research and development : ETR & D》2020,68(6):3097-3114

Educational technology research and development - Online group debates hosted in asynchronous threaded discussions can facilitate critical thinking between discussants (and increase deeper...  相似文献   

Differences in Shame and Pride as a Function of Children''s Gender and Task Difficulty     

Michael Lewis  Steven M. Alessandri  Margaret W. Sullivan 《Child development》1992,63(3):630-638

3-year-old children were presented with easy and difficult tasks and their emotional responses of shame and pride were observed. No shame was shown when subjects succeeded on the tasks and no pride was shown when they failed. Significantly more shame was shown when subjects failed easy tasks than when they failed difficult tasks, and significantly more pride was shown when subjects succeeded on difficult than on easy tasks. While there were no sex differences in task failures, girls showed more shame than boys. There were no sex differences in pride when subjects succeeded.  相似文献