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141.
AbstractDespite a wide international literature on the effect of vocational and general education on school-to-work transition, relatively little is known about the role of having studied specific subjects in explaining inequalities in young people’s labour market outcomes. This paper aims to fill this gap by examining differences in employment chances of young people who left education early, either at the end of compulsory schooling or at the end of secondary school. Using data from the Scottish Longitudinal Study, a large-scale linkage study created using data from administrative and statistical sources, we found little gender differences but strong parental background differences in school leavers’ employment status and type of occupation entered. Social inequalities in labour market outcomes were only partly explained by curriculum choices. Moreover, after controlling for social origin and grades, only history and business for lower-secondary leavers and maths for upper-secondary leavers were associated with a reduction in the chances of being unemployed/inactive. 相似文献
142.
Armando Machado 《Learning & behavior》1994,22(1):53-71
In a discrete-trials procedure, a frequency-dependent schedule shaped left-right choice proportion toward various equilibrium values between 0 and 1. At issue was (1) whether pigeons match when the overall reinforcement probabilities for two responses depend inversely on their recent frequency, and (2) how pigeons meet the schedule constraint in terms of local responding. That is, do they respond quasi-randomly (Bernoulli mode), or do they learn the stable pattern of the schedule (stable-pattern mode)? Molar choice behavior always tracked the equilibrium solution of the schedule, but the molecular response patterns varied substantially. Markov chains applied to the data revealed that responding was generally intermediate between the memoryless Bernoulli mode, and the perfect memory stable-pattern mode. The polymorphism of molecular patterns, despite molar regularities in behavior, suggests that (1) in order to engender the Bernoulli or stable-pattern modes, the reinforcement rule must strongly discourage competing response patterns (e.g., perseveration), and (2) under frequency-dependent schedules, molar matching is apparently not the outcome of momentary maximizing. 相似文献
143.
Melina Porto 《Journal of Further & Higher Education》2016,40(3):293-315
This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners’ need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this strategy and show how it has worked in my setting. First, I offer the rationale on which it rests, based on a sociocultural conception of reading and writing. This involves brief considerations about the notions of collaborative writing groups, social responses to texts and coherence in L2 writing. Second, I describe and explain the strategy in detail, and include one handout with specific written instructions (as my learners received them) for the cooperative writing response groups with a focus on coherence, i.e. global aspects of the composing process. Finally, I exemplify the strategy using one learner’s written text as a foundation (disclosed by permission). 相似文献
144.
José Antonio Chamizo 《Science & Education》2007,16(2):197-216
Today there are little more of 3 million chemist all over the world producing about 800,000 papers a year. They produce new
substances – from some hundreds in 1800 to about 20 million now – the vast majority artificial. This rate is growing quite
fast. Once the majority of chemistry teachers all over the world used textbooks as the main (sometimes the only) source of
information, we became, without wanting to... history teachers! If ‘scientific literacy’ is the aim of science lessons in school, it is much more than the literacy now developed in science
classrooms. It must include an understanding of the nature and process by which scientific activities are carried out. Recognition
of the exponentially chemistry knowledge growth and the incompleteness of the current chemistry textbooks are thus intimately
related to recognition of the need for recurrent historical teaching models. 相似文献
145.
In this article we contrast two distance foreign language programs developed at two European institutions of higher education (the Modern Languages Program at the Open University, UK; and the English Program at the Universitat Oberta de Catalunya, Spain) as instances of two pedagogical models used to address the many challenges posed by teaching languages at a distance. A detailed analysis of both approaches reveals that the pedagogical choices made by both universities are in great measure determined by the historical and cultural contexts in which both institutions are embedded. In addition, we discuss the similarities and differences between the two and draw several conclusions regarding the appropriateness of the two distance universities' general educational, administrative, and technological models for distance language learning. 相似文献
146.
Cristina Costa Yvette Taylor Claire Goodfellow Sidonie Ecochard 《Cambridge Journal of Education》2020,50(1):107-123
ABSTRACTFamily is widely regarded as a cornerstone of student support. When family support exist as an essential form of social capital making, rupture of family ties places students in a disadvantageous position. This paper focuses on estranged students’ accounts of their experiences of higher education, highlighting how capital dynamics shape their academic trajectories. Based on interviews with 21 estranged students, our research uncovers different dimensions of estranged students’ struggles and successes as they move through academia. This paper explores the social imagination that surrounds the university student, or ‘student experience’, as resting upon family support. The authors propose that widening participation policies and practices need to be more attuned to the realities that mark estranged students’ experiences, as they are not only impacted by the scarcity of either economic or social capital, but also by the instability of interrelated capitals that contribute to precarious and volatile experiences. 相似文献
147.
ABSTRACT Ageism is a problem in aging societies. Clinical psychologists and undergraduate psychology students have shown negative attitudes toward older adults. However, no speci?c measure against ageist myths in the psychotherapeutic context is available. This study aims to develop and present the psychometric properties of the Ageist Myths about Psychotherapy Questionnaire (AMPQ). These issues were examined by surveying 222 psychology graduates at higher education institutions about their attitudes and behaviors concerning psychotherapy with older adults, negative stereotypes toward aging, and attitudes toward dementia. Using principal components analysis, 10 items were retained and one factor was obtained with an acceptable reliability index. Signi?cant associations were found between the AMPQ and negative stereotypes toward aging, and attitudes toward dementia. Results revealed that universities and colleges with psychology programs have an ageist bias. Implications for college formation in aging, and older adults with mental health problems, are discussed and presented. 相似文献
148.
149.
In two experiments, rats were given intermixed or blocked preexposure to two similar compound stimuli, AX and BX. Following preexposure, conditioning trials took place in which AX (Experiment 1) or a novel compound stimulus NX (Experiment 2) was paired with a food-unconditioned stimulus in an appetitive Pavlovian preparation. Animals that were given alternated preexposure showed lower generalization from AX to BX (Experiment 1) and from NX to a new compound, ZX (Experiment 2), than animals that were given blocked preexposure, a perceptual learning and a perceptual learning transfer effect, respectively. 相似文献
150.
ABSTRACT— In this article, we discuss school schedules and their implications in the context of chronobiological contemporary knowledge, arguing for the need to reconsider time planning in the school setting. We present anecdotal observations regarding chronobiological challenges imposed by the school system throughout different ages and discuss the effects of these schedules in terms of sleepiness and its deleterious consequences on learning, memory, and attention. Different settings (including urban vs. rural habitats) influence timing, which also depends on self-selected sleep schedules. Finally, we criticize the traditional view of a necessary strict stability of sleep–wake habits. 相似文献