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Arulmani Gideon van Laar Darren Easton Simon 《International Journal for Educational and Vocational Guidance》2003,3(3):193-204
This paper responds to current discussions in career psychology that emphasise the importance of understanding how socio-economic
backgrounds and social-cognitive environments influence career development. Located in India, this study examines the interaction
between career beliefs and socio-economic status within a sample of Indian high school students. Significant socio-economic
status differences were observed, with the lower SES groups showing higher levels of negative career beliefs. The relevance
of these findings to career psychologists who work in multi cultural contexts is discussed within the framework of the Social
Cognitive Theories of Career Decision Making.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Katie Finning Kate Harvey Darren Moore Tamsin Ford Becky Davis Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225
School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems. 相似文献
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Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.?, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education. 相似文献
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Darren Webb 《British Journal of Educational Studies》2016,64(4):431-448
This paper offers a critique of educational real utopias. Real Utopias are experimental forms of thought and practice intended to harness the transgressive force of traditional utopianism while avoiding its associated dangers. The concept has been embraced by the field of educational studies and applied to the study of various educational settings, institutions and processes. This paper does four things. Firstly, it outlines the concept of utopian realism and highlights those aspects that are said to differentiate it from the utopia that supposedly played a role in the human catastrophes of the twentieth century. It then evaluates a selection of educational real utopias to assess whether they can, in fact, be said to have succeeded in the task of harnessing the intellectual force while overcoming the dangers of traditional utopianism. Thirdly, the paper offers a critique of utopian realism, arguing that the concept of utopia has become thoroughly domesticated. Finally, the paper defends the expansive and holistic concept of utopia that utopian realism rejects. The argument here is that only when utopia is understood as a holistic system is it able to produce its most potent pedagogical effects. 相似文献
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This paper adopts the technique of [DiNardo, Fortin and Lemieux (1996). Labour market institutions and the distribution of wages 1973–1992: A semiparametric approach. Econometrica, 64(5), 1001–1044.] to decompose differences in the distribution of PISA reading scores in Canada, and assesses the relative contribution of differences in the distribution of “class size” and time-in-term, other school factors and student background factors. Class size and time-in-term are both important school choice variables and we examine how provincial achievement differences would change if the Alberta distribution of class size and time-in-term prevailed in the other provinces. Results differ by province, and for provinces where mean achievement gaps would be lower, not all students would benefit. 相似文献
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Darren Deering 《Tertiary Education and Management》2018,24(2):115-127
The use of corporate management tools in universities has been widely critiqued in recent decades, as it is viewed as undermining academic goals and promoting marketization and corporatization. Responsibility center budgeting (RCB) is one popular management tool that has been decried as promoting market logics, internal competition and institutional fragmentation. This comparative case study investigated four North American universities that employed RCB for several years, to investigate the relationship between unit autonomy and coordination. Site visits and interviews with key informants were conducted at the four universities, supplemented by document analysis. The analysis identifies widely different experiences between two sets of universities. Findings show that the ability of the central administration to promote vertical coordination is critical to mitigating the adverse consequences of RCB. 相似文献
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Darren C. Treasure Paul J. Carpenter Keith T.D. Power 《Journal of sports sciences》2013,31(8):571-577
The recent professionalization of rugby union makes it an excellent achievement context in which to examine the relationship between achievement goal orientations and the perceived purposes of sport as a function of competitive standard. During the 1996–97 season, 73 professional and 106 amateur rugby players in England completed a series of questionnaires assessing their achievement goal orientations, beliefs about the purposes of rugby and demographic information. The results of a canonical correlation analysis revealed a conceptually coherent relationship between achievement goal orientations and purposes of rugby. Specifically, a high ego/ moderate task orientation was positively related to fitness, aggression and financial remuneration as significant purposes of rugby. Professional players scored higher on those purposes of rugby related to aggression, financial remuneration and fitness, but lower on sportspersonship than amateur players. Professional players also reported higher task and ego goal orientations than amateur players. The findings are discussed in terms of the differences in lifestyle and motivation of professional and amateur rugby union players. 相似文献