Why do students consider dropping out of doctoral degrees? Institutional and personal factors     

Montserrat Castelló  Marta Pardo  Anna Sala-Bubaré  Núria Suñe-Soler 《Higher Education》2017,74(6):1053-1068

Despite the increasing popularity of doctoral education, many students do not complete their studies, and very little information is available about them. Understanding why some students consider that they do not want to, or cannot, continue with their studies is essential to reduce dropout rates and to improve the overall quality of doctoral programmes. This study focuses on the motives students give for considering dropping out of their doctoral degree. Participants were 724 social sciences doctoral students from 56 Spanish universities, who responded to a questionnaire containing doctoral degree conditions questions and an open-ended question on motives for dropping out. Results showed that a third of the sample, mainly the youngest, female and part time students, stated that they had intended to drop out. The most frequent motives for considering dropping out were difficulties in achieving a balance between work, personal life and doctoral studies and problems with socialization. Overall, results offer a complex picture that has implications for the design of doctoral programmes, such as the conditions and demands of part-time doctoral studies or the implementation of educational proposals that facilitate students’ academic and personal integration into the scientific community in order to prevent the development of a culture of institutional neglect.  相似文献   

Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse     

Nílson Kunioshi  Judy Noguchi  Kazuko Tojo 《European Journal of Engineering Education》2019,44(4):535-544

  相似文献   

    

Hans Merkens 《Zeitschrift für Erziehungswissenschaft》2006,17(33):101-111

Ohne Zusammenfassung  相似文献   

Learning words through overhearing     

Akhtar N  Jipson J  Callanan MA 《Child development》2001,72(2):416-430

Recent research indicates that toddlers can monitor others' conversations, raising the possibility that they can acquire vocabulary in this way. Three studies examined 2-year-olds' (N = 88) ability to learn novel words when overhearing these words used by others. Children aged 2,6 were equally good at learning novel words-both object labels and action verbs-when they were overhearers as when they were directly addressed. For younger 2-year-olds (2,1), this was true for object labels, but the results were less clear for verbs. The findings demonstrate that 2-year-olds can acquire novel words from overheard speech, and highlight the active role played by toddlers in vocabulary acquisition.  相似文献   

Book reviews     

T. R. McConnell  Clark Kerr  Barbara Goldschmid  Marcel L. Goldschmid  Rolf Westermann  Robert G. Cope  J. N. Wolfe  Richard E. Sherrell  Gareth Williams 《Higher Education》1975,4(4):487-502

  相似文献   

EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY          下载免费PDF全文

Matthew K. Burns  Crystal N. Taylor  Kristy L. Warmbold‐Brann  June L. Preast  John L. Hosp  Jeremy W. Ford 《Psychology in the schools》2017,54(6):640-654

Intervention researchers often use curriculum‐based measurement of reading fluency (CBM‐R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM‐R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM‐R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author‐identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three‐fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM‐R data when comparing interventions within a BEA. Further implications for practice and future research are included.  相似文献   

Measures of meaningful learning of intellectual skills     

N. C. Kellett  L. H. T. West  C. Woodruff 《Research in Science Education》1977,7(1):33-40

  相似文献   

An evaluation of vocational education in Swedish upper secondary schools     

Rune Axelsson  Erik Wallin 《Studies in Educational Evaluation》1984,10(1):89-93

  相似文献   

Students’ use of electronic support tools in mathematics     

Lindy Crawford  Kristina N. Higgins  Jacqueline N. Huscroft-D’Angelo  Lindsay Hall 《Educational technology research and development : ETR & D》2016,64(6):1163-1182

  相似文献   

Crazy Children, Fantastical Theories, and the Many Uses of Metaphysics     

Carl N. Johnson 《Child development》1997,68(6):1024-1026

Woolley rightly challenges the incredible idea, held by some adults, that it is children who are peculiarly "fantastical" in their thinking. However, Woolley expresses little appreciation for "fantastical thinking" as it underlies the capacity for both grand delusions and amazing insights. In reducing "fantastical thinking" to conceptual error, she overlooks the mythical underpinning of her own theorizing and neglects the many constructive roles of "fantastical thinking" in development.  相似文献