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81.
John Simister 《Higher Education Quarterly》2011,65(2):113-144
This article summarises previous academic research into university education, distinguishing between arguments for and against improving access. Several views are summarised, including structural‐functionalism, which claims that powerful social groups maintain their status and income, and human capital theory, which focuses on employee productivity. Almost all viewpoints discussed in this article support meritocracy. UK universities differ in their openness to people from disadvantaged backgrounds. Many universities, referred to here as ‘inclusive’, deserve credit for encouraging disadvantaged people to become students; in contrast, ‘exclusive’ universities tend to have fewer disadvantaged students than expected. There are barriers facing disadvantaged students, including unequal access to universities, which can at least partly be explained by private schools for rich pupils and financial burdens at university causing some students to take paid work (reducing time available for study). The UK spends less per student on universities than the world average and less than half as much as some European countries. The UK Government could increase university funding, concentrating on universities that are most inclusive and that tend to have the largest problems in affording sufficient staff and teaching facilities. This investment would give long‐term benefits to the UK economy. 相似文献
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Bahar Köymen Cathal O’Madagain Andreas Domberg Michael Tomasello 《Child development》2020,91(3):685-693
In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation. 相似文献
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