What if privatising higher education becomes an issue? The case of Chile and Mexico     

Gustavo Gregorutti  Oscar Espinoza  Luis Eduardo González  Javier Loyola 《Compare》2016,46(1):136-158

Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed.  相似文献   

Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms     

Florence Chang  Gisele Crawford  Diane Early  Donna Bryant  Carollee Howes  Margaret Burchinal  Oscar Barbarin  Richard Clifford  Robert Pianta 《Early education and development》2007,18(2):243-269

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language.  相似文献   

Parental Conceptions of School Readiness: Relation to Ethnicity,Socioeconomic Status,and Children's Skills     

Oscar A. Barbarin  Diane Early  Richard Clifford  Donna Bryant  Pamela Frome  Margaret Burchinal 《Early education and development》2013,24(5):671-701

Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential skills. Readiness beliefs were related not to socioeconomic status but to ethnicity. Readiness beliefs about the importance of independence, social competence, nominal knowledge, and inferential skills were related in expected ways to children's skills. Practice or Policy: Infrequent inclusion of inferential skills among parents' readiness beliefs may not bode well for children. Informational programs for parents about the critical role of higher order cognitive skills and ways to promote them are needed.  相似文献   

News at Work—Imitation in an Age of Information Abundance by Pablo J. Boczkowski     

Oscar Westlund 《媒体管理杂志》2013,15(4):305-308

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Displacing and Complementing Effects of News Sites on Newspapers 1998–2009     

Oscar Westlund  Mathias A. Färdigh 《媒体管理杂志》2013,15(3):177-194

Media managers are facing the challenge of navigating their organizations through a series of extensive changes involving economic, editorial, and technological challenges. Media managers need to develop a better understanding of user behavior and demand. This article addresses the news media landscape and the dynamics at play between print and online media, departing from an elaboration on theories of displacing and complementing effects. The empirical journey focuses on changes over time with regard to how people make use of evening tabloids through print and online. A dataset that comprises annual postal-based surveys carried out from 1998 to 2009 is used for the analysis. The results show an historical change regarding the usage patterns of evening tabloids. First, online news, in general, has acquired a stronger position among users over time, at the expense of the readership of printed evening tabloids. Second, with regard to the interrelated roles of print and online news sites, the latter constitute the primary channel for users—in particular, among 16- to 49-year-olds. Third, gender has the strongest complementing effect, as men are distinguished users of both print and online news. When it comes to explaining displacing effects, these take place among the more highly educated, and the smallest displacing effects are found among 50- to 85-year-olds. The results illustrate the complex dynamics at hand with regard to simultaneous displacing and complementing effects, which nurtures sage managerial implications.  相似文献   

Solving the equity–equality conceptual dilemma: a new model for analysis of the educational process     

Oscar Espinoza 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):343-363

Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system.

Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research.

Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented.

Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers.

Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome).  相似文献   

Access to higher education in Chile: A public vs. private analysis     

Oscar Espinoza  Luis Eduardo González 《Prospects》2013,43(2):199-214

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Human resource development: an emerging profession‐an emerging purpose     

Larry Nolan Davis  Oscar G. Mink 《Studies in Continuing Education》2013,35(2):187-202

ln this article,we attempt to see Human Resource Development(HRD), and everything that could be called HRD, as it currently exists in U.S. organisations, and to understand its emergence from narrow, fragmented, and mechanical conceptualizations to more holistic ones. It is our view that any intentional organisational activity centered on human development, whether on individual development or on the development of cultures that enable individuals to work together effectively, could legitimately be seen as HRD. This view of HRD, we further believe, enables us to see more fully what is happening and why. Later in this paper, we will offer a definition of the field that is consistent with this comprehensive conceptualization.  相似文献   

EDUCATION FOR OLDER ADULTS: OUT OF THE COLLEGE AND INTO THE COMMUNITY     

Oscar Fishtein  Claudette D. Feier 《Educational gerontology》2013,39(3):243-249

On investigation of Union College, a two‐year college in New Jersey, it was discovered that senior citizens failed to take advantage of free college classes, for deep‐seated psychological as well as logistical reasons. In 1979, the college launched a program of bringing classes to older Americans in their own settings (Y's, churches, senior housing complexes, etc.) in subjects and at times of their own choosing. Clearly meeting a great need, the program expanded until it reached nearly 600 students in 25 classes. Success is in large part due to the work of skilled, compassionate teachers. An ongoing teacher‐training regime with emphasis on gerontology keeps them abreast of new techniques and ensures a continuing exchange of ideas. In the course of this training, it has become evident that much remains to be learned about education and the older adult. As a consequence, a joint research project of Union College and the Rutgers University Institute of Aging has been planned, with the Union College classes serving as a field test of the program and more generally of the impact of education on older Americans.  相似文献   

‘Where do I go from here?’: learning to become activist teachers through a community of practice     

Kimberly L. Oliver  Carla Luguetti  Raquel Aranda  Oscar Nuñez Enriquez  Ana-Alycia Rodriguez 《Physical Education & Sport Pedagogy》2018,23(2):150-165

Background: Student-Centered Inquiry as Curriculum (SCIC) is an activist approach [Oliver, K. L., and H. A. Oesterreich. 2013. Student-Centered Inquiry as Curriculum as a Model for Field-Based Teacher Education. Journal of Curriculum Studies 45 (3): 394–417. doi:10.1080/00220272.2012.719550] inspired by years of research with youth. It was designed as a means of listening and responding to youth in order to better facilitate students’ interest, motivation, and learning in physical education settings. While we have a strong and growing body of activist research with youth in physical education, SCIC as a specific approach to working with youth is in its infancy; thus, there is a need to further explore the challenges teachers/researchers face learning to use this approach to teaching.

Purpose: This study explores how educators, in different contexts, learn to use an activist approach called SCIC, in order to better facilitate students’ interest, motivation, and learning in physical education and physical activity settings.

Research setting and participants: Participants included a university professor, a college instructor, a postdoctoral student, a doctoral student, and a pre-service teacher. Data were collected between January and May 2016.

Data collection and analysis: Data collection included weekly field notes and debriefings following observations, teacher artifacts, weekly collaborative group meetings, and two individual interviews per teaching participant.

Discussion and conclusions: The main challenge that emerged was learning how to move from a theoretical understanding of student-centered pedagogy to the practice of student-centered pedagogy. Specifically, the amount of time that was necessary to build a foundation that allowed for student and teacher understanding, respect, and comfort, negotiating teacher and student assumptions that were embedded in the status quo of physical education (PE), and the struggle to gather and use meaningful data to guide pedagogical decisions. We negotiated these challenges through our professional learning community whereby we worked to all be able to see and name what was happening in our individual classes and collectively planned what was needed to move forward through these challenges.  相似文献