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31.
This article explores gender, social class and ethnic issues in parental involvement in students' choices of higher education. It draws upon interviews with students and their parents, who were a small group of an Economic and Social Research Council-funded study of students' higher education choice processes in the UK. Gender was highly significant in several respects, illustrating changes in higher education over the last 20 years, whereby more women than men now enter higher education. Most of the interviewees were female. They were mothers and daughters who were thinking about higher education. The article explores first how gender is inflected in choice processes--from whether students choose to involve their parents in the study, to their parents' characteristics, to the forms of involvement revealed. Different facets of involvement are considered--interest, influence and support, investment and intrusion. Secondly, the article provides illustrations of girls' collaborative approaches to the choice processes, in which some of their mothers also engage. This is contrasted with boys' perspectives and those of fathers who were interviewed. This illustrates how gender is woven through social networks across the generations. Parental involvement varied in terms of gender, educational and social backgrounds, or notions of 'institutional' and 'familial habitus'. Finally, the authors reflect upon why gender is salient in how young people and their parents think about their involvement in choosing universities and relate this to changes in higher education policies and practices. 相似文献
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RICHARD D. SAYERS JANE J. CARROLL LARRY C. LOESCH 《Counselor Education & Supervision》1996,35(3):179-189
Ratings were obtained for item-inclusion importance for counselor preparation program follow-up surveys for program graduates and their employers. Survey elements are suggested. 相似文献
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The aim of this study was to examine neuromuscular variables contributing to differences in force loss after participants were exposed to the same relative bout of eccentric exercise. Thirty-six males performed 50 maximal eccentric contractions of the elbow flexors and were stratified into high responders (n?=?10) and low responders (n?=?10) based on force loss 36 h after exercise. Maximal voluntary isometric contractions (MVCs) and electromyography (EMG) were measured at baseline and 36 h after exercise. During eccentric exercise, mean peak torque, mean end-range torque from the final 25% of each trial and total angular impulse were computed over 25 contractions in each of two bouts. The slope of the change in these values for each 25 eccentric contractions was calculated for each participant using linear regression. At baseline, MVC was not different between groups (low responders: 97.0?±?9.6 N?·?m; high responders: 82.7?±?6.4 N?·?m; P?=?0.08). High responders demonstrated a 68% (range 62-78%) reduction in MVC and low responders a 39% (29-48%) reduction after exercise. Peak torque, end-range torque and total angular impulse were 13%, 40% and 33% higher, respectively, in the low than in the high responders (peak torque: P?=?0.0002; end-range torque: P?<?0.0001; total angular impulse: P?<?0.001). The rate of decline in peak torque slope was greater in high than in low responders (P?=?0.044). In conclusion, lower peak torque, end-range torque and total angular impulse during eccentric contractions and a greater peak torque slope may identify high responders to eccentric exercise. 相似文献
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J. STEPHEN KIRKPATRICK 《Counselor Education & Supervision》1980,19(4):276-282
A nationwide sample of counselor educators and practicing counselors responded to a survey questionnaire containing 20 items about human sexuality. Their ratings of the items' importance to a new, master's degree counselor about to begin practicing led to conclusions about the sexual information that counselors may need to have and priorities for instruction in sex counseling. 相似文献
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STEPHEN GOUGH 《Journal of Philosophy of Education》2006,40(3):287-299
The purpose of this paper is to consider, in principle and at the most general level, a particular possible approach to educational policy-making. This approach involves an education-specific application of the notion of hypothetical markets first developed in Ronald Dworkin's book Sovereign Virtue: The theory and practice of equality (2000). The paper distinguishes the concept of the market from the operation of any actual market, and from the operation of 'market forces' in any generalised sense. It continues by arguing that hypothetical markets of the kind identified by Dworkin are not only distinct, in both their nature and purpose, from actual markets operating in education, but also—in the face of continuing widespread debate about the value, at particular times and places, of such actual markets—a potentially valuable theoretical tool for educational policy-making. The paper then briefly considers a particular instance of such debate about actual markets in education. 相似文献