Understanding working-class 'drop-out' from higher education through a sociocultural lens: Cultural narratives and local contexts     

Jocey Quinn 《International Studies in Sociology of Education》2013,23(1):57-74

The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a manifestation of sociocultural change. To understand drop-out we need to look beyond student support needs or institutional barriers to cultural narratives and local contexts. This enables us to use a sociological frame to understand the educational question, and employ the educational data to contribute to sociological debates on class. The article analyses 'drop-out' as a self-fulfilling cultural narrative that is increasingly connoted as working class, as well as being a consequence of the material exigencies of working-class circumstances. It illustrates how class identity mutates yet stays the same, with the working class still positioned in terms of 'lack'. Although the possibility of university study has become a part of working-class identity, the expectation that this experience may be 'flawed' or 'spoilt' has also become engrained. The article analyses drop-out as two sides of one coin: as both significantly influenced by local culture and as having a perceived impact upon that culture, with different effects in different locales.  相似文献   

Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance     

Frances Quinn  Sarah Stein 《高等教育研究与发展》2013,32(4):617-631

This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.  相似文献   

Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?     

Lynn Quinn  Jo-Anne Vorster 《International Journal for Academic Development》2013,18(3):255-258

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Films and Stars     

Ronald Gottesman  Harry M. Guduld  Thomas Quinn Curtiss  Garson Kanin  Rudi Blesh  Gerald Fine 《Communication Booknotes Quarterly》2013,44(4):6-7

The Citizen Kane Book (Boston: Little, Brown, 1971---$15.00)

Ronald Gottesman (ed.) Focus on Citizen Kane (Englewood Cliffs, N.J.: Prentice-Hall, 1971---$5.95/2.45)

Harry M. Guduld (ed.) Focus on D.W. Griffith (Englewood Cliffs, N.J.: Prentice-Hall, 1971--$5.95/2.45)

Thomas Quinn Curtiss' Von Stroheim (New York: Farrar, Straus & Giroux, 1971---$10.00)

Garson Kanin's Tracy and Hepburn: An Intimate Memoir (New York: Viking Press, 1971---$7.95)

Rudi Blesh's Keaton (New York: Collier, 1971 ---$2.95, paper)

Gerald Fine, Fatty (Los Angeles, author, 1971---$1.95, paper)

Ture Sjolander, Garbo (New York: Harper & Row, 1971---$12.00)

Joe Morella and Edward Z. Epstein's Lana: The Public and Private Lives of Miss Turner (New York: Citadel Press, 1971---$6.95)

Mary Astor's A Life on Film (New York: Delacorte Press,1971 ---$7.50)

Robert Wilson (ed) The Film Criticism of Otis Ferguson (Philadelphia: Temple University Press, 1971---$12.50)

Beverly Houston and Marsha Kinder Close-Up: A Critical Perspective on Film (New York: Harcourt, Brace &Javanovich, March 1972---$4.95, paper)  相似文献   

Editorial     

Clark Quinn 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):581-582

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Exploring Correlation Coefficients with Golf Statistics     

Robert J Quinn 《Teaching Statistics》2006,28(1):10-13

This article explores the relationships between several pairs of statistics kept on professional golfers on the PGA tour. Specifically, two measures related to the player's ability to drive the ball are compared as are two measures related to the player's ability to putt. An additional analysis is made between one statistic related to putting and another that measures how effectively the player tends to reach the green. An analysis of which statistic has the most impact on a player's score is also included. The article concludes with an interesting extension relating the statistics of professionals to the performance of an amateur golfer.  相似文献   

Modern Language Teaching in Australian Universities     

John A. Bowden  Christopher D. Starrs  Terence J. Quinn 《高等教育研究与发展》1989,8(2):129-146

This paper reports the attitudes of academics teaching languages other than English in Australian universities. The data are derived from a national survey in 1984 which asked a range of questions ranging from background details on students, characteristics of course structures, methods of teaching, and perceptions of the attitudes of students to numerous issues relevant to the teaching of languages. The responses of these language teachers are analysed with respect to theories of language teaching. The matters of major concern to language teachers highlighted by the study are shown to be relevant to current debate about the future of modern, especially Asian, language teaching.  相似文献   

The Keys to STEM: Australian Year 7 Students’ Attitudes and Intentions Towards Science,Mathematics and Technology Courses     

Kennedy  JohnPaul  Quinn  Frances  Lyons  Terry 《Research in Science Education》2020,50(5):1805-1832

Research in Science Education - Educational researchers have long noted the apparent link between positive student attitudes and a student’s desire to continue their study of particular...  相似文献   

Mothers,learners and countermemory     

Jocey Quinn 《Gender and education》2004,16(3):365-378

This article explores how issues of learning and mothering emerged in research with women students. First it develops the notion of ‘a motherhood standpoint’. It then considers how Foucault's concept of ‘counter‐memory’, and, in particular, its reworking in feminist cultural theory as ‘countermemory’, can be used to explain why students persistently called up the mother when talking about themselves as learners, revealing this as both a political and psychic process. The mother can be seen as a double figure who represents both knowledge and its limits. The following analysis of student accounts demonstrates the tension between retelling their mother's memories, to bear witness to the educational injustice meted out to women, and their own memories of mothers, whom they are trying to escape to make an independent claim of knowledge.  相似文献   

Collaborative research in contexts of inequality: the role of social reflexivity     

Brenda Leibowitz  Vivienne Bozalek  Jean Farmer  James Garraway  Nicoline Herman  Jeff Jawitz  Wendy McMillan  Gita Mistri  Clever Ndebele  Vuyisile Nkonki  Lynn Quinn  Susan van Schalkwyk  Jo-Anne Vorster  Chris Winberg 《Higher Education》2017,74(1):65-80

This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.  相似文献