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While economic capital is not synonymous with cultural, social or symbolic capital in either its constitutional or organizational form, it nevertheless remains the more flexible and convertible form of capital. The convertibility of economic capital has particular resonance within ‘Celtic Tiger’ Ireland. The state’s reluctance to fully endorse an internal market between schools has resulted in middle‐class parents using their private wealth to create an educational market in the private sector to help secure the class futures of their children. Using data from recent studies of second‐level education in Ireland, and data compiled on the newly emerging ‘grind’ schools (private tuition centres), we outline how the availability of economic capital allows middle‐class parents to choose fee‐paying schooling or to opt out of the formal school sector entirely to employ market solutions to their class ambitions. The data also show that schools actively collude in the class project to their own survival advantage. 相似文献
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T. Neville Postlethwaite Lise Vislie Maurice Saliba A. J. Cropley Pedro T. Orata G. J. Warnock James Lynch Arthur Hearnden G. de Landsheere I. D. Zverev Godfrey N. Brown Yung H. Park Annie Vinokur Richard J. Shavelson Jindra Kulich Walter Hahn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(1):139-166
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Journal of Science Teacher Education - 相似文献
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Gooday G Lynch JM Wilson KG Barsky CK 《Isis; an international review devoted to the history of science and its cultural influences》2008,99(2):322-330
This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate. 相似文献
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ABSTRACT The future of research libraries will be shaped by broader developments at research universities in the areas of creating, sharing, disseminating, and curating knowledge. Universities face fundamental policy choices in all of these areas that have been recast by developments in information technology. This article discusses trends in digital scholarship practices across the humanities, science, and social science disciplines and examines implications for academic institutions and their research libraries as a means of framing these policy choices. This article originally published in Journal of Library Administration, Vol. 49, Issue 3, pages 227–244, 2009. doi:http://dx.doi.org/10.1080/01930820902785041. 相似文献