Deconstructing the student experience on an educational studies degree,with reference to student choice,access and outcomes     

《Journal of Further & Higher Education》2012,36(4):545-560

Educational studies as a discipline is now a feature in many British universities, but little research has been undertaken to explore what kinds of student choose the subject, how easily they access it or how they fare as undergraduate students. This article attempts to address this paucity of research by drawing on a selection of findings from a study undertaken with undergraduate students between 2004 and 2007. The study tracks the progress of a single cohort of students, some from vocational backgrounds and some from traditional academic backgrounds, on a full-time, three-year BA Honours educational studies degree.

The article initially provides a discussion relating to the historical place of educational studies as a subject for study at undergraduate level and suggests how this links to the British widening-participation agenda. This provides a context for the subsequent sections, which present a selection of findings from the three-year research project. The project was designed to explore the students’ experiences by asking which of them were accepted to undertake the degree by admissions staff, how they fared on the degree and, critically, whether their pre-entry qualifications had an impact on their progress and success. This article provides some answers to these questions which suggest that admissions staff are more cautious in accepting vocational entry qualifications, but that the nature of these has little bearing on ultimate success on the degree. It concludes by suggesting how this knowledge might impact on information for potential applicants and on the selection of students in the future.  相似文献   

Does executive function mediate SES and home quality associations with academic readiness?     

Janean E. Dilworth-Bart 《Early childhood research quarterly》2012

This study examined the extent to which executive function (EF) mediated associations of socioeconomic status (SES) and home-environment quality with academic readiness (math, letter and word identification, and knowledge of story-and-print concepts). Forty-nine 54–66-month old children and their mothers participated in a home observation and laboratory visit. Hierarchical regression analyses revealed the EF mediated associations between SES and math outcomes. These findings were observed after controlling for child verbal abilities. Implications for the role of verbal ability in EF, the developmental context in predicting EF, and the influence of EF on academic readiness are discussed.  相似文献   

The role of teacher and faculty trust in forming teachers' job satisfaction: Do years of experience make a difference?     

Dimitri Van Maele  Mieke Van Houtte 《Teaching and Teacher Education》2012

This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust–satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in students, parents, colleagues, and the principal and satisfaction. Although faculty trust did not affect job satisfaction and teaching experience did not moderate the trust–satisfaction relationship, our findings highlight the social dimension of teaching. Improving the quality of teachers' social relationships in the workplace should enhance their job satisfaction.  相似文献   

贫困地区农村大龄未婚男性的议婚经历、认知与计划——以冀北调查为基础     

王磊 《河北师范大学学报(哲学社会科学版)》2012,35(4):133-140

在婚姻为常态的中国社会,贫困地区农村的大龄未婚男性为完成婚配面临着沉重压力和诸多困难。议婚是完婚之前的关键环节,它很大程度上直接决定未婚男性能否完成婚配。利用2010年冀北农村调查数据,分析贫困地区农村大龄未婚男性的议婚经历、认知和计划,研究发现:未婚男性严重缺乏包括自主谈对象和被介绍对象在内的议婚机会,议婚经历少,议婚持续时间短;未婚男性认为个体和家庭的经济条件劣势是自身议婚失败的最主要原因;未婚男性的议婚计划与议婚准备之间存在差距,具有"意愿和计划强于行动和准备"的显著特点。年龄因素显著影响议婚计划:年龄越大,有议婚计划的可能性越小。议婚认知结果暗示贫困地区农村大龄未婚男性将失婚归咎于社会并威胁社会安全的可能性较低。  相似文献   

生命教学的践行：“参与”与“体验”     

李博 《四川教育学院学报》2012,28(5):17-19

生命教学是一种基于对生命理解的教学观念,它倡导尊重生命,重视生命（教学）过程,参与在这里是一种方式,体验既是目的也是手段,通过在教学里的参与与体验,达到对生命的理解,对教学的体验。  相似文献   

基于量子混合协同进化的自适应多级联属性约简(英文)     

丁卫平  王建东  施佺  管致锦 《东南大学学报》2012,(2):145-150

针对传统生物启发式方法在决策表中属性约简求解效率不高和难以协同约简等问题,提出一种基于量子混合协同进化的自适应多级联属性约简算法. 首先设计了一种新型高效的自适应量子角旋转策略,指导参与属性约简的进化种群自适应相互演进,加速算法收敛. 然后构建了合作和竞争混合的协同进化级联模型,根据执行经验记录分割属性种群集,提高约简子种群的多样性,并产生种群精英以增强其寻优经验共享,快速找到全局最小属性约简集. 实验结果表明,与同类典型算法相比,该算法在最小属性约简效率和精度方面具有明显优势.  相似文献   

构建基于CPFS理念下的数学理解   总被引：1，自引：0，他引：1  

孙利  魏立平 《泰安师专学报》2012,(6):129-134

在和谐的学习环境中开展数学活动,可以展现高层次数学思维的过程,积累丰富的数学活动经验,在心理上建构良好的数学CPFS结构,生成数学知识,达成有效数学理解．通过优化学生的CPFS结构,有利于学生获得图式、建构产生式系统、完善关系和观念表征,使相关的知识（组块）联结更加丰富和牢固,达成真正意义上的理解．  相似文献   

职业价值观教育：目标、特质及其路径——基于职业院校学生职业生活体验的探讨     

葛军燕 《中国高教研究》2012,(9)

职业院校开展职业价值观教育,应从确立职业价值观的目标出发,立足职业道德,回答“做怎样的人”：强化职业认知,成为“合格职业人”;探求职业发展,培养“和谐职业人”。分析职业院校学生智能、思维结构类型,厘清职业价值观教育具有的特质,强调其对主体的重视,对个体职业生活体验的重视．对作为一种“内心”评判的重视,作为一种对“职业生活”理解的重视,从而创设可以激活学生体验的情境和活动。探讨在回归职业生活、回归内心体验情镜下的职业价值观教育实施路径。  相似文献   

濒危药用植物金毛狗的栽培技术研究初探     

翁振翔 《宁德师专学报(自然科学版)》2012,24(4):393-396

研究金毛狗植株的块茎在原生境腐殖土和MS培养基中的繁殖技术．将处理后的金毛狗块茎接入配备好的培养基中,观察其生长状况．结果表明,用MS培养基暂时无法繁殖金毛狗植株,主要原因在于金毛狗的褐变,而原生境腐殖土可以栽培金毛狗植株．  相似文献   

审美经验是“幻相”吗？--对20世纪英美分析美学一段公案的再检讨     

邓文华* 《阜阳师范学院学报(社会科学版)》2012,(4)

审美经验曾是西方现代美学中最核心的概念。但随着英美分析美学在20世纪后半期的兴起,情况发生了根本的变化。众多分析美学家将审美经验描述为一个有名无实的“幻相”,试图从根本上解构这一概念。这种“解构性的”分析美学,尤以乔治?迪基为代表。但门罗?比厄斯利所代表的分析美学谱系,却致力于捍卫审美经验的概念。从比厄斯利和迪基之间长达20年的交锋来看,迪基实际上未能解构审美经验,反而暴露了自身视野之狭隘,以及自身方法论之局限。  相似文献