Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study     

Stephanie San Miguel Bauman  Nina Wang  Carrie Wester DeLeon  Judith Kafentzis  MariaAnita Zavala‐Lopez  Mary Sue Lindsey 《Journal of College Counseling》2004,7(1):13-17

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.  相似文献   

Science and Language Teachers’ Assessment of Upper Secondary Students’ Socioscientific Argumentation     

Nina Christenson  Niklas Gericke  Shu-Nu Chang Rundgren 《International Journal of Science and Mathematics Education》2017,15(8):1403-1422

Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.  相似文献   

Languages of higher education in contemporary Israel     

Nina G. Kheimets and  Alek D. Epstein 《Journal of educational administration and history》2005,37(1):55-70

In Israel as elsewhere, English has become the de facto second language of academic life 1 Spolsky B. and Shohamy, E. The Languages of Israel. Policy, Ideology and Practice. Clevedon: Multilingual Matters, 1999, 165 [emphasis added]. View all notes  相似文献   

‘Education is as important for me as water is to sustaining life’: perspectives on the higher education of women in Afghanistan     

Nina Burridge  Nasima Rahmani 《Gender and education》2016,28(1):128-147

Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013 UNICEF. 2013. Annual Report – Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/about/annualreport/files/Afghanistan_COAR_2013.pdf. [Google Scholar]. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path.  相似文献