Social and economic influences on graduation rates from higher education in Australia     

Peter G. Carpenter  Martin Hayden  Michael Long 《Higher Education》1998,35(4):399-422

This paper presents an examination of national survey data on the graduation rates of young people who enter higher education in Australia. Two cohorts of young people were surveyed – those born in 1961 and those born in 1965. Of interest is the influence of gender and of selected social and economic background characteristics on graduation rates. The results for both cohorts provide further evidence of the gains made by young females during the 1980s in terms of educational participation and attainment. The results for the first cohort show also there were some signs of lower graduation rates being associated with socioeconomic disadvantage, at least as indicated by parent'`s occupational status and family wealth. For the second cohort, however, there was little evidence of any effect in the same direction. This suggests that attempts to deal with equity which have focussed on performance within higher education have either been quite effective or might be better directed towards the selection processes which lead to higher education.  相似文献   

The Diversification of Scholarship in Higher Education     

Jack Hobbs 《Higher Education in Europe》1998,23(4):441-445

Along with the massification of higher education has come a heightened awareness of its responsibilities in regard to the whole of society and of the need for it to diversify its role. The research role, traditionally at the centre of the higher education effort, has been broadened so as to increase the emphasis on application. Constituency interest has also been diversified with increased societal emphasis on the outcome of higher education. An increasing diversity of partnerships is driving the further structural diversity of higher education. The overall importance of higher education to economic and social development worldwide is recognized everywhere.  相似文献   

TEACHING ‘OUT-OF-FIELD’ AS A BOUNDARY-CROSSING EVENT: FACTORS SHAPING TEACHER IDENTITY     

Linda Hobbs 《International Journal of Science and Mathematics Education》2013,11(2):271-297

Teaching ‘out-of-field’ occurs when teachers teach a subject for which they are not qualified. The issues around this increasingly common practice are not widely researched and are under-theorised. A qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching. A thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out-of-field. The ‘boundary between fields’ model was developed to emphasise support mechanisms, contextual factors and personal resources that influenced the nature of teachers’ negotiation of subject boundaries and its impact on professional identity. These findings provide insight for policy makers, school leaders and teacher educators into the conditions required for such teaching to be considered learning opportunities.  相似文献   

The State of Media Literacy: A Rejoinder     

Renee Hobbs 《广播与电子媒介杂志》2013,57(4):601-604

Based on the uses and gratifications framework, this study examined associations between motivations for using Facebook among college students, their concern for impression management, Facebook intensity, and psychological outcomes including sense of belonging and satisfaction with campus life. Using data from an online survey (N = 246), the study found that four motivations—entertainment, relationship maintenance, self-expression, and communication—together with impression management, were significantly associated with Facebook intensity. However, the impacts of Facebook intensity on psychological consequences were relatively limited. Theoretical implications of the study were discussed.  相似文献   

Classification options     

N Hobbs 《Exceptional children》1978,44(7):494-497

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On the quality of education in the South Pacific     

Howard Hayden 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):165-181

The problem of reforming education is far from being merely a quantitative one of providing more schools; it is as much or more a problem of eliminating mis-education and large-scale waste of educational resources. What is needed is not simply an expansion of educational facilities and re-apportioning to serve the various age-groups, both sexes and all social classes, but a more purposive selection of the knowledge and skills taught, the attitudes implanted, and the learning methods employed.

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Die Qualität des Bildungswesens im Südpazifischen Raum

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La qualite de l'education dans le Pacifique Sud

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“即时”女友     

Roger Hobbs  Cass 《英语辅导》2013,(2):15-19

本文是美国《纽约时报》举办的一个面向大学生关于现代青年男女恋爱观的征文比赛的获奖作品。几年来,我都有着一个于网络极客而言甚为难得的问题:我追求女孩的成功率太高了。我将网络作为和线下见过面的女孩们交流的工具,以此克服社交障碍,和她们建立起恋爱关系。  相似文献   

Parental Priorities in the Selection of International Schools     

Peter Mackenzie  Mary Hayden  Jeff Thompson 《牛津教育评论》2013,39(3):299-314

The issue of choice of schooling for their offspring is one which exercises many parents based in different parts of the world. For parents whose employment takes them away from their home country and whose children accompany them on such postings, the issue—while different from the experience of parents based solely within national systems—is no less important or complex. This paper investigates the issue of parental choice and priorities within the context of three international schools in Switzerland, where a study was undertaken to establish the basis on which parents had elected to send their children to one or other of the schools in question. Based on a survey model of questionnaires and follow-up interviews with parents, the research concludes that a major factor influencing parents is the perceived importance of an English-medium education. Interesting similarities in perceptions to emerge from the study are found amongst parents from the different schools and amongst parents of primary and secondary age children, while differences in perceived levels of importance clearly emerge between fathers and mothers, and between parents from different geographical backgrounds. The paper suggests some preliminary explanations for such differences, and highlights areas which could form the basis for further pieces of research in this growing and increasingly important context.  相似文献   

Unbound Medicine     

Janet L. Hobbs 《Journal of the Medical Library Association》2012,100(4):328-329

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Family Group Conferences—are they an effective and viable way of working with attendance and behaviour problems in schools?     

Carol Hayden 《British Educational Research Journal》2009,35(2):205-220

Improving pupil attendance and behaviour are essential to improving teaching and learning in schools. Pupils who have the most problems in these respects are likely to need support that recognises the wider influences on these issues. Family Group Conferences (FGCs) are family‐led decision‐making meetings, that include the family and significant others in the formulation of a plan to help address the needs of a child. The research reported upon here included a quasi‐experimental element in the design in which levels of attendance and school exclusion were key before and after outcomes for the intervention (FGC) and comparison (Education Welfare Service, EWS) groups. The research shows that attendance and exclusion data did not improve in the FGC group but that the comparative gains made in attendance by the EWS were very modest. Nevertheless, responses to the survey of referral agents and interviews with Educational Welfare Officers and FGC coordinators suggest that FGCs are considered to be a viable approach in schools that may be effective in individual cases.  相似文献