A Typology of State Financial Aid Grant Programs Using Latent Class Analysis     

Custer  Bradley D.  Akaeze  Hope O. 《Research in higher education》2021,62(2):175-205

Research in Higher Education - State financial aid grant programs are commonly categorized as either need-based, merit-based, or both, but their initial eligibility requirements include many more...  相似文献   

Have a Legal Question Without the Resources to Get an Answer?     

Hope Dunbar 《Journal Of Archival Organization》2016,13(3-4):137-141

This article explores the Western New York's Library Resources Council's Ask the Lawyer Program. The program provides a timely model for local cultural heritage communities, such as archives, to collectively retain a lawyer in a non-representational capacity to answer both specific and hypothetical questions that arise as a result of their work.  相似文献   

Copyright and You     

Hope R. Botterbusch 《TechTrends》1996,41(1):9-10

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A SYSTEMIC,STUDENT-CENTERED STUDY OF UNIVERSITY SERVICE   总被引：1，自引：0，他引：1  

Brenders  David A.  Hope  Peter  Ninnan  Abraham 《Research in higher education》1999,40(6):665-685

This paper discusses the methods and findings ofthe Student Focus Project, a sixmonth study of studentperceptions of service at a large university inBrisbane, Australia. The study paneled 24 focus groups of undergraduate students to assess theirbeliefs about a pretested set of questions concerningpositive and negative aspects of university life,successes and frustrations with university service,attempts to overcome the obstacles of university life,and what students expect from their relationship to theuniversity. Of the themes identified in the StudentFocus study, it was found that malignantbureaucracy and the balkanization ofInformation are systemic factors that negativelyinfluence student perceptions of the quality ofuniversity service. It was also found that studentstrategies for service recovery can contribute to the overall confusion andpoor performance of university services.  相似文献   

Utilisation of ‘IEPA’ graduates in sectors of the Ghanaian economy: insights from a nation-wide tracer study     

Hope Pius Nudzor  Wisdom Korku Agbevanu  Gloria Nyame  Alfred Kweku Ampah-Mensah 《Journal of Education & Work》2019,32(1):85-102

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Café Tacuba: Forjando una Nueva identidad Mexicana     

Hope Dillon 《Journal of American culture (Malden, Mass. : 2003)》1997,20(2):84-90

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New insights into family learning for refugees: bonding,bridging and building transcultural capital     

Julia Hope 《Literacy》2011,45(2):91-97

For over 20 years, researchers and evaluators worldwide have criticised the traditional formula of family learning courses for their narrow vision, and have emphasised their potential to provide a bridge between home and school experiences, building on resources that parents already have, but which are unknown or unacknowledged. This article argues that research into family learning can usefully be linked to Bourdieu's theory of ‘symbolic capitals’ to acknowledge the stores of wealth that refugee families may possess, which can be activated in the new environment to create ‘transcultural capital’– a relatively new concept in the area of migration studies. Putnam's notions of bonding and bridging capital are also helpful in the design of family learning programmes to consider how best to stimulate social cohesion at the present time. An ethnographic study of a family learning course for refugee parents in two South London schools highlights the need for an understanding of the specific strengths and needs of refugee parents. However, this can only be achieved by taking time to find out about their existing networks, the experience that they bring with them, involving them in course design and delivery, and engaging in discussion about their plans for the future.  相似文献   

Understanding Healthcare Information. Robinson,Lyn.     

Hope Leman 《Medical reference services quarterly》2013,32(4):435-436

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The danger of subverting students’ views in schools     

Kyriaki Messiou  Max A. Hope 《International Journal of Inclusive Education》2013,17(10):1009-1021

This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students’ voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students’ voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students.  相似文献   

Integrating Writing into the Early Childhood Curriculum: A Frame for Intentional and Meaningful Writing Experiences     

Gary E. Bingham  Margaret F. Quinn  Kyla McRoy  Xiao Zhang  Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611

Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences.  相似文献