Institutional Determinants of Entry into UCAS Clearing: A study of Economics departments

This article examines factors relating to the reliance upon the Clearing phase of the Universities and Colleges Admission Service (UCAS) entry system for universities to achieve their undergraduate in-take targets. The analysis is undertaken for entry in Autumn 1999 with respect to 89 Economics departments of which 51 entered Clearing and 38 remained outside. The quality/prestige of institutions was assessed from THES indicators, average A-level entry points, their historical roots, geographical location and name composition. Three forms of statistical analysis were undertaken to determine which characteristics are salient in differentiating institutions in relation to entering Clearing. They indicate that library expenditure, teaching assessment, the year of the Royal Charter, the proportion obtaining either a First and Upper Second-class Honours degree, the share of graduates taking up employment, further study or training, average RAE rating, together with institutions which are long established, greenfield, Oxbridge and of the former PCFC sector to be statistically significant. The implications drawn from the analysis include that several performance indicators are within the capability of institutions to influence, whilst those of the former PCFC sector frequently possess a higher likelihood of relying upon Clearing compared to many pre-1992 universities.     

The development of ESD-related competencies in supportive institutional frameworks

Although Education for Sustainable Development (ESD) is a matter of global importance, the requirements and needs of people differ according to their regional circumstances. (Not only) in Germany—in keeping with the increasingly international focus of “output” evaluations—one dominant educational debate has centred on effective ways of mapping and understanding pupils’ competencies. This article provides a Model of Competence for ESD in the formal education sector. This model aims to inform the organisation of teaching and to help assess the learning outcomes of pupils who have received instruction in issues relating to ESD. The competence model was developed and extended in connection with two German federal state innovation programmes which aimed to implement the concept of ESD in schools across the country.     

中国教育学发展世纪问题的审视

20世纪中国教育学的发展,以中华人民共和国成立为分界,并依据教育学科呈现出的基本状态和主要特征,可以划分为两个时期和六个阶段。对于百年中国教育学发展的研究,除了沿着原有的研究思路在资料的开发和阶段的梳理方面作更为详尽的研究和作“补缺”式的研究之外,还存在着第三种研究取向,即把研究角度放在教育学百年发展历程中存在于每个阶段、以不同方式出现的共同问题上,这类问题可以称之为“中国教育学发展世纪问题”,包括政治、意识形态与学科发展的关系问题、教育学发展的“中外”关系问题、教育学的学科性质问题等。这些问题是影响教育学科发展的根本性问题,集中在对教育学一些基本理论问题的认识上,其深层表现是教育学研究的思维方式问题。反思和探讨这些问题,是为了新世纪中国教育学研究的原创性发展,为了教育学独特的学术品质的形成与提升。     

Towards a Deleuzo-feminist ethics of empowerment and freedom from logics of judgement

This paper brings together themes from the varied texts of Gilles Deleuze in outlining a Deleuzo-feminist ethics that speaks to contemporary debates in education. Drawing on Deleuze's (1988) engagement with Spinozan ethics, Foucault's (1987) ‘practice of freedom’, the Nietzschean ‘doctrine of judgment’ and ‘system of cruelty’ (Deleuze 2001), and Bergsonian ‘fabulatory processes’ (Deleuze 1995), we explore the poststructuralist distinction between ethics and morality and its implications for feminist responses to neoliberal educational practices, identities and cultures. Following Gannon (2012a, 2012b) and others (e.g. Braidotti 1996, 2000; Colebrook 2000; Grosz 2000, 2002; Wyatt and Davies 2011), we mobilise Deleuzian accounts of subjectivity, corporeality and difference in reconfiguring the existential dimension of teaching as an ethico-aesthetic relationality. A Deleuzo-feminist ethics of empowerment promises: escape from systems of cruelty that mark, shame and blame; the politicisation of such systems; productive experimental alliances and an alternative mode of existence to that prescribed for the teaching and student body by neoliberal rationalisation and bureaucratic proceduralism.     

不同人口特征与城市居民幸福感关系的研究——以南京市为例

以心理学家普遍认同的幸福感概念为基础,使用Campbell幸福感指数量表对南京市城市居民幸福感进行了实证调查,对南京市城市居民不同人口特征与幸福感之间的关系进行了描述与讨论,调查发现,除了性别之外,其它人口特征与幸福感之间都存在一定的相关性,并从心理学和社会学角度对调查结果进行了解释。     

The development of a mentoring program for university undergraduate women

The Women's Center at a university in the United States implemented a mentoring program based on feminist and networking models to improve the educational climate for female undergraduate students. Due to a lack of literature detailing how to develop such a program, an interdisciplinary team of researchers collaborated with the Women's Center to address program development and implementation, including how to institutionalize the program, effective recruitment and retention strategies, how to facilitate formation of mentor relationships and strategies for maintaining those relationships, appropriate interventions and monitoring, and how to ensure that the program met mentees' needs. Among the findings are that success depends on a full‐time and dedicated coordinator, appropriate matching of mentors and mentees, and emphasis during training on continuing communication between mentors and mentees to reassess mentee needs.     

Pedagogy: the silent partner in early years learning

This paper sets out to look critically at the influences on pedagogy in early years education, at the ways in which it is enacted in practice and the pedagogical perspectives held by practitioners. The aim of the paper is to explore the current state of understanding and suggest areas to be included in an agenda for future research. The factors that influence practitioners’ actions are reviewed and the consensus around child‐centredness and play is challenged. Findings from two studies of pedagogy in action in the early years are presented and examined in terms of sociocultural theory and its implications for practice. The first of these studies draws attention to the varied nature of pedagogical interactions that support learning while the second looks at the experience of pedagogical innovation. The need for researchers and practitioners to find effective ways of communicating and working together is stressed throughout the paper.     

高职院校教师进行教科研的思考与实践

从课题选择、课题的宏观调控、撰写论文等方面,对职业院校教师进行教研与科研提出自己的看法。     

Gender and Orientations Toward the Future: Links to Motivation

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.     

论话语模式的性别差异及策略

不同的性别在语言上存在着较大差异，话语模式的性别差异会导致言语交际的不合谐，甚至失败。本文即从话语模式的性别差异来进行分析研究，并试图找出形成这种差异的原因及策略。进行这方面的研究有助于对语言交际的性别特征有更深入的了解，从而为最终掌握言语交际规律并恰当运用语言奠定理论基础。     

Relationships among Selected Jamaican Ninth-Graders' Variables and Knowledge of Matter

This study investigated Jamaican 9th graders' attitudes towards science and if there were statistically significant differences in their conceptual knowledge of matter linked to their gender, attitudes towards science, school-type, and socio-economic background (SEB). The 216 participating students comprised 109 males and 107 females; 65, 98 and 53 (25%) students had highly favourable, moderate and low attitudes towards science respectively; 73 boys were from two all-boys' schools, 71 girls from two all-girls' schools, 36 boys and 36 girls were from two coeducational schools; 108 students each were from a high and a low SEB, all in Kingston. Attitudes to science questionnaire and the knowledge of matter test were used to collect data. The results showed that most of the students exhibited favourable attitudes to science; there were statistically significant differences in the students' knowledge of matter linked to attitudes to science, and school-type in favour of the boys, students with highly favourable attitudes to science, and students in all-boys' schools respectively. There was a positive, statistically significant but weak relationship between the students' (a) attitudes to science, and (b) school-type and their knowledge of matter, while there was no relationship between their (c) gender, and (d) SEB and their knowledge of matter.     

女性主义翻译观在作品《简·爱》中的体现

近年来,关于翻译里的性别问题的讨论开始兴起,某一翻译结果体现出来的性别差异是视角、语调的不同还是性别歧视的变相体现？翻译的忠实原则是否可以因翻译中的性别问题而被重写？人们没有一个具体答案。以经典文学作品《简·爱》为例,具体探讨性别问题在翻译中的体现,由此证明男女译者在翻译中对待性别问题的态度是不同的,翻译结果也相去甚远,女性译者从女性主义出发,其译作更好地反映女性意识,翻译效果也更好。     

Implementing gender issues in ICT

Abstract

The rapid technological changes caused by Information and Communication Technology (ICT) have a strong impact on societies world-wide. This will lead to changes in the traditional role patterns. In this paper we focus on an academic master course to create gender awareness in ICT development, with a special emphasis on developing countries.

First we analyze the impact of ICT on society, and derive the requirements to introduce new ICT applications. We transform these requirements into course objectives, and discuss and motivate our strategy to obtain these objectives in the master course. Then we decompose the course objectives and derive a course program.     

The Discursive Practice of Participation in an Elementary Classroom Community

This study examines the discursive practice of participation in an elementary classroom community aiming towards collective meaning making and joint creation of knowledge. The theoretical and methodological basis of the study is shaped by the sociocultural and sociolinguistic approaches. Through examining the communicative practices and discursive roles of the students and the teacher, the study highlights the participation rights and responsibilities of classroom members and demonstrates how these shape the location and nature of knowledge constructed during a lesson. The empirical data for this study emerge from a Finnish third grade class consisting of seventeen students. Detailed, multi-level analyses were carried out on transcribed video-recordings of classroom interactions located within the contexts of Collective problem-solving in mathematics, Group investigation in science and Open-ended dialogue in philosophy. The results show that the cultural rules for communicative participation in this classroom provided the students with a space to take authority in cognitive work, whereas the teachers responsibility was more directed to the management of interactional practices. The nature of knowledge negotiated during the lessons was by and large based upon view sharing and defining, as well as asking for and providing evidence, instead of mere information exchange. The study also shows that the communicative roles and responsibilities of the classroom members differed across the learning situations. Intentions of collective meaning-making did not always result in multilateral interactions that would invite all classroom members into active participation. Moreover, challenges were identified in the integration and application of the participants personal histories and experiences as resources for joint meaning-making. In all, the study shows how the discursive norms of the classroom can be aligned with supporting active participation and collective creation of knowledge, but can also be counterproductive in these domains.     

论西方女性主义的教师专业化批判与重建

西方女性主义学者对“教师专业化”话语中的社会性别内涵进行了深刻剖析与批判,揭示出其中隐含的性别权力关系、前提假设与现实之间的矛盾,以及由此带给女教师职业身份认同的危机和教师教育的困境,并且在批判的基础上提出以女性主义教育学重新塑造女教师的身份认同。     

Equality of opportunities in Spanish higher education

In the past few decades, there has been a sharp increase in the number of students attending higher education institutions in Spain. Many commentators believe that this expansion is associated with greater equality of opportunities as more university places offer greater potential for the advancement of students from poorer backgrounds. Unfortunately, this argument is not always true. In fact, there is empirical evidence that the expansion in higher education system disproportionately benefits children from relatively rich and well educated families. In that context, the purpose of this paper is to analyse the possible effects of socioeconomic background on the decision to complete a degree before leaving the educational system in Spain. Taking the data from the Spanish module data on school to work transitions, I estimate several logit models in order to detect the influence of personal and regional characteristics on the educational decisions. The results show that, in spite of the disappearance of universities for only the elite, socioeconomic variables heavily influence the demand for university education, so the equality of opportunities in this educational level has not been completely achieved.

Observation of teaching and learning: teacher development or micropolitics and neo-Fordism

Ethnographic research in a further education college (College X) between 2000 and 2005 was designed to uncover the impact of the Common Inspection Framework (the inspection framework for all post-16 non-higher education and training) on the Observation of Teaching and Learning (OTL) process within the college. Such research indicated that the assumption of narrow pedagogies by observers of teaching, in line with the expectations of the college observation policy, had minimised the effectiveness of the process because it caused OTL to become neo-Fordist and micropolitical in nature rather than a means for lecturer development. This was the product of top-down policy and procedure within College X, but also an over-controlling local Learning and Skills Council (LSC) and Ofsted inspection framework which limited the extent to which senior managers were able to accommodate different learning contexts within the OTL process. The clear implication of research in College X was that improvements in teaching and learning require inspection and observation processes to focus on subject-specific pedagogy and professional values rather than bureaucratic procedures and narrow pedagogies.