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1.
Golnar Mehran 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,53(2):541-559
Since the establishment of the Islamic Republic, female higher education has been characterised by a paradoxical combination
of discrimination and exclusion, on the one hand, and increasing equality and empowerment, on the other. This study focuses
on the triangle of education, equality and empowerment, using Sara Longwe’s women’s empowerment framework to analyse the interplay
between the three. State policies to Islamise the universities during the 1980–1983 Cultural Revolution determined the “gender
appropriateness” of each specialisation and led to the exclusion of women from “masculine” fields of study during the early
years of the revolution. Despite such discriminatory measures, women today represent the majority of students in all fields,
except engineering. Women, however, remain underrepresented at graduate levels of education and as faculty members. An important
challenge is to understand why men are not entering different specialisations and whether there is a possibility of “re-doing
gender” – this time in addressing male inequality and disempowerment at undergraduate levels. 相似文献
2.
Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed
a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face
classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate
students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study
examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated
that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b)
present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking. 相似文献
3.
Donald P. Ely 《Educational technology research and development : ETR & D》1960,8(5):289-294
Conclusion This report has shown that there are areas of commonality and areas of diversity in existing communications programs in higher
education. The undergraduate and graduate curricular structure reflects, for the most part, the stated objectives of the program.
Several questions remain to be answered: “What is being accomplished under the communications label that could not otherwise
be accomplished?” “What are some of the emerging trends in this rapidly growing field?” These topics will be covered in subsequent
articles.
This is the second in a series of articles on communications programs in higher education by the author who is director of
the audiovisual center at Syracuse University. The first article, “Communications Programs in Higher Education,” appeared
inAV Communication Review, Winter 1960. 相似文献
4.
Wendy C. Crone Sharon L. Dunwoody Raelyn K. Rediske Steven A. Ackerman Greta M. Zenner Petersen Ronald A. Yaros 《Innovative Higher Education》2011,36(5):291-304
We present results from a course, “Informal Science Education for Scientists: A Practicum,” co-taught to graduate students
in STEM-related fields by a scientist/engineer and a social scientist/humanist. This course provides a structured framework
and experiential learning about informal science education during a semester-long experience. The data collected across six
years of the course (11 ≤ n ≤ 16 for each) provide strong evidence that the course has been effective in encouraging graduate
students in STEM-related fields to feel more skilled at and confident with informal science education. Details are provided
as to how manipulation of the course structure (i.e. making it project-based, emphasizing understanding audiences, stressing
the iterative nature of design, and increasing evaluation research training) influenced the student outcomes. 相似文献
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Michael J. Hannafin Mary Anne E. Colamaio 《Educational technology research and development : ETR & D》1987,35(4):203-212
The purpose of this study was to examine the effects of variations in lesson control and practice on the learning of facts,
procedures, and problem-solving skills during interactive video instruction. Subjects were volunteers from graduate and advanced
level undergraduate college classes. The instructional content was a 30-minute videotape. “Project Lifesaver,” which was designed
to introduce cardiopulmonary resuscitation [CPR]. Students were randomly assigned to one of three instructional control groups:
designer control, learner control, and linear control. A posttest was administered to assess learning of facts, procedures,
and problem-solving skills. The results indicated that there were [1] significant differences between practiced and non-practiced
information; [2] significant differences on posttest scores among various lesson control groups; and [3] a significant interaction
between practice and type of learning. 相似文献
7.
Brenton Prosser Faye McCallum Philippa Milroy Barbara Comber Helen Nixon 《The Australian Educational Researcher》2008,35(2):15-35
In this paper, we draw on accounts from students to inform a Middle Schooling movement that has been variously described as
“arrested”, “unfinished” and “exhausted”. We propose that if the Middle Schooling movement is to understand the changing worlds
of students and develop new approaches in the middle years of schooling, then it is important to draw on the insights that
individual students can provide by conducting research with “students-as-informants”. The early adolescent informants to this
paper report high hopes for their futures (despite their lower socioeconomic surroundings), which reinforces the importance
of supporting successful learner identities and highlights the role of schooling in the decline of adolescent student aspirations.
However, their insights did not stop at the individual learner, with students also identifying cultural and structural constraints
to reform. As such, we argue that students may be both an important resource for inquiry into individual school reform and
for the Middle Schooling movement internationally. 相似文献
8.
This study explored the influence of residency status (outsider) and prior cross-cultural experiences on how the neighborhoods
of students are perceived by future teachers. The study participants consisted of 18 graduate teacher education mentors and
their 18 high school mentees. The data sources included 820 black and white photographs and 82 photo captions generated by
the study participants, mentee/mentor group discussions, and the graduate students’ weekly reflective journals, bi-weekly
facilitated discussions and peer debriefings. The study found that subconscious realities based on prior cross-cultural experiences
(or the lack thereof) are more significant factors than residency status when making value judgment about the neighborhoods
of “others.”
Elinor L. Brown is an Assistant Professor in the Department of Curriculum and Instruction, University of Kentucky, 311 Dickey
Hall, Lexington, KY 40506-0017 相似文献
9.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
10.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
11.
Iryna Y. Johnson 《Research in higher education》2010,51(8):701-723
This study addresses several methodological problems that have confronted prior research on the effect of class size on student
achievement. Unlike previous studies, this analysis accounts for the hierarchical data structure of student achievement, where
grades are nested within classes and students, and considers a wide range of class sizes across various disciplines. Based
on data from undergraduate class sections at a single institution, the study provides consistent evidence of a negative effect
of class size on grade performance, most substantially affecting the achievement of “A” grades with lesser effect on grades
of “C” or higher. Because models with logarithmic specification show superior fit, this study also demonstrates that the effect
of class size on students’ final grades diminishes as the class size increases. These findings suggest that a larger impact
on student performance could be attained by further trimming enrollment in small classes than by reducing class size overall. 相似文献
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13.
Peter Riley Bahr 《Research in higher education》2012,53(1):94-121
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution
into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher
education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions,
both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across
levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment
are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that
address 89,057 first-time students in the California community college system to answer a number of key questions concerning
lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student
“swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer
holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer
is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”.
I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in
students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their
current community college and the risk of lateral transfer. 相似文献
14.
Katherine Main 《The Australian Educational Researcher》2010,37(3):77-93
Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the
effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework
can prepare preservice education students to work effectively in teaching teams. Three students in their final year of study
were primed to the skills that have been identified as necessary for successful team practices. The students then participated
in a semi-structured interview about their groupwork experiences at university. Results from this study of preservice teacher
education students reflected findings from studies of students’ groupwork experiences in other disciplines (i.e., business).
Students reported opportunities to practise teamwork. However, they were not explicitly taught “how” to work effectively together.
It was also found that the assessment focus was entirely on the final “product” and not on the group “process”. 相似文献
15.
This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school “Key Standard”
mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural
and economic backgrounds. Based on topic analysis methods developed by Michigan State University, this curriculum is a “quality”
curriculum, since it is closely aligned with the curriculum of the six leading TIMSS math countries. Five-year test results
are presented for two cohorts totaling over 13,000 students, all from four “early adoption” urban districts where 68% of the
students were economically disadvantaged. Included are two cohorts of English learning immigrants totaling over 4,400 students.
Performance was found to be statistically superior to similar (control) districts which continued with the old 1991 curriculum
and textbooks (0.003 < p < 0.015). The focus of this paper is on the transition from far-below to above average learning performance of these students
over the 1998–2002 period. 相似文献
16.
Allyson D. Brathwaite 《Journal of Career Development》2002,28(3):221-225
This article describes a unique collaboration between the Career Center at the University of Missouri–Columbia, Columbia Public Schools and the community. A WAY WITH WORDS is an America Reads community literacy program that has enriched the educational experience of graduate, undergraduate and K–5 students since 1996. Teams of undergraduate volunteers led by graduate students in Counseling Psychology and Educational Leadership (ELPA) tutor local children in an effort to increase literacy. The teams interact and communicate with children, parents, teachers and principals as they serve during school and in after-school programs that they co create with school administrators and community members. Tremendous opportunities exist for learning about socio-economically and increasing ethnically diverse communities. During a biweekly seminar, team leaders lead career exploration activities that focus on mentoring, multicultural issues and team building. The program seeks to cultivate civic responsibility as an aspect of career development through communication, relatedness and reflection. 相似文献
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Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental
Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship
necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village
today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the
opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental
science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student
subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the
subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy
requirement and those already trained were significantly (P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly (P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were
more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students
from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus
Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year
old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International
Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The
need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting
the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in
the on-going paradigm shift towards “greening” the curricula of tertiary institutions and thus reinforces its implementation
by leaders of academe and policy makers worldwide. 相似文献
20.
This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site
in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking
theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional,
and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and
“least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of
interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems,
and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences
in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in
science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives
are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.
相似文献
Mary Frank FoxEmail: |