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1.
The rapid modernisation process of Greek Cypriot society has created a cultural environment with an amalgam of traditionalist and modernist ethical attitudes, and antagonisms between them concerning, among other things, social advancement. These have implications for the way individuals and families develop various strategies of choice‐making for post secondary school destinations and for issues of social justice. We focus on social capital networks and resources. Our arguments are supported by the analysis of attitudes, beliefs, practices and resources available to a sample of 24 Greek Cypriot parents for choice‐making about the educational and occupational futures of their children. In discussion we offer modelling of these processes plus, more speculatively, implications for the possible emergence of a transcendent postmodernist cultural recontextualisation of social capital practices in contemporary Cyprus and for the ethics of social capitalism more generally.  相似文献   

2.
It can sometimes be difficult to engage students in ‘real life experiences’ within the classroom. In one Bachelor of Social Work program, the development of a Social Work Studio (the Studio) has provided students with opportunities to engage in simulated social work practice in a safe and supportive environment. This article reports on a small exploratory study of students' responses to a survey that sought their views and reactions to the development of this Studio initiative. Findings were analysed from a sociocultural perspective. They indicate that students' responses to the development of the Studio reflect their emerging constructions of the cultural world of social work.  相似文献   

3.
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.  相似文献   

4.
The aim of this study was to discover and describe how international students experience and adapt to their new academic, social, cultural and linguistic environment. Questionnaires were given to 12 post-graduate students and interviews conducted on the basis of the responses. It might be expected, given the range of culture shock literature which often presumes the stressful and even pathological nature of cross-cultural transitions, that international students from cultures very different to that found in New Zealand would report high levels of frustration, stress and even depression. While most reported on obstacles to integration as being loneliness, mismatch of culture, frustration with the lack of deep integration with New Zealanders as well as irritation with aspects of their host culture, there was not a high level of stress reported. The greatest block to adaptation was lack of intercultural communicative competence.  相似文献   

5.
本文论述了高校人性化教育管理,优良学风,入学教育及宿舍秩序,辅导员工作等都是学生管理工作的重点,因此从这四个方面加以改进,推行更加人性化的教育模式,贴近学生生活实际,才能更好的做好高校学生管理工作。  相似文献   

6.
The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.  相似文献   

7.
Eric W. Rosenberger shares how he supports students in two major developmental tasks of traditional‐age college students: Developing their sense of identity and navigating relationships with others.  相似文献   

8.
The use of group work, in which three or more students jointly produce a piece of work for summative assessment, is an established aspect of teaching and learning in higher education. Opinions vary however about whether their marks should vary according to the respective contributions they made to the work. This paper is based on the assumption that if adjustments are to be made, they should be made on sound statistical grounds. Current methods for adjusting student marks do not allow the size of the adjustments to be controlled and empirical data are presented which show that very large adjustments can occur. This paper presents a method for deriving final student marks from a single tutor mark and ratings which students make of each other’s contributions. The method incorporates a mechanism for directly controlling the size of the adjustments made. It is demonstrated using data from students following a degree programme in computing. A spreadsheet has been written which undertakes the calculations necessary to apply the method.  相似文献   

9.
Tertiary Education and Management - The growth in student numbers from the Indian subcontinent countries has increased exponentially in the Australian higher education system over the past decade....  相似文献   

10.
高校学生党员是高校学生中的优秀分子,是新形势下高校大学生思想政治工作的重要力量,发挥着骨干带头、榜样示范、桥梁纽带、参谋助手等作用。高校应加强学生党员的发展教育管理,提高党员队伍的质量,发挥好他们在大学生思想政治工作的中的作用。  相似文献   

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Chinese higher education institutions have been subjected to the intensive bureaucratic governance led by the central authorities since 1949. Since the new public management has been a burgeoning social discourse, some reforms have been conducted recently, centering on the competitive contract-centered employment of staff, integration of industrial sectors, universities, and research institutes, and the evaluation of teaching quality at the undergraduate level. By embracing the ideas of new public management, a mode of mixed governance has evolved within the larger milieu of Chinese higher education. By in-depth interviews with 36 university teachers from a university in western China, this study finds that the distribution of income within the academic community has been polarized, so that the career development of new teachers and those in low priority disciplines is curtailed. Additionally, research is assigned more priority than teaching; institutional service has made distracted academics from knowledge. Lastly, Chinese academics’ work has been greatly affected by a mixed mode of governance spawned by the unique integration between paternalistic governance, bureaucratic management, and new public management.  相似文献   

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As part of a campus-wide response by the University of Pennsylvania to the large-scale disaster caused by the earthquake and tsunami in South Asia, a team of teacher educators and graduate students worked with teachers, teacher educators, and administrators in Banda Aceh, Indonesia during July of 2005 and 2006. Working in Indonesia highlighted for us the inadequacy of literal translation; it also highlighted the related role of deep listening in teaching and learning. This article uses vignettes from workshops in Banda Aceh to illustrate how untranslated (and untranslatable) words, concepts, contexts, gestures and silences sometimes made it difficult to develop the relationships that are central to teaching. It also explores the interconnections between translation and listening, demonstrating how listening only to the literal meanings of words in a classroom limits a teacher’s ability to connect, to respond, and to engage students in thoughtful and meaningful learning.  相似文献   

16.
Kathleen Manning identifies seven philosophical positions in relation to the broad issue of difference. Recognizing and understanding where they stand in this matrix allows educators to work more effectively with students, faculty, and staff about the complex and sometimes contested issue of difference.  相似文献   

17.
This article explores a small group of students' observations on their learning as they come to the end of an A-level Politics course. It draws on the insights of Vygotsky and other theorists influenced by him, such as Lave, Wenger, Rogoff and Engestro¨m, who have made important contributions to study of the social and participatory nature of learning, particularly, but not exclusively, in contexts outside the school environment. These ideas illuminate the 'communities of practice' found within educational institutions. The students' perspectives reveal perceptions about the learning process and provide a sense of what they have valued during this phase of their studies. Whilst education in formal environments may be criticised for the constraints on learning, classrooms may promote activity that encourages learners to identify their problems with existing knowledge, to question and speculate in ways that transform understanding. Collaborative practices have enabled students to enhance understanding of subject knowledge and to develop skills.  相似文献   

18.
ABSTRACT

This article offers insights into the ethics of engagement and methodological issues and dilemmas in cross-cultural interpretation for researchers who are positioned at different points of the insider-outsider spectrum. The discussion uses examples from qualitative research with Sikh families in Britain and focuses on the design of the methodology and co-interpretation of data from in-depth interviews, both during the interactive data gathering phase and the post-interview analysis and interpretation phase. The researchers represent differing degrees of insider-outsiderness in relation to the British Sikh community; one is a cultural insider (a Sikh) whilst the other is an outsider (non-Sikh). In other respects they share a number of characteristics, including gender, a history of migration, bilingualism and living and teaching in superdiverse communities which all impact on the nature of their engagement with the research participants and with each other as co-researchers. Our reflexive analysis shows that established binary distinctions and polarities in research practice, such as insider/outsider, are inadequate for conceptualizing the fluidity and complexity of the ethics of engagement in co-researching. We argue that both theoretically and empirically a more nuanced conceptualization reflects the realities of multiple researcher positionalities, interpretations and power relations.  相似文献   

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Based on two samples of Chinese preschoolers (Study 1: N = 443; Study 2: N = 118) and their parents and teachers, the present research examined the associations between parent-child and teacher-child relationships, and how the associations were moderated by children's preschool experiences and mediated by their social competence. Using a cross-sectional design, Study 1 showed that children's years of preschool experiences moderated the associations between parent-child and teacher-child relationships. Both father-child and mother-child relationships were associated significantly with teacher-child relationships for the first-year preschoolers, and these associations were mediated fully by children's social competence. For the second- or third-year preschoolers, however, neither father-child nor mother-child relationships correlated significantly with teacher-child relationships. Using a longitudinal design, Study 2 also showed the moderating role of children's preschool experiences in the associations between parent-child and teacher-child relationships. Relationships with mothers were associated significantly with relationships with teachers at 3 months after the children's preschool entrance and, again, this association was mediated fully by children's social competence. In contrast, neither mother-child nor father-child relationships correlated significantly with teacher-child relationships at the end of the first or second preschool year.  相似文献   

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