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This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities. 相似文献
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Amy Lynn Dee 《The Teacher Educator》2013,48(1):53-70
Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs. 相似文献
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Doug Marston Mary Pickart Amy Reschly David Heistad Paul Muyskens Gerald Tindal 《Exceptionality》2013,21(2):97-117
The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented. 相似文献
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Amy Kirle Lezberg 《The American journal of distance education》2013,27(2):26-35
Abstract Presidents wanting their institutions to maintain traditional educational primacy despite necessary changes occasioned by offerings made possible through technological innovations can rely upon the quality assurance mechanisms of their regional accrediting association. This article discusses how, by augmenting traditional standards as well as the process for their application, the associations address such areas as: the admission, promotion, and graduation of students; the availability of out‐of‐class services, including information resources; the integration of distance education programming into the institution as a whole; and public communication of the expectations, process, and results of distance education programming at an accredited institution. 相似文献
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Jia-Yan Pan Daniel Fu Keung Wong Cecilia Lai Wan Chan Lynette Joubert 《Int J Intercult Relat》2008,32(6):505-514
Although research has demonstrated a strong linkage between meaning of life and positive emotion, few studies have examined this association in the context of acculturation. The purpose of this study was to investigate the predictive effects of meaning of life and acculturative stressor on positive affect in a sample of Chinese international students in Australia and Hong Kong, and to compare these effects between the two groups. Four hundred mainland Chinese postgraduate students at six universities in Hong Kong and 227 Chinese international students at the University of Melbourne in Australia completed a questionnaire that included measures of acculturative stressor, meaning of life, positive affect, and demographic information. The analyses revealed that (1) meaning of life had a strong positive contribution to predict positive affect in acculturation, and acculturative stress had a negative impact on positive affect within both samples; (2) social interaction had a significant negative predictive effect on positive affect in both samples, and academic work served as a significant negative predictor of positive affect in the Hong Kong sample; and (3) meaning of life was found to mediate the relationship between acculturative stress and positive affect in both samples. The theoretical and practical implications of the study are discussed. 相似文献
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AbstractA large body of evidence now shows that higher protein intakes (2–3 times the protein Recommended Dietary Allowance (RDA) of 0.8 g/kg/d) during periods of energy restriction can enhance fat-free mass (FFM) preservation, particularly when combined with exercise. The mechanisms underpinning the FFM-sparing effect of higher protein diets remain to be fully elucidated but may relate to the maintenance of the anabolic sensitivity of skeletal muscle to protein ingestion. From a practical point of view, athletes aiming to reduce fat mass and preserve FFM should be advised to consume protein intakes in the range of ~1.8–2.7 g kg?1 d?1 (or ~2.3–3.1 g kg?1 FFM) in combination with a moderate energy deficit (?500 kcal) and the performance of some form of resistance exercise. The target level of protein intake within this recommended range requires consideration of a number of case-specific factors including the athlete's body composition, habitual protein intake and broader nutrition goals. Athletes should focus on consuming high-quality protein sources, aiming to consume protein feedings evenly spaced throughout the day. Post-exercise consumption of 0.25–0.3 g protein meal?1 from protein sources with high leucine content and rapid digestion kinetics (i.e. whey protein) is recommended to optimise exercise-induced muscle protein synthesis. When protein is consumed as part of a mixed macronutrient meal and/or before bed slightly higher protein doses may be optimal. 相似文献