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731.
732.
This study explores the phenomenon of out-of-school children in the Gambia through the perspectives of children and families. Using mixed methods, the study reports the extent of school participation. Interviews with urban and rural out-of-school children reveal their experiences and reasons for non-enrolment or leaving school. The study highlights children's and families' views about the value of and aspiration for education, so often missed through statistical studies on access to education. Findings suggest the main barriers to participation and retention are a mix of family and school-based factors encompassing issues of affordability and accessibility of school, and family and cultural circumstances. In the context of wider policy reforms, initiatives to address unaffordable costs of school and to improve the quality of education such as the School Improvement Grant and Early Childhood Development provision show promise for engaging and returning children to school. 相似文献
733.
Madeline Polmear Angela R. Bielefeldt Daniel Knight Nathan Canney Christopher Swan 《European Journal of Engineering Education》2019,44(6):866-881
ABSTRACTStudents must be taught to understand the ethical issues associated with engineering and technology, which includes microethics and macroethics. This research examined the influence of cultural environment by comparing ethics-related education outcomes between educators in (1) the United States, (2) non-US Anglo, and (3) Western European countries who teach engineering students. In an increasingly globalised world where companies and projects draw from talent across countries, it is important to understand how different cultures educate future engineers about their ethical responsibilities. Survey results revealed that a majority of educators in all three groups viewed undergraduate and postgraduate education on ethics as insufficient. A higher percentage of non-US Anglo and Western European educators taught sustainability and environmental issues in their courses compared to US respondents. US educators taught codes of ethics, ethics in design, and safety more than those in Western Europe. Open-ended responses illuminated challenges and opportunities to improve ethics education. 相似文献
734.
The different ways caregivers engage themselves with toddlers can transform daily interactions, for it is the quality of these
innumerable experiences that form the basis of the very young child's “curriculum.” The authors discovered that “being fully
in the present” has many benefits and rewards. They became more mindful and reflective using this technique, and their sensitivity
toward caring for children grew. 相似文献
735.
Rebecca Bennett Julia Hobson Angela Jones Pamela Martin-Lynch Cecily Scutt Karin Strehlow 《高等教育研究与发展》2016,35(2):217-228
Lurking on the fringes of university culture are academic identities that do not fit into the usual disciplinary communities. Aiming to explore the experience of ‘being academic’ when not linked directly to a discipline, this paper examines the stories of a diverse group of SoTL scholars who work in a centralised multi-campus academic skills support centre in an Australian university. Framed as group auto-ethnography, the paper inquires into the everyday experience of these academics through narrative analysis of multiple first-person accounts and makes apparent the monstrousness of de-affiliated academic identities. Despite diverse disciplinary backgrounds, the author-participants found that they now shared a tripartite academic identity formed through the negotiation of three roles: the teacher, the disciplinarian, and the educational researcher. Using the chimaera, a mythical three-headed monster as an organising metaphor, this paper aims to provide agency and visibility for often under-represented and unacknowledged academic identities. 相似文献
736.
Angela Calabrese Barton Toby J. Hindin Isobel R. Contento Michelle Trudeau Kimberley Yang Sumi Hagiwara Pamela D. Koch 《科学教学研究杂志》2001,38(6):688-711
The purpose of this article is to report our findings from a qualitative study intended to develop our understandings of how inner‐city mothers perceive science. Using qualitative methodologies, our analysis reveals that the mothers' perceptions can be grouped into four categories: perceptions of science as (a) schoolwork/knowledge, (b) fun projects, (c) a tool for maintaining the home and family, and (d) an untouchable domain. After we present these categories we compare our findings across categories to argue that those mothers who had spent time doing science with their children were more likely to have a more personal, dynamic, and inquiry‐based view of science. We also argue that mothers' perceptions of science were more dynamic when they spoke about situations and contexts that were familiar to them, such as food, nutrition, and child care. We conclude the article with a discussion of the implications our findings have for science education reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 688–711, 2001 相似文献
737.
738.
Angela A. Daddow 《高等教育研究与发展》2017,36(7):1369-1382
Students who have followed routes to Western universities other than the ‘traditional’ one – that is, an uninterrupted path from school to university – face greater challenges to their democratic participation in higher education than their ‘traditional’ counterparts. Until recently, universities have predominantly expected students with diverse entry points to assimilate into existing curricula and academic modes of operating. Such expectation, when combined with reductionist managerial accountability, has largely marginalised non-traditional students. This paper reports on a project which aimed to reverse this marginalisation in an Australian Bachelor of Social Work degree. It is argued that students from diverse linguistic, cultural and educational backgrounds, having greater challenges in negotiating privileged academic and discipline literacies, are better served pedagogically by curriculum design that resonates with their lifeworlds and makes tacit assumptions in university literacies explicit. Using practitioner action research in a partnership between a social work and an academic language and learning academic, pedagogies that utilised students’ literacy practices as assets for learning were enacted over two research cycles. The possibilities and constraints that emerged to support student learning and more equitable participation were examined. The findings suggest that it is possible, even under current preoccupations with measurements and budget constraints, to signal key points of negotiation for pedagogic change to respond more inclusively and equitably to contemporary university students. 相似文献
739.
Understanding the science experiences of successful women of color: Science identity as an analytic lens 总被引:1,自引:1,他引:1
In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science‐related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society structures possible meanings. Primary data included ethnographic interviews during students' undergraduate careers, follow‐up interviews 6 years later, and ongoing member‐checking. Our results highlight the importance of recognition by others for women in the three science identity trajectories: research scientist; altruistic scientist; and disrupted scientist. The women with research scientist identities were passionate about science and recognized themselves and were recognized by science faculty as science people. The women with altruistic scientist identities regarded science as a vehicle for altruism and created innovative meanings of “science,” “recognition by others,” and “woman of color in science.” The women with disrupted scientist identities sought, but did not often receive, recognition by meaningful scientific others. Although they were ultimately successful, their trajectories were more difficult because, in part, their bids for recognition were disrupted by the interaction with gendered, ethnic, and racial factors. This study clarifies theoretical conceptions of science identity, promotes a rethinking of recruitment and retention efforts, and illuminates various ways women of color experience, make meaning of, and negotiate the culture of science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1187–1218, 2007 相似文献
740.
In the original Diploma Disease thesis Sri Lanka is presented as a ‘later developing country’. This article explores the validity of the original Sri Lankan case within the more general thesis, changes in the symptoms of the ‘diploma disease’ over the past 20 years and economic and political developments which may have influenced the course of the disease. Despite economic liberalisation and an expansion of the education system, the value attached to educational certificates appears to have increased. Two explanations may be found within the educational system itself. Access to the apex of the system, the university, remains restricted and maintains the pressure of competition in the upper reaches of the secondary school. At the base of system, the Year 5 scholarship exam channels students into schools differentiated by quality. Although access to Year 11 is free and open to all, access to the top grade schools is restricted and highly competitive. A third explanation moves beyond both the education and economic system to the political crisis in Sri Lanka—manifested by the growth of ethnic tension in the late 1970s, the institutionalisation of political criteria for job allocation in the 1980s and the insurgency of Sinhala youth in the 1980s. All three aspects of the political crisis have contributed to a reaffirmation of educational qualifications as the legitimate criterion of access to jobs and resources. 相似文献