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The research recounted in this paper was designed primarily to attempt to understand the reasons for the low uptake of the
natural sciences beyond compulsory education in England. This has caused widespread concern within governmental quarters,
university science departments and the scientific community as a whole. This research explored the problem from the position
of the students who recently made their choices. The student voices were heard through a series of interviews which highlighted
the complexities of the process of post-16 choice. Social theories of pedagogy and identity, such as those of Basil Bernstein,
were used in an analysis of the interview texts. Dominant themes used by the students in rationalising their post-16 subject
choice related to their past pedagogical experiences, school discourses of differentiation and the students’ notions of their
future educational and occupational pathways. This study provides no simple solutions but highlights the importance of student
voice to our understandings of what influences subject choice at this critical post-16 stage. 相似文献
793.
Bhatt Rachana Bell Angela Rubin Donald L. Shiflet Coryn Hodges Leslie 《Research in higher education》2022,63(6):987-1014
Research in Higher Education - While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high... 相似文献
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Reflecting on my experience as a teacher and a lesbian in a second-level school in Ireland in the early 1990s, I use an auto-ethnographic approach first to explore some of the ways dominant narratives can silence, constrain and marginalise some people. Projecting forward to an imagined future, I draw on creative writing to ‘re-frame’ how identity could be represented and experienced. While it is noted that context, attitudes and experiences have changed for the better in the intervening decades, legislative frames still hold fast, and heteronormativity continues to curb expressions of difference. Adopting a creatively disruptive style and format, I hope to provide a glimpse of a new normal in schools where more positive and less alienating experiences are imaginable … for everyone. 相似文献
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Angela P. Whitehurst 《Behavioral & Social Sciences Librarian》2013,32(3):207-232
The need for information literacy continues to increase as colleges and universities begin to globalize their curricula and include global readiness in institutional missions. This article reports pretest and posttest data collected during a librarian–faculty collaboration to determine the effect of information literacy instruction on students participating in an anthropology class focused on global understanding. The results suggest emphasis on teaching specific skills can produce an increase in students’ information literacy levels. Also, emerging global curricula may provide an avenue for librarians to pursue the promotion of information literacy. Changes in students’ information literacy skills, successful teaching strategies, and their connection to global readiness are discussed. 相似文献
797.
Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students' activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants' career behaviors. 相似文献
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