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981.
To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N?=?628 and N?=?237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening. 相似文献
982.
Asia Pacific Education Review - Studying the processes involved in scaling technologically-mediated pedagogical innovations has moved into understanding how wider contexts relate to qualitative... 相似文献
983.
984.
David Raffe 《British Journal of Sociology of Education》1984,5(3):247-265
This paper uses data from the Scottish School Leavers Surveys to investigate trends in the transition from school at a time of deepening recession. The main change observed is the collapse of employment between 1979 and 1983. The paper also describes trends in the distribution of school‐leaver employment, in its industrial and occupational composition, in patterns of movement in the youth labour market and in the role of special programmes. Some of its general conclusions challenge ideas current among some British sociologists. First, youth unemployment (at least among recent school leavers) is no longer significantly connected with patterns of subemployment or frequent job‐changing. Secondly, unemployment has not fundamentally changed the ‘selective function’ of education; credentials have retained their labour‐market value in relative if not in absolute terms. Thirdly, the recent rise in school‐leaver unemployment is very largely a result of the recession—the decline in the aggregate demand for labour—rather than of underlying structural changes that disadvantage young people; most recent changes in the transition from school to work are in principle reversible if the recession ends. The paper assesses the implications of these findings for the sociology of education, and concludes with a discussion of the possible impact of the Youth Training Scheme. 相似文献
985.
986.
Rules and the Effectiveness of the Hidden Curriculum 总被引:1,自引:0,他引:1
David Gordon 《Journal of Philosophy of Education》1983,17(2):207-218
987.
Stephen A. Petrill Kirby Deater-Deckard Lee Anne Thompson Chris Schatschneider Laura S. DeThorne David J. Vandenbergh 《Reading and writing》2007,20(1-2):127-146
We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary
school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement
occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2 assessments were conducted one year later.
Results suggested substantial genetic stability across measurement occasions. Additionally, shared environmental influences
also accounted for stability, particularly for variables more closely tied to direct instruction such as phonological awareness,
letter knowledge, and word knowledge. There was also evidence for independent genetic and shared environmental effects, suggesting
that new sources of variance may emerge as the demands of school change and children begin to acquire early reading skills. 相似文献
988.
David M. Hoffman 《Higher Education in Europe》2007,32(4):317-331
This multiple case study features interviews with forty‐two migrant scholars, from twenty‐seven countries, in five Finnish universities. In Finland, an aging, culturally homogeneous population is experiencing a rapidly transforming labour force and uncertainties about migration dynamics. This analysis illuminates a surprising degree of stratification, in a society normally associated with the absence of stratification. The framework presented in this study draws on higher education theory to highlight tensions between societal expectations of equity, in an age of global academic capitalism. The implications for stakeholders center on assessing higher education's capacity for explaining change within higher education, as well as society. 相似文献
989.
Widely cited experiments on optimal foraging have used bivalued distributions as representing environmental stochasticity, characterizing these in terms of their arithmetic means. In contrast, research on free-operant choice has established that organisms prefer variable patterns of food delivery, relative to fixed patterns with the same mean values. To explore such departures from linear averaging, specifically with respect to bivalued alternatives, pigeons were given choices between a fixed-ratio (FR) schedule of food delivery that required 15, 30, or 60 responses and bivalued variable-ratio schedules with an arithmetic mean of 60,5 or 60, A bivalued schedule of 1 and 120 was preferred almost exclusively over each of the FR values. With a bivalued schedule of 15 and 105, there was a shift of preference, most notably in the FR-15 condition, but in no case was linear averaging a good predictor of the birds’ choices. Geometric averaging fared better, but even this failed to represent the apparent salience of the minimum value of the bivalued schedule in some conditions. 相似文献
990.
David K. J. Mtetwa 《International Journal of Early Years Education》2005,13(3):255-264
The purpose of this paper is to highlight some observations made in a recent study aimed at describing the nature of current practice in the teaching of mathematics in Zimbabwean infant and primary school grades. It has been observed that the teaching is characterized by, among other things, a preponderance of chorus responses, non‐questioning pupils, lack of problem solving, teaching more than mathematics, more product and less process orientation, and small group work with group leaders. It is proposed that if teachers wish to improve the quality of their teaching then an appropriate starting point is that of apprehending and understanding what they currently do in their classrooms. Such an understanding can be developed through deliberate and serious observation of and reflection on their own current practice. This paper is intended to stimulate that process. It is also suggested that the observations described here can be turned into research questions for investigations that can provide insights into ways of increasing effectiveness of mathematics teaching and learning in primary schools. 相似文献