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11.
Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 总被引:1,自引:0,他引:1
Sheila Riddell Elisabet Weedon Mary Fuller Mick Healey Alan Hurst Katie Kelly Linda Piggott 《Higher Education》2007,54(4):615-628
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher
education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation
in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and
face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes
and legislation have had some positive effect on improving access for disabled students; however, local factors and type of
institution also have a major impact on the way that national policies are expressed in particular contexts. 相似文献
12.
Thanh Tin Tang Nick Craswell David Hawking Kathy Griffiths Helen Christensen 《Information Retrieval》2006,9(2):207-225
When searching for health information, results quality can be judged against available scientific evidence: Do search engines return advice consistent with evidence based medicine? We compared the performance of domain-specific health and depression search engines against a general-purpose engine (Google) on both relevance of results and quality of advice. Over 101 queries, to which the term ‘depression’ was added if not already present, Google returned more relevant results than those of the domain-specific engines. However, over the 50 treatment-related queries, Google returned 70 pages recommending for or against a well studied treatment, of which 19 strongly disagreed with the scientific evidence. A domain-specific index of 4 sites selected by domain experts was only wrong in 5 of 50 recommendations. Analysis suggests a tension between relevance and quality. Indexing more pages can give a greater number of relevant results, but selective inclusion can give better quality. 相似文献
13.
This article explores young women's accounts of the role that school sex education had in their learning about sex. It focuses on the influence of school sex education on behaviour, the importance of timing in understanding its utility, and the extent to which other sources of information complement or supplement school sex education. Thirty in-depth interviews and eight group discussions were conducted with female pupils from six schools in the east of Scotland. Nearly all of those interviewed cited school as a useful source in learning about sex. In particular, lessons intended to develop pupils' skills were valued. These were thought likely to influence behaviour positively in the future, although only one person could illustrate how this had already happened. A common feature of accounts was that school sex education had been delivered 'too late' for themselves or their peers, and it tended to be seen as an introduction or as supplementary to other sources, particularly friends, magazines and mothers. The utility of school sex education should not be dismissed but more attention should be given to the needs of those who become sexually active in their early teens. 相似文献
14.
Science & Education - Computational thinking is a contemporary science and engineering practice that has been introduced to the US science classrooms due to its emphasis in the Next Generation... 相似文献
15.
Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color. 相似文献
16.
Ann S⊘yland Anne-Marit Skarsb⊘ Nina Amble Lise Christensen Anna Ølnes 《Higher Education in Europe》2000,25(2):147-153
The vision behind the work of the gender equality advisors in Norwegian universities and the Research Council of Norway is that of full equality between women and men in all areas and at all levels of the sector of higher education. The Network of Gender Equality Advisors in Higher Education and Research was formed in 1994. Both good and less good news can be reported on the work accomplished so far. A double strategy is applied to tackle gender inequality: mainstreaming and special commitment. 相似文献
17.
Christensen CL Payne VG Wughalter EH Yan JH Henehan M Jones R 《Research quarterly for exercise and sport》2003,74(2):136-142
This research examined varying levels of physical activity and psychomotor and physiological function in variously active older men. Very active moderately active, and low active participants were tested on simple (SRT) and choice reaction time (CRT), coincidence-anticipation timing (CAT), and VO2max. No significant differences for age or height were found, although percentage of fat, and weight were statistically different. Active groups were leaner and lighter. VO2max was significantly different between groups, as physically active groups yielded geater values. SRT and CAT also yielded significantly different results with more active participants showing better performance. No between-groups significant differences resulted for CRT. Generally, increased levels of physical activity were related to superior physiological outcomes and improved psychomotor peformance. 相似文献
18.
Sarah Ketchen Lipson Sasha Zhou Blake Wagner III Katie Beck Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41
This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments. 相似文献
19.
Daniel A. Wagner Nathan M. Castillo Katie M. Murphy Molly Crofton Fatima Tuz Zahra 《Prospects》2014,44(1):119-132
In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy. 相似文献
20.