In 1992 international fee‐paying and local students currently enrolled at the three tertiary institutions in South Australia were surveyed by a common questionnaire on students’ study‐related and personal experiences, and issues related to students’ choice and subsequent evaluation of their institution. The breadth of the student sample and the comparative data the questionnaire generated present an overarching view of the experiences and evaluations of a diverse range of university students.
The results of the survey show that while international students experience more problems, and experience them to a more serious degree than their Australian counterparts, the nature of the issues which are of most concern are generally shared. These are concerns about financial issues such as access to Austudy for local students, and the level of fees for international students and the ability to find part‐time work for both groups. The other broad group of issues of concern was study related: workload, fear of failure, loss of motivation, doubts about academic ability, nervousness and tension. Notably, in spite of the differences ‐between the three institutions – the University of Adelaide representing a ‘traditional’ university, Flinders University of South Australia, a ‘1960s’ university and the University of South Australia a ‘post‐1987’ university – the student responses across the three institutions were remarkably similar.
In terms of student evaluations of the quality of the education and services provided, Australian students were consistently more likely to rate aspects of teaching more positively than their international counterparts, but for both groups it was evident, particularly in their comments, that aspects of teaching such as the quality of lectures, accessibility of staff, availability of resources and staff: student ratios were of major concern.
The findings lead to the recommendations that universities could improve both local and international student experience by providing clear information about courses and course expectations, by the provision of effective feedback on assignments, by embedding the teaching of academic skills within courses, by increasing course flexibility to enable students to balance study and earning demands, and by ensuring that student support services are adequately resourced. 相似文献
This study explores how twenty‐eight women graduates of a liberal arts college renegotiate personal and professional identities over a ten year period. Approximately half of these women entered college planning to pursue a career in medicine; the other half indicated some interest in the field of education. Each participant was interviewed six times over the course of ten years. Analysis suggests that prior designations of women's careers as “traditional” (i.e. teaching) and “non‐traditional” (i.e. medicine) no longer apply as women actively reconceptualize their lives, their identities, their definitions of success, and the meaning of their chosen career. Prior studies that examine the balancing of personal and professional lives also simplify a more complicated process experienced by women who explore multiple understandings of themselves within personal and social structures. The women in this study draw on the critical perspectives learned in college as they recognize and respond to competing social and cultural definitions and discourses of success, work, and self. 相似文献
Conclusions The current high rates of unemployment and underemployment of individuals with disabilities is evidence that traditional approaches to career development and transitions planning have not adequately met the needs of persons with disabilities. An individual's family and significant others have been recognized as having major impact on career development, although the ongoing dynamics of family influence on career development are not fully understood (Lopez & Andres, 1987). Currently, there is a lack of a conceptual framework to guide professionals in developing programs to utilize the family as a resource in the career development of individuals with disabilities. The developmental approach, as discussed in this article, is a sound basis for developing intervention strategies designed to assist the family and the individual to promote the career development of persons with disabilities. 相似文献
General education teachers, special education teachers, social workers, psychologists, and a myriad of specialists are responsible for delivering content to all students within inclusive environments. These educational teams continue to search for strategies that can be recommended or used in an inclusive environment. Researchers have discovered that an instructional strategy such as Numbered Heads Together (NHT) increases both academic and behavioral outcomes for students with and without disabilities. This article provides consultants, Response to Intervention (RtI) team members, and coteaching teams with a specific strategy of NHT that can be used by two or more professionals to develop lessons or deliver instruction using a coteaching or consultant approach with both professionals (consultant and general education teacher) assessing learner outcomes after the completion of the activity. 相似文献
Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher’s understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee’s (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher’s identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.
Since the late 1980s, college counselors have reported seeing increasing numbers of students who present with severe forms of emotional and psychological disturbance. However, little direct evidence has yet to demonstrate any trend in the level of severity of presenting problems. In this article, the authors explore methodological challenges for researchers who attempt to examine the question of increasing severity of client problems. Implications for college counseling centers are discussed. 相似文献
A significant component of design pedagogy is the need to foster critical design thinking and to support students in understanding links between educational exercises and their potential application in professional design practice. Problem solving is central to design so it is also essential that students understand that there can be multiple solutions to a design brief, and are supported in creative experimentation and in generating imaginative outcomes. This article examines some innovative approaches to addressing these pedagogical needs. It investigates the effectiveness of pedagogical design incorporating the Immerse Lab, a three‐wall projection room at an Australian university, as a learning context for design practice, for generating ideas and for supporting learning involving the comparative display of design outcomes. Anonymous student survey results revealed that the majority of students found learning in the Immerse Lab to be beneficial; comparative review more effective than in standard tutorial rooms; that the activity generated new ideas; it encouraged students to think differently about their designs; and it inspired students to develop their existing designs or create new ones. The project demonstrated that curricula involving immersive spaces can be effective in supporting engaging and relevant design pedagogy. 相似文献
In usual understandings of learning, youths’ development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths’ simultaneous occupation of novice and expert roles. We refer to this simultaneous occupation as “mutual reliance”. We make this assertion within the context of a multilingual, transnational classroom, where the presence of heightened diversity led teachers to put in place a structure (“autonomous learning groups”) that supported youth to rely on one another to learn. In a video-based case study that tracks one group of students over 33 hours and engages micro-ethnographic analysis of a student named Liana, we found that autonomous learning groups created a democratization of the learning space – everyone contributed from his or her knowledge base because no single person, including the teachers, could ever be an expert. 相似文献