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81.
This article explores the progression of one child’s literacy from 4 months to 38 months. The emergence of literate behaviour is interpreted in the light of current theories such as those of Halliday and Dyson. One of the most significant aspects of this emergence is shown to be interaction with others in authentic literacy activities, a feature which has a number of implications for teachers and researchers alike. 相似文献
82.
Nina Abdul Razzak 《Education and Information Technologies》2016,21(4):881-896
Highly-traditional education systems that mainly offer what is known as direct instruction usually result in graduates with a surface approach to learning rather than a deep one. What is meant by deep-learning is learning that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application (Harvey & Kamvounias, Higher Education Research & Development, 27(1), 31–41, doi: 10.1080/07294360701658716 2008)- all of which prepare graduates for life in the 21st Century. It is precisely this kind of deep learning that the current national educational reform initiatives in Bahrain are trying to promote, in contrast to what has usually been offered historically. Unfortunately, this noble aim is not always achieved and teaching methods need to be examined and developed, since there definitely are a lot of alternatives to stereotype lecturing in academic institutions (Annerstedt, Garza, Huang-DeVoss, Lindh & Rydmark, Journal of the Scholarship of Teaching and Learning, 10(2), 107–127, 2010). One such alternative suggested in this paper is that of increasing faculty involvement with students in online contexts, as a means for promoting critical thinking and deep learning. 相似文献
83.
Vandermeulen Nina van den Broek Brenda Van Steendam Elke Rijlaarsdam Gert 《Reading and writing》2020,33(2):239-266
Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying... 相似文献
84.
This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4‐year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4‐year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of noncollege bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that noncollege bound students are diverse in their reasons for not continuing their education at a 4‐year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions. 相似文献
85.
This paper presents results of an empirical study of the effects of increasing the amount of math and reading instruction offered to third through sixth grade students. The data come from a nationwide random sample for the 1976–1977 school year. While blacks and Hispanics received significantly greater hours of instruction than whites, all groups experienced diminishing returns at the observed amounts of instruction. In nearly all cases there appeared to be little benefit expected from a further increase in the amount of math and reading instruction offered per day. 相似文献
86.
The temporal dimension of gender inequality in academia 总被引:1,自引:0,他引:1
Nina Toren 《Higher Education》1993,25(4):439-455
This paper examines gender inequality in academic careers by applying Merton's concept of socially expected durations (SEDs). Women's relatively slower advancement along the academic hierarchy has been traditionally attributed to their traits and constraints. The concept of SED shifts attention from the individual to the organizational level, and the actual and expected augmented durations between promotions for women are viewed as part of the structural arrangements of academic institutions and their culture. It is argued that because of the distinct characteristics of academic careers, time-in-rank is an important dimension distinguishing among otherwise very uniform occupational roles and career patterns. The implications of conceptualizing career discrepancies in terms of socially expected durations are discussed. 相似文献
87.
The academic "hurdle race": A case study 总被引:1,自引:0,他引:1
This study analyzes the career patterns of a cohort of faculty members in a large Israeli university and shows that women constitute a small minority in that university, and that their rank advancements are fewer, slower, and lower than men's. We examine three possible explaining mechanisms: (a) "Thresholds" - according to which after women cross a certain barrier, differential career development on the basis of gender disappears or is, at least, greatly reduced. (b) "Ceilings" - according to which women's advancement is curbed before they reach the highest rank. (c) "Hurdles" - according to which women, as compared to men, are confronted by more obtrusive barriers at each step of the academic career. We found that no threshold could be detected after which gender differences are reduced and that the ceiling effect may be a by-product of women's extended career paths. Rather, the analysis of the case study suggests that women's career trajectories are characterized by "hurdles", i.e., at each rank they stay longer and their advancement probability is lower than men's even when their publication rates are taken into account. 相似文献
88.
Nina Toren 《Higher Education》1988,17(5):525-544
The perceptions and attitudes of women who have reached the top of the academic hierarchy (female full professors) are examined in reference to the effects of gender on their scientific work and career. The analyses refer to a number of issues such as encapsulation and isolation, opportunities and achievement. In general, female full professors do not feel that they have been discriminated against in the course of their careers. They are nevertheless aware of the different career patterns of the sexes in academia, with women having to work harder and longer than men to establish their suitability and competence as academic scientists. They do not however attribute these differences to sex-based stereotypes and discrimination, but rather to objective conditions and women's own decisions.This study was supported by a grant from the Ford Foundation received through the Israel Foundations Trustees. 相似文献
89.
90.
This article discusses salient trends in university-based technology initiatives in the United States and Europe, and it summarizes the papers contained in this special issue. 相似文献