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101.
Rob Bielby Julie Renee Posselt Ozan Jaquette Michael N. Bastedo 《Research in higher education》2014,55(8):735-760
The emerging female advantage in education has received considerable attention in the popular media and recent research. We examine a persistent exception to this trend: women’s underrepresentation in America’s most competitive colleges and universities. Using nationally generalizable data spanning four decades, we evaluate evidence for three possible explanations. First, we analyze whether men’s academic profiles more closely match the admissions preferences of elite institutions. Next, we consider organizational preferences for male applicants. Finally, we test whether women self-select out of elite institutions through their application choices. Using Blinder–Oaxaca non-linear decomposition techniques and multinomial logistic regression, we find that men’s advantage in standardized test scores best explains the enrollment gap. Our analyses thus suggest that the gender enrollment gap in elite colleges and universities is a matter of access, not student choice. We discuss the implications of these results for educational equity and college admissions. 相似文献
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Anja J. Boevé Rob R. Meijer Roel J. Bosker Jorien Vugteveen Rink Hoekstra Casper J. Albers 《Higher Education》2017,74(6):1015-1032
The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance. 相似文献
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This paper argues that the traditional employment relationship based on long-term commitment and reciprocity has been replaced by one which incorporates a high level of precariousness and that individuals form perceptions of the trust they have in the organisation based on their view of the psychological contract. This paper develops a model of these perceptions and develops six propositions about an individual's level of trust in the organisation, management and fellow workers and their belief that their expectations will be progressively met and that they will be compensated in the long term for their contribution. These perceptions and the six propositions developed in the paper have profound ramifications for the willingness of individuals to converse and potentially to share their knowledge with others for the benefit of the organisation, because high levels of trust will be needed before individuals will be predisposed to start to converse and exhibit a willingness to share their knowledge. 相似文献
107.
Contemporary discussion of the ‘crisis in democracy’ displays a tendency to see young people as the problem because they are ‘apolitical’, ‘apathetic’ and ‘disengaged’, or point to deficiencies in institutions deemed responsible for civic education. This discussion normally comes as a prelude to calls for more civics education. This article points to a renewal of politics at the hands of young people relying on new media, and draws on evidence like survey research, case studies and action research projects. This political renewal is occurring largely in response to the assumption of political elites that a ‘politics-as-usual’ will suffice to address the major political challenges of our time. Against the assumption that teachers, curriculum experts and policy-makers already know what kinds of knowledge and skills students need to become good citizens, we make a case for co-designing a contemporary citizenship curriculum with young people to be used for the professional development of policy-makers. We argue that such an intervention is likely to have a salutary educational effect on policy-makers, influence how they see young people’s political engagement and how they set policy agendas. The article also canvasses the protocols such a project might observe. 相似文献
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This paper presents a psychological perspective of the educational dilemma of assessing highly (high‐level) creative ability (with some connections to contemporary philosophical debate). Assessment of highly‐creative ability is a topic of longstanding debate involving questions of what constitutes creativity; whether the creative mental process is essentially intuitive or essentially rational; whether creative ability could or should be reduced to quantifiable parameters; and whether the most important aspects of creative achievement reside in the initial thinking (invention of ideas) or in the subsequent process of development of the idea (making a work of art, design, etc) or in the end product (the work of art or design itself). The debate is fueled by various philosophical, psychological and educational perspectives, all of which are continuously evolving. As a consequence, learning objectives and assessment criteria are ambiguous and confound the enhancement of creative ability that is the primary purpose of higher education. This paper traces the research and development path that led to an innovative ‘authenticative assessment’ approach to assessing highly‐creative ability that offers a promising solution. 相似文献
110.
Zuidervaart HJ Van Gent RH 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(1):1-33
The transits of Venus in 1761 and 1769 appear to mark the starting point of instrumental science in the Dutch East Indies (now Indonesia). This essay examines the conditions that triggered and constituted instrumental and institutional science on Indonesian soil in the late eighteenth century. In 1765 the Reverend J. M. Mohr, whose wife had received a large inheritance, undertook to build a fully equipped private observatory in Batavia (now Jakarta). There he made several major astronomical and meteorological observations. Mohr's initiative inspired other Europeans living on Java around 1770 to start a scientific movement. Because of the lack of governmental and other support, it was not until 1778 that this offspring of the Dutch-Indonesian Enlightenment became a reality. The Bataviaasch Genootschap van Kunsten en Wetenschappen tried from the beginning to put into effect the program Mohr had outlined. The members even bought his instruments from his widow, intending to continue his measurements. For a number of reasons, however, this instrumental program was more than the society could support. Around 1790 instrumental science in the former Dutch East Indies came to a standstill, not to be resumed for several decades. 相似文献