Returning from earning: UK graduates returning to postgraduate study,with particular respect to STEM subjects,gender and ethnicity

It has been argued by some (e.g. the Confederation of British Industry [CBI]) that graduates lack the skills that render them employable. In particular, graduates of science, technology, engineering and mathematics (STEM) subjects are often portrayed as being unready for the world of work. This study uses three large-scale national data-sets from the UK to explore this assertion, including the results of the Destinations of Leavers from Higher Education surveys. It reports analysis of 22,207 individuals who graduated from their first degree in 2007, and works from the hypothesis that those entering the workforce and then returning for taught postgraduate study are primarily doing so due to underemployment in the period following graduation. The study uses binary logistic regression and finds that a range of educational, demographic and employment-based variables have a significant relationship with the propensity to return for taught postgraduate study. Of particular note, those returning tend to be high achievers from elite universities in low-skill work after graduation, as well as women and those from minority ethnic communities; this suggests a mix of individual and structural factors at work. In addition, STEM graduates were significantly less likely to return, apparently challenging the argument advanced by the CBI.     

Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.     

Übereinstimmung,Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene

Using student ratings to assess instructional quality of schools should fulfill three requirements: (1) an appropriate level of inter-rater agreement within schools, (2) systematic variance of student ratings between schools, (3) an adequate reliability level of aggregated student ratings. Using international PISA-data (2000–2012; 81 countries, over 55,300 schools, over 1.3 million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r_WG(J), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1) student ratings demonstrated a moderate or strong level of agreement for most indicators of instructional quality and (2) instructional quality assessed by students varied systematically between schools. Yet, (3) reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level.     

Mental health services in schools: A qualitative analysis of challenges to implementation,operation, and sustainability

Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005.     

Studieren an der Berufsakademie oder an der Universität, Fachhochschule oder Pädagogischen Hochschule?

Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden. Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie, die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t.     

Exploring pre-service teachers’ justifications for one-to-one technology use in schools: implications for initial teacher education

ABSTRACT

Set against the backdrop of a succession of educational technology policies in Ireland, influenced by international discourses, this study aimed to explore how Irish pre-service teachers justify the use of mobile technologies in schools. In order to achieve this, 23 pre-service teachers were presented with a vignette that asked them to justify the use of a one-to-one tablet initiative in school. The research found that pre-service teachers tended to justify the initiative, as they saw the increasing technification of schools and society as an inevitable process. In addition, they presented pragmatic reasons for using the technology rather than highlighting their educational/pedagogic value. This study points to the need to challenge pre-service teachers’ innovation-centric and techno-centric attitudes towards technology use. It also highlights the need for teacher educators, as a whole, to take a more active role in addressing this issue in teacher education programmes.