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951.
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From individual longitudinal data for a full cohort of first-entering students who embarked on short programs in Spain and
were observed over a 7-year period ending in 2003, we analyze the probability that an individual will drop out, transfer,
or graduate from a university school program. The statistical analysis is carried out in a competing-risks framework. We find
that the system’s internal efficiency is low, with dropout and completion rates averaging 50 and 36%, respectively. However,
we find considerable variability in the probabilities of withdrawal, transfer, and graduation among students. In this regard,
our results show that preenrollment academic ability, age at enrollment, family characteristics, and secondary educational
experience are major influences on student progress. 相似文献
954.
For several years Portuguese higher education institutions have been waiting for the legislation framework necessary for the
implementation of the Bologna process. Such legislation was passed quite recently (2006) and has resulted in an unexpected
flood of proposals presented at very short notice by higher education institutions to the Ministry. It is possible that such
fast implementation rate corresponds to implementation “in form” rather than “in substance”, thus softening tensions between
the European and the national and local levels. This hypothesis will be tested by analysing the outcomes of a survey conducted
in all higher education institutions that have presented proposals of Bologna-type degree programmes or adaptations of old
degree programmes to the new Bologna-type structure. 相似文献
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956.
Marie Huet-Gueye Myriam de Léonardis 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):367-391
PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools. 相似文献
957.
958.
Fernando Doménech Betoret 《教育心理学》2009,29(1):45-68
This study examines the relationship between school resources, teacher self‐efficacy, potential multi‐level stressors and teacher burnout using structural equation modelling. The causal structure for primary and secondary school teachers was also examined. The sample was composed of 724 primary and secondary Spanish school teachers. The changes occurring in the Spanish teacher role in the last decade were taken into account to select job stressors. The results obtained revealed that external (school support resources) and internal (management classroom self‐efficacy and instructional self‐efficacy) coping resources have a negative and significant effect on job stressors. In turn, job stressors have a positive and significant effect on teachers’ burnout considering it as both a unidimensional and multidimensional construct. Furthermore, the hypothesised structure of burnout dimensions revealed that emotional exhaustion plays a key role in explaining Spanish school teachers’ burnout. Practical implications of these findings are discussed. 相似文献
959.
Justification and Persuasion about Cloning: Arguments in Hwang’s Paper and Journalistic Reported Versions 总被引:4,自引:4,他引:0
María Pilar Jiménez-Aleixandre Marta Federico-Agraso 《Research in Science Education》2009,39(3):331-347
We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported
Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features
of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669–1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence
for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the
structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting
the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes
a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second
claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading
in the classroom are discussed. 相似文献
960.
Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford 总被引:1,自引:1,他引:0
Anat Yarden Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Stephen P. Norris Linda M. Phillips 《Research in Science Education》2009,39(3):391-395
In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of
Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary
schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the
use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then
we offer more specific comments on two areas of her response, authenticity and the support for teachers. 相似文献