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31.
A Degree Apprenticeship model has recently been introduced into the United Kingdom (UK) Higher Education system as part of wider changes to vocational training. The system has experienced numerous rapid changes in regulation and funding, and it is now little understood by many stakeholders. Distinguishing different phases in UK Higher Education, and using a salience model as a lens for analysis, this article identifies and examines stakeholders with regards to their influence on the Higher Education curriculum. The new Degree Apprenticeship model is funded by an employer payroll levy and it requires Higher Education institutions to deliver training to specific standards. This research explores the implications of the model for the Higher Education curriculum, concluding that the direct involvement of employers in the design and delivery of vocational Higher Education introduces untried elements into UK Higher Education on the assumption that the funding requirement will lead to a change in employer behaviour. This, coupled with the opening of Higher Education provision to private providers, transfers power over the curriculum to those with potentially no commitment to wider public values, and may offer a threat to the international standing of UK Higher Education. This article contributes to research in understanding how Higher Education systems respond to, and actors cope with, imposed change. 相似文献
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The fields of gender and educational leadership have been enriched recently by analyses of national case studies from non-western contexts. By contextualising women’s career development, these studies highlight the importance of including experiences other than those generated from Anglo-American-Australian contexts, thus broadening our knowledge base for more nuanced theorisation in the field. This paper contributes a close examination of the career histories of eight female primary school principals in Hong Kong. Our analyses identify a range of facilitators, including the expansion of promotion opportunities, strong values placed on education and training, professional encouragement and support and help in relieving family responsibilities. Valuable these factors may be, but we argue that they are incidental, informal, familial and individual, and incur the costs of burn-out and guilt. The discussion not only underlines the significance of case study and cultural and contextual specificities, it also provides a nuanced understanding of Chinese patriarchy. 相似文献
34.
Hsiang-Ann Liao Margot Edlin Anita Cuttita Ferdenzi 《Community College Journal of Research & Practice》2013,37(7):595-611
This study examined how self-efficacy and motivation affected student persistence at an urban community college. Self-efficacy was studied at two dimensions: self-regulated learning efficacy and self-efficacy for academic achievement. Motivation was also investigated at two levels: intrinsic motivation and extrinsic motivation. Results show that self-regulated learning efficacy and extrinsic motivation predicted persistence. Intrinsic motivation and academic achievement self-efficacy failed to predict persistence directly. Two path models were constructed to assess the direct and indirect relationships among self-efficacy, motivation, and persistence. The reduced model explained 8% of the variance in persistence. In the reduced model, extrinsic motivation emerged as a mediator in the relationship between the two dimensions of self-efficacy and persistence. It was also found that self-efficacy measures correlated well with motivation measures. Implications and limitations of the research findings are discussed. 相似文献
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Danica G. Hays Rebecca E. Michel Hannah B. Bayne Anita A. Neuer Colburn Jayne Smith Myers 《Journal of College Counseling》2015,18(1):49-65
Relationship violence is a salient concern on college campuses today, and psychoeducational groups may be an appropriate prevention format. This article describes a study measuring the impact of college student participation in the HEART (Help End Abusive Relationships Today) program, a series of group sessions designed to increase knowledge and awareness of relationship violence. Findings indicated significant changes for group participants postintervention. Implications and recommendations for college counselors are discussed. 相似文献
38.
This study examines to what extent experienced teachers are aware of gender issues in the science classroom. It also explores how an introduction to gender theory might alter this awareness. Teachers wrote their reflections about a real classroom situation. They were then asked to analyse the same situation after having read texts that discussed gender theory concepts. The fourteen teachers' understanding about gender and society were challenged. Some teachers were able to analyse the case differently by applying gender theory, others discussed the case on a more general level, while one teacher showed signs of resistance regarding gender theory. 相似文献
39.
This study of classroom discourse and other data from a physical science course for in-service teachers show the areas of
success and challenge of the participants in making claims supported by justifications. It also shows that the teachers learned
to make scientific claims and were able to make some justifications. Nevertheless, many found the process difficult. Some
of those who performed well in the course did not consider the pedagogy suitable for their own students. The implications
of the findings for elementary teacher education are discussed. 相似文献
40.
The re-entry of South Africa into the international sporting arena and the resultant need for the identification and development of talent, especially among formerly deprived groups of people, provided the incentive for this study. Its aim was to identify the physical, motor and anthropometric variables that will enable coaches to identify 10-year-old boys, based on their abilities, who could become successful rugby players. Altogether, 173 ten-year-old boys with no rugby experience from a cross-section of the population were selected at random and subjected to 14 physical and motor tests and 14 anthropometric measurements. From 22 schools which participated in the Western Transvaal primary schools under-11 rugby league, the three top teams (n = 45 individuals) were selected and also tested. The results from these three teams were used as the criteria for rugby talent among 10-year-old boys. To establish the best predictors of talent, a stepwise discriminant analysis was conducted: this indicated eight variables (four motor and four anthropometric) that discriminated maximally between the talented and the rest of the players of this age. With classification functions based on these eight variables, 93.8% of all the subjects were classified correctly, indicating good validity. A canonical analysis, based on the selected variables, was then conducted on all the under-11 teams that played in the league in the region (n = 330), and they were ranked according to the scores of the first canonical variable from the most to the least talented. By comparing these results with the players who were chosen for the region's primary schools team, a success rate of 88% in prediction of talent was established. We conclude that this is a successful and practical method to aid the teacher and the coach in selecting and developing talent among 10-year-old rugby players in South Africa. 相似文献