‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities

The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic.     

薄弱学校改进的个案研究

单从某些局部因素出发去改进薄弱学校的尝试往往是很难成功的.为此,本文选取了H中学作为个案,以学校作为改进单元运用质的研究方法进行了深入的研究.研究发现:学校改进是外驱力和内驱力共同作用的结果,在学校改进的不同时期内外驱力所起的作用是不同的;影响学校改进的主要因素包括学校制度的改进、关爱共同体的形成、校长的领导力、教师专业成长、环境建设、教育资源的共享等.薄弱学校改进的过程为学校自身发展、外部合作者和决策者提供了多方面启示.     

Race focusing and reimaging research: Where do we go from here?

The authors in this special issue focus on race focusing and reimaging research. In this commentary, I acknowledge the importance of their contributions to the field of educational psychology by highlighting the authors; 1) creative focus on important problems, 2) thoughtful use of research methods and methodologies with attention to rigor, and 3) acknowledgement of the importance of social historical contexts for researchers. In addition, I present my thoughts on some of the challenges moving forward for researchers who focus on race focusing and reimaging inquiry in educational psychology.     

城镇弱势人群健康投资观念调查与分析

采用问卷调查法、文献法、数理统计法等，对我国城镇弱势人群健康投资观念进行了分析，对其中部分居民健康投资观念进行了走访调查，结果表明，城镇弱势人群健康投资有低消费、低人群、低频点的特点，与居民的年龄、文化程度、职业、收入高低、就业情况等有密切的联系。对提高劳动者的素质、适应社会能力等方面越来越起到潜移默化的正效应。同时为政府实施再就业决策提供理论依据。     

崇尚人文精神 关注弱势读者

人文是图书馆产生的源泉和发展的归宿,人文精神决定了图书馆存在发展的社会价值.关注弱势读者、开展知识援助、保障信息公平,是图书馆人文精神的内在要求和具体表现.关注弱势读者,要从建立弱势读者信息库入手.营造自由通畅的信息环境,开展各种形式的经济扶助,推行文化和精神关怀.     

理解教育:理解和改变弱势学生的地位

现行学校中存在着弱势学生。理解教育认为弱势学生是一群在教育过程中丧失或被剥夺了某些本该属于他们的正当权利的人。为了改变他们的弱势地位 ,教育要重构主体观 ,关注“边缘”地带 ,让弱势学生在活动中形成和彰显主体性     

高校贫困生资助工作方略

随着高等教育改革的不断深入，高校中弱势群体的就学与学习权益的保障问题将日益突出，建立适应高等教育改革发展的资助机制，关键在于积极主动地落实国家助学贷款制度，争取社会资源的多渠道资助，积聚国家、社会和学校的资助力量，形成贫困学生的资助网络系统。     

关于中国城市弱势群体救济的探讨

我国改革开放取得举世瞩目的成就,但是,发展过程中相伴出现的城市弱势群体已成为我国经济持续快速增长的阻碍因素以及造成社会不安定因素之一。关注和帮助救济城市弱势群体,探索解决城市弱势群体的方法,对于做好新形势下的城市工作,构建社会主义和谐社会具有重要的现实意义。     

增进高校弱势群体学生身心健康的体育保健课教学实践研究

以广州大学(广州师院)16年来的弱势群体学生为研究对象,采用文献研究、经验总结和比较分析等方法,对体育保健课弱势群体学生组成、心理状态与疏导、教育对策、课的基本特点、教学内容、教学、管理措施、考核与成绩评定的科学化及标准化改革实践、弱势群体学生教学与康复效果等方面进行研究,并对大学体育保健课教学16年来实施的大胆改革实践与探索进行分析、总结,提出可行性建议。主要结论弱势群体学生的体育保健课,应采用“优秀、良好、中等、及格、不及格”五级评分制计入成绩。     

Negotiating the Demands of Teaching Mathematical Literacy

The introduction of the school subject Mathematical Literacy (ML) was to develop numerate and well informed citizens in South Africa. However the success of the subject is dependent on the ways in which teachers mediate the subject with their learners. The purpose of the study reported on in this article was to explore the extent to which the approaches used by ML teachers supported the learners’ participation in the contextual settings. The article focuses on one case study that was drawn up from three lesson observations and an interview with one ML teacher. The data was synthesised using a narrative analysis approach. The study found that the teacher's explanations of contextual terms were sometimes incorrect and irrelevant. Her discussion often sidestepped the main issues and did not help the learners to engage more deeply with the contextual tools in ways that could allow them to increase their participation level in the relevant discourse. This raises concerns about the extent to which ML can achieve the intended outcomes.