Relevant bibliographies by topics / Social class; Subject choice; Higher education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Social class; Subject choice; Higher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Social class; Subject choice; Higher education"

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Rogošić, Silvia, and Branislava Baranović. "DIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 706–19. http://dx.doi.org/10.33225/pec/18.76.706.

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Considering that the disregard in teacher profession seems to be an observed problem in contemporary western societies which can result in a deficit of teachers, it is important to research reasons for enrolment into faculties of teacher education, factors which create a resistance towards the teacher education and teaching profession and possible differences between pre-service subject and pre-service class teachers related to these issues. Thus, the purpose of this research was to examine the differences in social background (level of human, financial, and social capital), motivation for selection of program of study and the experience of studying in higher education between pre-service class teachers and pre-service subject teachers. Theoretical background of research was based on Coleman’s theory of social mobility (1988) and the theory of motivation (Watt & Richardson, 2007). A quantitative research design was employed, and the survey was conducted. Sample comprised 455 pre-service (subject and class) teachers studying at the University of Zagreb, Croatia. The results of Welch ANOVA test showed that pre-service subject teachers possess a higher level of financial and human capital, more often are extrinsically motivated in choosing the program of study and have more positive experiences of studying than pre-service class teachers. The results of logistic binary regression showed that participants are more likely to select the subject teaching profession (instead of class teaching profession) if they take into consideration status and financial benefit of their future occupation more frequently, if, on average, they spend more money and if they have more family members who held university degrees. Findings led to the conclusion that programs of study for the education of subject teachers are more prestigious which is not in line with the Coleman’s theory of social mobility (1988) but are closer to the theory of cultural reproduction (Bourdieu, 1986). Keywords: pre-service class teachers, pre-service subject teachers, social background, study choice motivation, study experience, quantitative research.
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Pigden, Louise, and Andrew Garford Moore. "Exploring educational advantage in the UK via graduate employment of joint honours degrees by examining pre-university tariff and degree classification." Higher Education, Skills and Work-Based Learning 10, no. 2 (December 17, 2019): 400–419. http://dx.doi.org/10.1108/heswbl-07-2019-0093.

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Purpose In the UK, the majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore the relationship between graduate employment, pre-university educational attainment and degree classification achieved. The study also explored student choice with respect to university prestige. Design/methodology/approach The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey, and combined this with data from the POLAR4 quintiles, Universities and Colleges Admissions Service (UCAS) tariff points and degree classification. The data were analysed to establish whether there was a difference in the choices and highly skilled graduate employment of the joint honours students, focussing particularly on Russell Group and Post-92 Universities, in order to build on previous published work. Findings For any UCAS tariff band, the higher the POLAR4 quintile the higher the rate of highly skilled destination. Russell Group outperform the Post-92 graduates in their rates of highly skilled destinations, for any tariff band and for both joint and single honours degrees. Higher POLAR4 quintile graduates are more likely to study at the Russell Group, with this effect increasing the higher the UCAS tariff. With the exception of first class honours graduates from Post-92 universities, joint and single honours from the Russell Group have a higher rate of highly skilled destination than Post-92 in the next higher degree classification. Social implications Low POLAR4 quintile students with high UCAS tariffs are “under-matching” and there is an impact on their graduate employment as a result. Originality/value This study adds new insights into joint honours degrees and also reinforces the literature around educational advantage and achievement prior to university, and the impact on graduate employment. Educational disadvantage persists over the course of a university degree education, from the perspective of gaining graduate employment. Higher quintile graduates are proportionately more likely to achieve the highest degree classifications, and proportionately less likely to achieve the lowest classifications, than graduates from the lower quintiles. Joint honours graduates are less likely to achieve a first class honours degree than single honours, and this will affect their rate of highly skilled destination.
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Amin, Saiful, Sumarmi Sumarmi, Syamsul Bachri, Singgih Susilo, and Abdul Bashith. "The Effect of Problem-Based Hybrid Learning (PBHL) Models on Spatial Thinking Ability and Geography Learning Outcomes." International Journal of Emerging Technologies in Learning (iJET) 15, no. 19 (October 5, 2020): 83. http://dx.doi.org/10.3991/ijet.v15i19.15729.

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PBHL is a learning model that combines PBL with hybrid learning. This study aims to 1) determine the effect of the PBHL model on spatial thinking ability and 2) determine the effect of the PBHL model on geography learning outcomes. This study uses a quasi-experimental design of the pretest-posttest control group. The research subjects were students of the Social Sciences Education Program, Uni-versitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The selection of research subjects uses purposive sampling and obtained the experimental class (32 students) and the control class (28 students). This study uses the instrument of spatial thinking ability adopted from Huynh and Sharpe in the form of multiple choice tests and the instrument of learning outcomes assessment in the form of essay tests. Data were analyzed with an independent sample t-test which was previously tested for normality and homogeneity prerequisites. The results of the study concluded that 1) the PBHL model had a significant effect on spatial think-ing ability and 2) the PBHL model had a significant effect on geography learning outcomes. The average gain score of spatial thinking ability and geography learn-ing outcomes in the experimental class is higher than the control class. Sugges-tions for further research with different subjects and variables, integrated e-learning application should be used to make the planning and implementation of PBHL learning easier and more successful.
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Ray, Darrell C. "Degrees of Choice: Social Class, Race, and Gender in Higher Education." Journal of College Student Development 48, no. 6 (2007): 733–35. http://dx.doi.org/10.1353/csd.2007.0062.

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Ball, Stephen J., Diane Reay, and Miriam David. "'Ethnic Choosing': Minority ethnic students, social class and higher education choice." Race Ethnicity and Education 5, no. 4 (December 2002): 333–57. http://dx.doi.org/10.1080/1361332022000030879.

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VAN DE WERFHORST, HERMAN G., ALICE SULLIVAN, and SIN YI CHEUNG. "Social Class, Ability and Choice of Subject in Secondary and Tertiary Education in Britain." British Educational Research Journal 29, no. 1 (February 2003): 41–62. http://dx.doi.org/10.1080/0141192032000057366.

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Lester, Jaime. "Degrees of Choice: Social Class, Race and Gender in Higher Education (review)." Review of Higher Education 29, no. 3 (2006): 412–13. http://dx.doi.org/10.1353/rhe.2006.0010.

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Sianou‐Kyrgiou, Eleni, and Iakovos Tsiplakides. "Similar performance, but different choices: social class and higher education choice in Greece." Studies in Higher Education 36, no. 1 (February 2011): 89–102. http://dx.doi.org/10.1080/03075070903469606.

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Ball, Stephen J., Jackie Davies, Miriam David, and Diane Reay. "'Classification' and 'Judgement': Social class and the 'cognitive structures' of choice of Higher Education." British Journal of Sociology of Education 23, no. 1 (March 2002): 51–72. http://dx.doi.org/10.1080/01425690120102854.

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Marusic-Jablanovic, Milica, and Selena Vracar. "Exploring Serbian teachers’ motivation for teaching with the application of FIT-choice scale." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 7–45. http://dx.doi.org/10.2298/zipi1901007m.

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Why choose to become a teacher in Serbia? There is no evidence about teachers? career choice motivation after the newly introduced changes of teacher education in Serbia. The authors examine motivations among (future) class and subject teachers (N=132) applying broadly implemented instrument with fine psychometrical characteristics - FIT-Choice (Factors Influencing Teaching Choice) questionnaire, with an additional factor - Subject. Teachers perceive as most influential factors: Subject, Intrinsic career value, Social utility factors, Perceived abilities and Prior teaching and learning experiences. They were followed by Job security and Time for family, both highly rated. Factors Job transferability and Social influence have ratings above the scale midpoint, while fall-back career was perceived as unimportant. The obtained hierarchy of career choice factors is concordant with the hiererchies obtained previously in Western European countries by FIT-Choice scale. In comparison with previous findings in Serbia, fall-back as a motive lost its significance. Relying on the results exploring the connection of teacher career choice motivation and the career characteristics, we should expect future teachers to be more devoted, more agile in their professional development with less attrition intensions, in comparison to the currently employed teachers, in case that social and economic conditions do not place constraints.
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Dissertations / Theses on the topic "Social class; Subject choice; Higher education"

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Cheung, Sin Yi. "Meritocracy revisited : a disaggregated approach to the study of educational and occupational attainment in Britain." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389564.

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Byrom, Tina. "'The dream of social flying' : social class, higher education choice and the paradox of widening participation." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11053/.

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Widening Participation in UK universities is currently a key political concern. Whilst the under-representation of particular groups has been a feature of higher education for many years, participation for groups identified by gender, ethnicity and disability has seen some improvement. However, the participation of students from low social class groups remains an issue. Whilst there are a number of intervention programmes that seek to increase the numbers of young people from disadvantaged backgrounds who do go on to higher education, in this thesis I work closely with a group of non-traditional students who participated in a Sutton Trust Summer School. In attempting to understand the complexities of social class participation in HE and the perceptions of an HE hierarchy, I draw heavily from Bourdieu's notions of habitus and field. The findings from this study raise numerous issues for intervention programmes such as the Sutton Trust. In presenting the findings, I explore three arenas of influence: habitus influenced by home context; habitus influenced by institutions such as school and the Sutton Trust and also the idea of living with a ‘split’ habitus - a habitus in tension. Throughout the findings sections, I draw from the experiences of the young people to argue that their ‘class’ based practices align more closely with those of the middle classes and that their decision to go to university was made early on in their educational journeys. Their pursuit of higher education with a particular focus on the types of HE institutions they were willing to consider, presents an interesting issue for those working in the widening participation arena. The students in this study were already equipped with the ability, knowledge and desire to apply to an elite institution prior to their Sutton Trust experience. I describe this position in terms of a 'trajectory interruption' where the expected trajectory of an individual can be influenced by the numerous fields of which they are a part. I draw specifically from the notion of habitus to explain how their respective 'trajectory interruptions' occurred. The 'dream of social flying'(Bourdieu 1993: 2) places these students in particular positions within the educational field - positions that are conducive to any form of trajectory interruption.
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MacPhail, Ann. "The social construction of higher grade physical education : teacher curriculum decision making and pupil subject choice." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/3766/.

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This study centres on understanding teachers' curriculum decision making (CDM) and pupils' subject choice in physical education. The curriculum reform chosen to illustrate these two central issues is Higher Grade Physical Education (HGPE), a nationally available qualification in physical education that has been available to fifth and sixth year (16 to 18 year olds) Scottish secondary pupils from 1993. The focus on teacher CDM and pupil subject choice contributes more generally to our understanding of the social construction of physical education as a school subject. The framework used to investigate the social construction of knowledge, teacher CDM and pupil subject choice is Basil Bernstein's model of the social construction of pedagogic discourse. Bernstein's three fields of knowledge production and reproduction and his notion of pedagogic discourse allowed the framing of the examination of the development, mediation and reproduction of the HGPE course. The study illustrates how the dominant model for innovation in Scottish schools continues to be external leadership by the centre and how agents operating at this level constructed HGPE as a science-based, sport-performance-oriented discourse. The findings suggest that teachers' and pupils' interpretations of the HGPE discourse are not explicit reasons for the decision to offer or study the subject but are more likely to be embedded in the context in which individual teachers work and in pupils' enjoyment and future vocation. Emerging issues that are discussed include the process of managing HGPE by the SEB and the extent to which the SEB exercised power to mandate precisely the form HGPE should take as it was implemented in secondary schools. A lack of external support in delivering HGPE, teacher de-professionalisation and de-skilling and professional development support for teachers are all identified and discussed. The study concludes with suggestions for the future construction of knowledge within the Scottish education system and ideas regarding what can be done to promote HGPE.
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Books on the topic "Social class; Subject choice; Higher education"

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Reay, Diane. Degrees of choice: Social class, race, gender and higher education. Stoke-on-Trent, UK: Trentham, 2005.

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Degrees of Choice: Social Class, Race and Gender in Higher Education. Trentham Books, 2005.

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Ovink, Sarah M. Race, class, and choice in Latino/a higher education: Pathways in the college-for-all era. 2017.

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Kelly Ritter BA MFA PhD. Reframing the Subject: Postwar Instructional Film and Class-Conscious Literacies. University of Pittsburgh Press, 2015.

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Book chapters on the topic "Social class; Subject choice; Higher education"

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"‘Ethnic choosing’: minority ethnic students, social class and higher education choice." In Education Policy and Social Class, 225–46. Routledge, 2005. http://dx.doi.org/10.4324/9780203015179-22.

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"‘Classification’ and ‘judgement’: social class and the ‘cognitive structures’ of choice in higher education." In The RoutledgeFalmer Reader in Higher Education, 261–70. Routledge, 2003. http://dx.doi.org/10.4324/9780203464045-38.

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Freeland, Richard M. "Academic Development and Social Change: Higher Education in Massachusetts before 1945." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0007.

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In October 1948, James B. Conant, president of Harvard, journeyed from Cambridge across the Charles River to address the fiftieth anniversary convocation of Northeastern University. Though the ceremonies on N.U.’s new Hungtington Avenue campus occurred only two miles from Conant’s offices in Harvard Yard, in academic terms the two settings could not have been separated by a greater distance. Harvard was the nation’s richest and most distinguished institution of higher education, the alma mater of generations of regional and national leaders in government, business, and academia. Northeastern, only recently cut loose from the Y.M.C.A., still struggling to obtain proper facilities, was an obscure, local school offering practical training to working-class students. Indeed, Conant’s appearance at Northeastern eloquently symbolized the variations that existed among institutions that called themselves “universities” in the United States at the end of World War II, and Harvard’s president made these differences the subject of his talk, which he titled “Diversity in American Education.” Conant’s speech was a hymn to institutional variety as an academic characteristic particularly appropriate for a democracy. “There would be a contradiction in terms,” Conant said, “if we had an American system,” in the sense of an organization “logically constructed, well-integrated ... and administered from the top down” like those of continental Europe. The opportunity of individuals from any background to better their positions in this country’s “fluid and free society” would be inhibited by centralization. For Conant, the colleges and universities of Massachusetts illustrated democratic higher education at its best. “We have here in this section of New England,” he observed,...a number of academic organizations designed to provide educational facilities for young men and women... These institutions are diverse in their history and their specific objectives and cover a wide spectrum of educational opportunity. Between us there are but few gaps in the type of advanced instruction we offer. We each have our own mission.. . Taken as a whole [we] represent as diversified a program of post-high school education as can be found in the United States. In celebrating the variability of the nation’s universities, Conant found an ideal way to narrow the embarrassing difference in status between himself and his hosts.
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Antonova, Olha. "SYNTHETIC CHARACTER OF LEARNING ENVIRONMENT IN ORGANISATION OF DISTANT TEACHING OF CREATIVE AND PRACTICAL ACADEMIC SUBJECTS UNDER PANDEMICS AND SOCIAL CATACLYSMS (ON THE EXAMPLE OF THE COURSES “JOURNALISTIC SPECIALITY” AND “DESIGN IN ADVERTISING AND PR”)." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-10.

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The article is dedicated to the demarcation of the transformation specificity of creative and practical subjects into distant teaching in higher education institution. The particularities of the course didactic elements usage on the Moodle platform and within extra-platform resources were studied on example of the course "Journalistic Speciality (Photo Journalism)" which was located on the website of distant learning of Luhansk Taras Shevchenko National University, and "Design in Advertising and PR", educational and methodological package located on the web-portal of National University of Food Technologies. Academic subjects of such type aim to form students' practical skills and, thus, are based on imitation as a method of teaching which is hard to realize during distant teaching of an academic subject. The formation of necessity of creative seeing and self-realization within the academic subject is also important. Taking into consideration specific situation caused by the events in Luhansk region in 2014 and later and events, caused by the COVID-19 pandemics, it was particularly important to create psychological comfort and minimize stress situations connected to the absence of direct contact with a teacher and groupmates during the studying process. The aim of this research was to trace out the specificity of usage of the Moodle platform and extra-platform resources in distant teaching of creative and practical academic subjects (also with usage of computer technologies and specific equipment) to the students of humanities. The researcher also pursue the aim to lighten gained experience in search of optimal for distant learning forms and methods of teaching for provision of high educational result and psychological comfort of students. The author uses such methods of research as analysis of educational and methodological literature, programmes, manuals and methodological recommendation, available programme means and a platform for distant learning; approbation of chosen methodology in the conditions of distant learning in evacuated university and during the learning process under the conditions of lockdown; questionnaires and interviews with the students who took part in studying of the academic subject, working out and statistical analysis of the results; progress monitoring of students' educational activity, observation and evaluation of their extra-curriculum creative activity. The usage of both basic methodological forms of work and interactive and playing technologies (web-quests, glogs, and comics) realized due to combination of the Moodle elements and outside internet resources assisted to better mastering of learning material and helped to those students who faced distant learning for the first time to adapt quicker to the particularities of the Moodle distant learning platform and to make their integration into student community easier. The choice of platform and extra-platform educational resources allowed to meet psychological, educational, professional needs of the students and encouraged them to creative self-realization in open information space.
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"• The governing body has agreed and published, and regularly reviews, the aims of the curriculum. • The governing body has considered and adopted (and, if desired, modified) its curriculum policy, where required in line with the local authority’s policy. • The governing body determines a policy for delivering a broad and balanced curriculum within the statutory framework in consultation with the headteacher (DfEE, 1996b, p. 7). • The headteacher draws up a school curriculum plan within the overall statutory framework and the policy framework set by the governing body (ibid). • The headteacher ensures the implementation of the curriculum plan and reports on it to the governing body (ibid). • The governing body ensures that appropriate monitoring arrangements are in place and that outcomes are being evaluated through reports from the headteacher (ibid). • The governing body has determined the level and composition of staffing within the school. • The governing body ensures that the curriculum meets the needs of all pupils. • The curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils (Ofsted, 1995, p. 79). • The curriculum prepares pupils for the opportunities, responsibilities and experiences of adult life (ibid). • The school provides health education, including education about drug misuse (ibid). In addition: • Appropriate opportunities for choice are provided for all pupils. • Appropriate support is provided for all pupils. • Appropriate information about the curriculum, syllabuses and schemes of work is given to pupils and parents. • Teacher assessments of pupils’ attainment at the end of Key Stage tests will fall within x per cent of test results. • A satisfaction questionnaire will be delivered to all pupils once a year, covering areas such as learning outcomes, social aspects of the school, safety, confidence, enjoyment, values. • The governing body will agree patterns of rewards and sanctions used withn the school, and receive reports on their use by year and by department/subject area/class." In Targets for Tomorrow's Schools, 63. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-13.

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Conference papers on the topic "Social class; Subject choice; Higher education"

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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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