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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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Kettley, Nigel Charles, and Joan M. Whitehead. "Remapping the “landscape of choice”: patterns of social class convergence in the psycho-social factors shaping the higher education choice process." Educational Review 64, no. 4 (November 2012): 493–510. http://dx.doi.org/10.1080/00131911.2011.631167.
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Jacob, Marita, Cristina Iannelli, Adriana Duta, and Emer Smyth. "Secondary school subjects and gendered STEM enrollment in higher education in Germany, Ireland, and Scotland." International Journal of Comparative Sociology 61, no. 1 (February 2020): 59–78. http://dx.doi.org/10.1177/0020715220913043.
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This article examines the extent to which science, technology, engineering, and mathematics (STEM) subject choice in upper secondary education explains gender differences in STEM enrollment in higher education. We adopt a cross-country approach using Germany, Ireland, and Scotland as three case studies. These countries differ in terms of both the degree of subject choice offered in upper secondary education and the relevance for higher education admission of having studied specific school subjects. Using datasets of young people from all three countries, our results indicate a stronger mediation of school subjects for Scotland than in Germany and Ireland and a remarkable gender gap in STEM enrollment in all three countries. We conclude that females studying science subjects within upper secondary education appears to be a necessary but not a sufficient condition to ensure gender equality in progression to STEM fields.
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Byrom, Tina. "‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation." Improving Schools 12, no. 3 (November 2009): 209–24. http://dx.doi.org/10.1177/1365480209348819.
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Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.
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Ali Imran Sinaga, Salamuddin, and Alnida Azty. "Quality Analysis of Islamic Education Problem Based on Higher Order Thinking Skill Class V SDS Budi Mulia Medan." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 2 (July 13, 2020): 610–15. http://dx.doi.org/10.33258/biolae.v2i2.276.
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The purpose of this study was to analyze the theoretical quality of the subjects of Islamic Education class V SDS Budi Mulia is based on Higher Order Thinking Skill (HOTS) based on aspects of material, construction, language and based on HOTS based on Bloom's Taxonomy of cognitive domains. This research was conducted at SDS Budi Mulia Medan Tanjung Mulia Hilir District Medan North Sumatra Province and the subject and object of research are Islamic Education teacher class V and Islamic Education questions in semester I Class V. The research method used is to use a qualitative approach and use the instrument of semester I Islamic Education questions and interviews with Islamic Education teachers to theoretically analyze the quality of items based on material, construction and language aspects and based on quality analysis of HOTS-based items. The results of the study of 35 multiple choice questions obtained the following results: (1) based on the analysis of the item quality aspects of the material feasibility of 91.42% (32 questions) worth using, there are some questions that do not meet the criteria such as material that is not in accordance with the composition, answer choices which is not homogeneous and logical and the existence of questions that do not have the answer key, (2) based on the analysis of the quality of the aspects of the construction feasibility of 88.57% (31 questions) are suitable to be used, there are some questions that do not meet the criteria such as the subject still gives clues to the answer key and the length of the choice of money answers are not the same, (3) based on the analysis of items about the aspect of language worthiness of 42.85% (20 questions) worth using, there are some questions that do not meet the criteria such as using language that is not in accordance with Indonesian language rules, and the choice of answers repeat the same word / group of words, and (4) Based on an analysis of the quality of items according to the Bloom domain's taxonomy cognitive can be concluded from 35 multiple choice questions obtained that there are 17 questions (48.6%) including the LOTS questions category with details C1 (remembering) = 8 questions (22.8%), C2 (understanding) = 3 questions (8 , 7%), C3 (applying) = 6 questions (17.1%). While the rest included in the HOTS questions category, however all of them were in the C4 criteria (Analysis) = 18 questions (51.4%) while none of the questions were in C5 and C6.
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Silva, Ana Paula, Pedro Lourtie, and Luisa Aires. "Employability in online higher education: A case study." International Review of Research in Open and Distributed Learning 14, no. 1 (January 29, 2013): 106. http://dx.doi.org/10.19173/irrodl.v14i1.1262.
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<p>Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that are important to learning communities and the labour market has been the subject of controversy because it involves heterogeneous motives among different groups.</p><p>This paper compares the perceptions of employability skills in a sample of teachers from the Universidade Aberta and a sample of students who attend a local learning centre at this University. The research focused on the following dimensions: a) the most important employability skills, and b) the employability skills to be developed in online undergraduate degrees<span class="apple-converted-space">. To collect the required data, a questionnaire was prepared and applied to students and teachers, taking the theoretical model of Knight and Yorke (2006) as its main reference. In spite of the specificity of each group, the results revealed some similarities between students and teachers with regard to employability. The conclusions also highlighted the need to promote research on this matter in online education.</span></p>
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Ariani, Herlina. "Upaya Mengatasi Kesulitan Belajar Siswa dalam Sistem Hukum Peradilan Internasional." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 7, no. 1 (July 1, 2015): 26. http://dx.doi.org/10.24114/jupiis.v7i1.2272.
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The subject of this research is 42 persons of students at class of Social Science-3 grade XI of SMA 12 of Medan in the 2012/2013 school year. This research purposes to elevate learning result by using method of inquiry on the subject of Civic Education in the class of Social Science-3 grade XI of SMA 12 of Medan in the 2012/2013 school year. Learning method which used is inquiry method. The collecting data instrument are observation, interview, essay test, and multiple choice test at the last cylcle of every treatment to the class have done. This research consists of two cycles which are the first and second cycle consists of problems, phase of planning, implementing, observing, data analysing, and reflecting phase. The result of research represents that using the inquiry method on the subject of Civic Education can be increase students’ learning results. It obvious by seeing average of first test score of 52.02 with 11.09 percent completing of learning. However after implementing the first treatment by inquiry method, achievement of average score elevated on 63.80 with 45.24 percent completing of learning. Then at the second cylce, achievement of average score elevated on 75.12 with 92.85 percent completing of learning. Therefore can be concluded that by using inquiry method on the subject of Civic Education could be increase learning result of students at SMA 12 of Medan.
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Bertoletti, Alice, and Geraint Johnes. "Efficiency in university-industry collaboration: an analysis of UK higher education institutions." Scientometrics 126, no. 9 (July 1, 2021): 7679–714. http://dx.doi.org/10.1007/s11192-021-04076-w.
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AbstractWe examine the determinants of university involvement in knowledge transfer activities, focusing on the value of external services provided by higher education institutions. Data come from 164 universities in the UK and are drawn from the HE Business and Community Interaction Survey (HE-BCI), with a variety of university- and region- specific explanatory variables grafted onto the data from other official sources. The production function for such external services is estimated using the appropriate stochastic frontier methods, and unobserved heterogeneity across institutions of higher education is accommodated by adopting a latent class framework for the modelling. We find strong effects of scale and of research orientation on the level of knowledge transfer. There are, however, two distinct latent classes of higher education institutions, and these differ especially in terms of how external service provision responds to subject specialization of universities and to economic conditions in the region. Research-intensive universities are concentrated in one of the latent classes and, in these institutions, the provision of external services appears to be highly efficient, while in the second latent class there is greater variation in the efficiency of universities.
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Aleksandravičiūtė, Birutė, and Kęstutis Liekis. "Modern Learning Strategies in Higher Education: Team-Based Learning." Acta Paedagogica Vilnensia 44 (September 1, 2020): 141–51. http://dx.doi.org/10.15388/actpaed.44.10.
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Team-based learning is a student-orientated active learning strategy created by Lary Michaelsen in 1979. Team-based learning is widely used not only in the United States of America, but all around the world: in Asian, European, and Middle Eastern universities and colleges. It is extremely popular in biomedicine as well as in social sciences. It is, unfortunately, rare in Lithuanian higher education. There is a large network of team-based learning strategy consultants in Singapore, Japan, Australia, the Netherlands, the United Kingdom, Uruguay, and North America.Research aim: to introduce the team-based learning strategy.Research questions: what is team-based learning strategy? What are the main reasons of the prevalence of team-based learning strategies? How is the team-based learning strategy adopted to the learning subject?Research object: Team-based learning strategy.Research method: literature analysis.The popularity of team-based learning is determined by its effectiveness: it motivates students, ensures their involvement, develops critical thinking, problem-solving, interpersonal leadership, and conflict management and similar skills. Team-based learning ensures the satisfaction of students with the learning process.There are four essential elements of the team-based learning strategy: teams must be properly formed and managed; students must be motivated to attend class and must come prepared; students must learn to use course concepts to solve problems; students must be truly accountable in case the lecturer decides to implement team based learning into their subject.
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Taylor, Donnalee B., and Glenn J. Harrison. "Supporting Biomedical Students Struggling With Second-Choice-Syndrome to Thrive Rather Than Just Survive First Year." Journal of College Student Retention: Research, Theory & Practice 20, no. 2 (June 16, 2016): 176–96. http://dx.doi.org/10.1177/1521025116654162.
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The James Cook University (JCU) Biomedical Science students struggle with their first year and “second-choice-syndrome” as evidenced by high inter-degree transfer rates and low primary degree completions despite the cohort having high subject or unit grade point averages. This project evaluated the impact of two extracurricular support initiatives (email newsletters and themed luncheons) to deliver just-in-time information and support on student engagement and success. Students and academics rated the initiatives highly with positive support themes of networking, collegiality, belonging and engagement; there was no direct improvement in subject grades or degree satisfaction metrics. However, there was an increase in degree, college, and university student retention. It is becoming increasingly important to recognize and separate the classic academic measures of grades as an indication of success and that more personal or social support is required for students to thrive regardless of cohort demographics or career path. A student’s initial experience on campus is important and influences students’ persistence in higher education and their believed capabilities.
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Prakasam, Geetha Rani, Mukesh, and Gopinathan R. "Enrolment by academic discipline in higher education: differential and determinants." Journal of Asian Business and Economic Studies 26, no. 2 (December 2, 2019): 265–85. http://dx.doi.org/10.1108/jabes-12-2018-0104.
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Purpose Enrolling in an academic discipline or selecting the college major choice is a dynamic process. Very few studies examine this aspect in India. This paper makes a humble attempt to fill this gap using NSSO 71st round data on social consumption on education. The purpose of this paper is to use multinomial regression model to study the different factors that influence course choice in higher education. The different factors (given the availability of information) considered relate to ability, gender, cost of higher education, socio-economic and geographical location. The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. Design/methodology/approach The present paper follows the same approach as that of Turner and Bowen (1999). The Multinomial regression is specified as P ( M i = j ) = ( exp ( β j × X i ) / ∑ j − 1 5 exp ( β j × X i ) ) , where P (Mi=j) denotes the probability of choosing outcome j, the particular course/major choice that categorizes different disciplines. This response variable is specified with five categories: such as medicine, engineering, other professional courses, science and humanities. The authors’ primary interest is to determine the factors governing an individual’s decision to choose a particular subject field as compared to humanities. In other words, to make the system identifiable in the MLR, humanities is treated as a reference category. The vector Xi includes the set of explanatory variables and βj refers to the corresponding coefficients for each of the outcome j. From an aggregate perspective, the distribution of course choices is an important input to the skill (technical skills) composition of future workforce. In that sense, except humanities, the rest of the courses are technical-intensive courses; hence, humanities is treated as a reference category. Findings The results indicate that gender polarization is apparent between humanities and engineering. The predicated probabilities bring out the dichotomy between the choice of courses and levels of living expressed through consumption expenditures in terms of professional and non-professional courses. Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. Research limitations/implications Predicted probabilities of course choices bring in a clear distinction between south and west regions preferring engineering and other professional courses, whereas north, east and NES prefer humanities. This course and regional imbalance need to be worked with multi-pronged strategies of providing both access to education and employment opportunities in other states. But the predicted probabilities of medicine and science remain similar across the board. Very few research studies on the determinants of field choice in higher education prevail in India. Research studies on returns to education by field or course choices hardly exist in India. These evidences are particularly important to know which course choices can support student loans, which can be the future area of work. Practical implications The research evidence is particularly important to know which course choices can support student loans, which can be the future area of work, as well as how to address the gender bias in the course choices. Social implications The paper has social implications in terms of giving insights into the course choices of students. These findings bring in implications for practice in their ability to predict the demand for course choices and their share of demand, not only in the labor market but also across regions. India has 36 states/UTs and each state/UT has a huge population size and large geographical areas. The choice of course has state-specific influence because of nature of state economy, society, culture and inherent education systems. Further, within the states, rural and urban variation has also a serious influence on the choice of courses. Originality/value The present study is a value addition on three counts. First, the choice of courses includes the recent trends in the preference over market-oriented/technical courses such as medicine, engineering and other professional courses (chartered accountancy and similar courses, courses from Industrial Training Institute, recognized vocational training institute, etc.). The choice of market-oriented courses has been examined in relation to the choice of conventional subjects. Second, the socio-economic background of students plays a significant role in the choice of courses. Third, the present paper uses the latest data on Social Consumption on Education.
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Power, Sally. "Comments on ‘How Not to Be a Hypocrite’." Theory and Research in Education 2, no. 1 (March 2004): 23–29. http://dx.doi.org/10.1177/1477878504040575.
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This article examines the arguments and underlying assumptions of Adam Swift’s book on How Not to Be a Hypocrite. It argues that, although there is much that is commendable and fascinating in the book, it might have benefited from a more sociological approach to the middle class. While the book is designed to capture and argue with the anxieties of middle class parents, it really only addresses the concerns of one fraction – specificallythe ‘new middle class’. It also under-emphasizes the nature and force of parents’ anxieties, which are often less to do with pushing their children to higher plains and rather more to do with fear of social descent. In addition, the book underplays the pervasiveness of social class on lifestyle and modes of reasoning. School choice is not just one area of decisionmaking that can be separated from other life choices. It is a shame that this lack of a sociological grounding of class differences diminishes the force of what is an otherwise powerful book and an admirable attempt to celebrate academic thinking and to believe that people other than academics can benefit from serious consideration of difficult issues.
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Pandita, Ramesh K., and Shivendra Singh. "Doctoral Research Output in Social Sciences in India during 2010-2014 : A Study." DESIDOC Journal of Library & Information Technology 37, no. 5 (October 23, 2017): 328. http://dx.doi.org/10.14429/djlit.37.10637.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Presents a trend of doctoral research activities undertaken in social sciences across the institutes of higher learning in India. The study is based on the secondary data compiled from the bibliography of doctoral dissertations, </span><span>published on an annual basis by the Association of Indian Universities in India, in the field of social sciences during </span><span>2010-2014. The study revealed that in all, 5788 doctoral degrees were awarded across 171 institutes of Higher Learning in India in as many as 17 different social science subject disciplines, with an average of 340.47 doctoral </span><span>degrees in each subject field. On an average, each individual, institution has awarded 33.84 doctoral degrees. </span><span>Education, commerce and economics are the three leading subject disciplines, in which maximum doctoral degrees were awarded, while as Tourism stands at the bottom. Similarly, at the state level, the maximum doctoral degrees were awarded from Gujarat, which is followed by Maharashtra and Andhra Pradesh, while as at institutional level; Dr B.R. Amedkar Marathwada University, Jawaharlal University and Maharishi Dayanand University are the three leading institutes across the country, which awarded the maximum number of doctoral degrees. </span></p></div></div></div>
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Pandita, Ramesh K., and Shivendra Singh. "Doctoral Research Output in Social Sciences in India during 2010-2014 : A Study." DESIDOC Journal of Library & Information Technology 37, no. 5 (October 23, 2017): 328. http://dx.doi.org/10.14429/djlit.37.5.10637.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Presents a trend of doctoral research activities undertaken in social sciences across the institutes of higher learning in India. The study is based on the secondary data compiled from the bibliography of doctoral dissertations, </span><span>published on an annual basis by the Association of Indian Universities in India, in the field of social sciences during </span><span>2010-2014. The study revealed that in all, 5788 doctoral degrees were awarded across 171 institutes of Higher Learning in India in as many as 17 different social science subject disciplines, with an average of 340.47 doctoral </span><span>degrees in each subject field. On an average, each individual, institution has awarded 33.84 doctoral degrees. </span><span>Education, commerce and economics are the three leading subject disciplines, in which maximum doctoral degrees were awarded, while as Tourism stands at the bottom. Similarly, at the state level, the maximum doctoral degrees were awarded from Gujarat, which is followed by Maharashtra and Andhra Pradesh, while as at institutional level; Dr B.R. Amedkar Marathwada University, Jawaharlal University and Maharishi Dayanand University are the three leading institutes across the country, which awarded the maximum number of doctoral degrees. </span></p></div></div></div>
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Chiang, Tien-Hui. "Globalization, Chinese-Culture and the Expansion of Higher Education System in Taiwan." International Journal of Chinese Education 2, no. 1 (2013): 162–81. http://dx.doi.org/10.1163/22125868-12340018.
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AbstractThe global market gives nation-states no choice but to be subject to its rules. As a result, they need to modify themselves to meet its requirements in order to gain access to the considerable amount of capitalist profit available. This adjustment is manifested in their higher education policies, as witnessed by the fact that many countries have been enlarging their higher education capacity in order to cultivate more human capital. This functions as a critical element in enhancing their international competitiveness in the global market. As Taiwan is a key member of this market, the above relationship is significant in the Taiwanese context. However, although globalization exercises a profound influence on higher education policy in a society such as Taiwan, social culture also plays a role in conditioning such policy. This essay argues that the significant expansion in the Taiwanese higher education system has occurred as a result of a combination of globalization and Chinese-culture.
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Greenhow, Christine, and Sarah Galvin. "Teaching with social media: evidence-based strategies for making remote higher education less remote." Information and Learning Sciences 121, no. 7/8 (July 6, 2020): 513–24. http://dx.doi.org/10.1108/ils-04-2020-0138.
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Purpose As higher education moves to formats that are not face-to-face classes in the wake of a global pandemic, educators need research-based guidelines to inform instructional planning and implementation. This study aims to provide recommendations for teaching with social media, as a complement and enhancement to traditional online teaching approaches. Design/methodology/approach The study draws on reviews of the research literature and the authors’ own experiences in studying and integrating social media into remote teaching and learning in university settings. Findings Learning environments that blend asynchronous online elements, where students can go at their own pace, on their own time, have some choice over their learning and are regularly and meaningfully engaging with other students, their teacher and the subject matter are most successful for student learning. Social media, with its affordances for personal profiling, relationship-building, content creation and socializing, when thoughtfully integrated into an online education plan, can help students and teachers stay connected while apart, enhance students’ engagement and make remote learning seem less remote. Practical implications The paper includes instructional guidelines for instructors and instructional designers in various post-secondary settings who seek to integrate social media as part of their strategy for remote higher education. Originality/value This study fulfills an identified need for pragmatic approaches to online higher education using social media.
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Bornholt, L. J., and G. H. Cooney. "How Good Am I at School Work and Compared with Whom?" Australian Journal of Education 37, no. 1 (April 1993): 69–76. http://dx.doi.org/10.1177/000494419303700105.
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This study explores students' responses to social comparisons made within and between gender groups about perceptions of their own achievement. The social comparisons were made explicit, in this case, compared with most boys and with most girls in the class. Students rated their perceptions of performance and effort in contrasting subject domains of mathematics and English. The results were consistent with traditional gender stereotypes in an interaction between the comparison group and gender, but only for English. In comparison with the opposite sex, females rated their English performance higher and males rated their performance lower, with corresponding opposite effects for effort. At least for English, gendered social comparison is one way traditional gender stereotypes are reflected in students' perceptions of their own achievement.
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Kurniawan, Riza Yonisa, and Dian Lestari. "The Development Assessment Instruments of Higher Order Thinking Skills on Economic Subject." Dinamika Pendidikan 14, no. 1 (June 30, 2019): 102–15. http://dx.doi.org/10.15294/dp.v14i1.19226.
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This research aims to develop Higher Order Thinking Skills (HOTS) based assessment instruments on economic subjects especially in Basic Competencies 3.4 price and inflation index. This study adopts the development model of Borg & Gall which is limited to five stages of development, namely, data collection, product design, product testing, product analysis and final product revision. This research was conducted on 33 students of Social Eleven One class at Senior High School 1 Cerme. This assessment instrument produces 15 multiple choice test and has been tested twice. This study shows the results that in the first and second trials the overall validity value of the problem is greater than r table which is 0.344 and the reliability value is 0.786 and 0.763. This shows that the assessment instrument is valid and reliable. While the test for the quantity of items consists level difficulty of the question, differentiating question and effectivity of distractor that meet the quality criteria of HOTS-based questions. Based on the results of the trial it was found that there were 7 students who were included in the "less" category. Overall, the average student has a high level of thinking ability that requires sufficient categories. So, the efforts to support the learning process continue to be needed which is useful for improving higher order thinking skills in students.
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Lupion Torres, Patrícia, Lilia Maria Marques Siqueira, and Elizete Lucia Matos. "Social network as a means of sharing open educational resources in Higher Education." Revista Diálogo Educacional 13, no. 38 (July 11, 2013): 183. http://dx.doi.org/10.7213/dialogo.educ.7639.
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This article is about social networks and open educational resources as means of exchange and collaboration for higher education. It highlights the issue of students as participants in the construction of new knowledge, from content presented in class through discussions mediated by the professor and integration of each participant with their own experiences and characteristics from reality and historicity from that moment. It searches, through social networks and open educational resources, new elements which favor the spread of academic culture, university, currently entered into denominations such as: network society, knowledge society or information society. In common in their definitions there is the change of the educational paradigm which assumes that the student is a passive subject who will only have access to information through the professor’s hands, to a new theoretical positioning. The networks are used by the community to share ideas, opinions, and in educational contexts, for sharing computerized educational resources and with authors such as Andres (2000), Bruffee (1999), Downes (2007), Johnstone (2005) and others. The interdependence skills, exchange of ideas and debates with the strategy of collaboration can also be encouraged through the mediation of technology. From several studies on the topic some recommendations are presented so that the educational resources meet international standards of production surpassing the mere text digitization. The use of educational resources can mean an improvement on the proposals of hybridization of teaching in higher education institutions, by allowing a relaxation of the teaching-learning process which overcomes the boundaries of traditional and formal education.
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Thomsen, Jens Peter. "Klasse og kultur på danske universitetsuddannelser." Dansk Sociologi 21, no. 1 (March 3, 2010): 53–73. http://dx.doi.org/10.22439/dansoc.v21i1.3195.
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Denne artikel beskæftiger sig med social ulighed på lange videregående uddannelser i Danmark. Ved at betragte de interne forskelle i det danske universitetsfelt undersøges omfanget og karakteren af den sociale differentiering på de lange videregående uddannelser. For at forstå disse sociale differentieringsprocesser anlægges et henholdsvis makro- og mikrosociologisk perspektiv på betydningen af social klasse og kulturel praksis på uddannelserne, og der stilles det overordnede spørgsmål: Hvad er sammenhængen mellem unges valg af videregående uddannelse, deres sociale oprindelse og de kulturelle praktikker på de forskellige videregående uddannelser? Empirien udgøres af såvel registerdata som af feltarbejde på tre udvalgte universitetsuddannelser, og der bruges følgelig såvel kvantitative som kvalitative metoder. Analysen af universitetsfeltet viser at der er meget stor forskel på de forskellige uddannelsers sociale profil, at der er en tydelig klassestruktur i det danske universitetsfelt, at den kulturelle praksis der kendetegner udvalgte uddannelser kan forstås meningsfuldt i sammenhæng med denne klassestruktur, og endelig at det kræver bestemte forudsætninger at mestre kulturen på de forskellige uddannelser.
Søgeord: Social differentiering, social klasse, videregående uddannelser, universitetsstuderende, uddannelseskultur, uddannelsesvalg.
ENGELSK ABSTRACT:
Jens Peter Thomsen: Social Class and Culture in Danish Universities
In this article I address the question of social inequality in higher education. By looking at the horizontal stratification in the Danish university field I examine the extent and nature of the processes of social differentiation within the different university programs. In order to understand the processes of differentiation, a macro- and micro-sociological perspective on the significance of social class and cultural practice in the university programs is applied. The main question is: What is the relationship between young people’s choice of university program, social class origin and the cultural practices in the different university programs? National register data as well as fieldwork carried out in three different university programs make up the empirical basis of the research, and both quantitative and qualitative methods are applied. The analysis of the university field shows that: A) The university field is highly structured by social class, B) there are great differences in the class characteristics of the student body in the different programs, C) the class structure in the university field is closely related to the cultural practices characterizing specific programs, and finally, D) that students from certain social backgrounds are better prepared than other students for the practical mastery of these cultural practices.
Key words: Higher education, social class, horizontal stratification, university students, educational cultures, choice of higher education.
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Kotvitska, A. A., N. V. Zhyvora, and O. S. Ovakimyan. "Motivation of obtaining higher pharmaceutical education of students of the National Pharmaceutical University." Farmatsevtychnyi zhurnal, no. 1-2 (August 14, 2018): 41–50. http://dx.doi.org/10.32352/0367-3057.1-2.18.05.
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Choice of profession is the main factor in the further life of man, his attitude to himself and the world.
When choosing a profession, a person is guided by a number of motives. In modern society, the motives of high school students are influenced by many socio-psychological factors: material living conditions, new reforms in secondary and higher education, individual-psychological characteristics of a senior pupil, his abilities, communication skills, families and socialization. All this causes changes in the motivational system of the individual, which in turn influences the process of choosing the future profession.
All of the above proves the importance and urgency of studying the motives for the choice of the specialty and university by applicants.
The research topic is the motives for choosing a university and specialty and their role in the formation of future professionals.
The purpose of the study is to determine the channels for obtaining information about the university and the specialty, identifying the motives for choosing a university and the first impressions of being at the university.
The subject of the study is students of the National Pharmaceutical University 1 course of pharmaceutical faculties N 1, N 2, N 3.
The subject of the research is the motives for choosing a university and specialty, awareness of the profession, the sustainability of professional choice, satisfaction with the chosen institution and specialty.
Methods of research – on-line questioning, study and analysis of data received during the survey.
The results of the survey showed that social and professional motives for obtaining education, along with an orientation toward self-development, became the most significant for future pharmacists. It is found out that freshmen have inherent characteristics of creative confidence both in relation to the future profession and in relation to studying at the university. It was revealed that the Internet site takes the first place among the main channels for obtaining information about the NUPh and a specialty, but a significant potential is determined in the provision of information by college teachers, although this channel was not actively used by first-year students. It can be argued that the scientific and pedagogical staff of the university are dealing with students who positively perceive modernity and innovation. On the basis of data analysis, a portrait of a freshman from the NUPh was compiled.
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Mare, Lucy Le, and Marie de la Ronde. "Links among Social Status, Service Delivery Mode, and Service Delivery Preference in LD, Low-Achieving, and Normally Achieving Elementary-Aged Children." Learning Disability Quarterly 23, no. 1 (February 2000): 52–62. http://dx.doi.org/10.2307/1511099.
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Relations among social status, current service delivery, and service delivery preferences were examined in 42 students with learning disabilities (LD), 40 low-achieving (LA) and 42 average/high-achieving (A/HA) students in grades 2–4 and 6–7. Service delivery preferences were assessed via forced choice (in-class vs. pullout) and ratings. Participants and classmates completed sociometric rating scales asking how much they liked to work and play with each classmate and how much classmates liked to work and play with them. Most students chose pullout service and rated pullout higher than in-class service. Current service was related to service preference only in the LA group. Only among LD students were self- and peer-rated social status related. Social status was lowest for LD, followed by LA and A/HA children. Among older students, those who preferred pullout service had lower sociometric status than those who preferred in-class service. Implications for educational programming decisions are discussed.
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Haeusler, Colin, and Russell Kay. "School Subject Selection by Students in the Post-Compulsory Years." Australian Journal of Career Development 6, no. 1 (April 1997): 32–38. http://dx.doi.org/10.1177/103841629700600110.
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An investigation of Year 11 students’ (n=1580) responses to possible reasons contributing to subject selection for the Higher School Certificate in New South Wales indicated that the most important reasons were related to assistance in obtaining work or with future studies. The perception that particular subjects would be “scaled up” for inclusion in the Tertiary Entrance Rank was of limited importance in subject choice with the exception of Mathematics, Physics and Chemistry. Furthermore, interest in course content and the belief that they would do well were important in the selection of Creative Arts and Social Science subjects. Results are discussed in light of related research and the implications for career education in schools.
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Zavatska, Nataliya, Olena Smyrnova, Liliia Taldonova, Oksana Balybina, Valery Zaporozhska, and Anna Miroshnichenko. "Problems of managing interactions of general education institutions with higher education institutions." Теоретичні і прикладні проблеми психології, no. 3(50)T2 (2019): 55–64. http://dx.doi.org/10.33216/2219-2654-2019-50-3-2-55-64.
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The article is dedicated to solving the complex problem of managing interaction between secondary and higher education institutions. The scientific approaches to studying the problem of interaction between secondary and higher education institutions in domestic and foreign studies are analyzed, the essential characteristics of the interaction management of secondary and higher educational institutions are determined, the criteria, indicators and the levels of effectiveness of interaction management of general education are determined. Studying the theoretical foundations of management of educational institutions and methodological approaches to the development of education and management of pedagogical systems made it possible to conclude that it is advisable to use a systematic, synergetic, optimization, activity, functional, functional to study the essence of managing the interaction between secondary and higher education institutions. The results of practical implementation of the developed technology of interaction management of secondary and higher education institutions, which is based on the management principles of mutual responsibility, coordination, awareness, flexibility, professional competence of the management subjects; contains target, content, functional and accompanying components; provided with an optimal control and diagnostic complex. On the basis of generalization of the obtained data, the socio-psychological factors that significantly influence the effectiveness of the interaction management of general and higher education institutions were identified: objective (peculiarities of economic development and functioning of the education system as a social branch; rigid administrative structure of levels of management of educational institutions; insufficient bases; governing the activities of subjects of interaction management of secondary and higher education institutions) and subjective (relation to equator schools to implement interaction, motivation of teaching staff to active interaction in the position of the subject of general and higher education institutions, students lack interest in the particular field of professional knowledge and as a consequence - low mobilization readiness conscious professional choice).
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Gallego-Noche, Beatriz, Cristina Goenechea, Inmaculada Antolínez‐Domínguez, and Concepción Valero‐Franco. "Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination." Social Inclusion 9, no. 3 (July 21, 2021): 81–93. http://dx.doi.org/10.17645/si.v9i3.4065.
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It is more and more evident that there is diversity among university students, but this diversity encompasses a wide variety of personal characteristics that, on occasion, may be subject to rejection or discrimination. The feeling of inequality is the result of one stand‐alone characteristic or an intersection of many. To widen our knowledge of this diversity and to be able to design actions with an inclusive approach, we have set out to explore the relationship between students’ feelings of discrimination, their group identification and their intersections. Participants for the study are selected from protected groups which fall into the following criteria: ethnic minority, illness, migrant minority, disability, linguistic minority, sexual orientation, income, political ideology, gender, age and religion. We will refer to this relationship as the ‘discrimination rate.’ To fulfil our objective, we have given a questionnaire to a sample of 2,553 students from eight Spanish universities. The results indicate that the characteristics with which they most identify are religion, age, sex and political ideology. However, the highest rate of discrimination is linked to linguistic minority, ideology and migration. Regarding intersectionality, it is worth noting that 16.6% of students feel discriminated against for more than one characteristic, with the most frequent relationships being the following: (1) ethnic or migrant minorities (2) sexual orientation, sex, being under 30, leftist ideology, low income, linguistic minority and (3) Christian Catholic, right‐wing and upper‐class ideology.
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Lewis, J. Scott, and Marissa A. Harrison. "Online Delivery as a Course Adjunct Promotes Active Learning and Student Success." Teaching of Psychology 39, no. 1 (December 28, 2011): 72–76. http://dx.doi.org/10.1177/0098628311430641.
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Chickering and Gamson’s notable summary of the best practices of undergraduate teaching include promoting active learning, cooperation, and student–faculty contact. The present study hypothesized that online delivery of lecture prior to course meetings allows more in-class time to achieve these goals. Students in a control group received a traditional, oral, lecture-style class with supplementing PowerPoint presentation, whereas students in a treatment group received online presentation of the same lecture script and PowerPoint presentation prior to coming to class; the treatment group’s in-class time was devoted to group activities and discussion of material. Learning and retention were assessed by student performance on a series of multiple-choice tests and quizzes given throughout the semester. Results indicate that students in the treatment condition scored significantly higher on most measures than did students in the control condition. Through strong control of experimental conditions, this study departs from many previous investigations of the benefits of online delivery as an adjunct to seated class time in an introductory social science course, highlighting its advantages such as freeing class time for those activities and strategies deemed to be best practices. The implications of these results and limitations to the study are discussed.
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Bidjiev, Djasharbek U., Svetlana A. Borlakova, Nadezhda P. Klushinа, Nina P. Petrova, Petr P. Pivnenko, Alina A. Uzdenova, and Leonid N. Kharchenko. "Students’ Worldview Attitude and Education Content Orientation." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 277. http://dx.doi.org/10.7596/taksad.v6i5.1269.
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<p>The idea of students’ worldview attitude application when forming educational content is proved in the article on the basis of scientific literature. In particular, it is claimed that any natural phenomenon can be comprehended, apparently, two-fold: either through its comparison to other beings or the phenomena, or through disclosure of its own unique nature. For example, studying the person "from the outside", assumes interpretation of the relations good fortune, the nature (space), society (culture), the law and other people. Approach to the secret of the person is accompanied by comprehension of his corporal, emotional, moral, spiritual and social life "from within". In many respects it depends on what methodology will be chosen by the researcher, and, the choice of methodology is connected with worldview attitude of the personality. In the publication definition of worldview attitude is given; briefly the essence of such worldviews as teocentrism, logocentrism, cosmocentrism, sociocentrism, anthropocentrism are revealed, as well as results of pilot study from students’ worldview attitude of higher education institution are presented. The obtained data demonstrate that in student's audience there are young people, with various worldview attitudes that can be used by the teacher in selecting subject content. The variety of approaches and views of natural and social processes and the phenomena allow forming an overall picture of the world in students of higher education institutions.</p>
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Cerrón-Palomino, Álvaro. "Pronominal resumption in Spanish direct object relative clauses." Studies in Hispanic and Lusophone Linguistics 11, no. 2 (September 25, 2018): 265–301. http://dx.doi.org/10.1515/shll-2018-0009.
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Abstract This variationist study analyzes the linguistic and social factors constraining the alternation of resumptive pronouns (RPs) and gaps in direct object (DO) relative clauses (RCs) in the Peruvian Limeño variety. Using a number of mixed-effects (logistic regression) models in Rbrul, results reveal that the set of linguistic constraints favoring pronominal DO resumption does not coincide with those reported to promote subject and oblique RP presence in previous studies. Furthermore, when compared to their subject and oblique counterparts, DO RPs are constrained by a higher number of factors of syntactic, semantic, processing and pragmatic nature. I suggest that this sensitivity to a broader set of constraints is crucial in explaining why DO RPs are more frequent in RCs than subject and oblique RPs. With respect to the social factors analyzed, this study shows a lack of effect of gender, age and education on the speaker’s choice for the resumptive variant.
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Zhelanova, Viktoriya. "Paradigm Space of Modern Higher Education in Ukraine." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 1 (April 21, 2020): 32–40. http://dx.doi.org/10.15330/jpnu.7.1.32-40.
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The article analyzes the paradigm space of higher education in Ukraine. It is proved that the modern education paradigm has a synthetic character, is based on the polyparadigmality principles and is a synthesis of personally oriented ideas, semantic and cognitive paradigms of education. Their nature and characteristics are considered. The units of analysis selected certain components of the paradigm, namely: mission, goals, objectives, guiding values, content of education, basic didactic tools, teacher-student relationships, criteria, functions. It is proved that the situation of confrontation and contradiction of personally oriented, semantic and cognitive paradigms of education is unacceptable, since each of them has its positives and limitations. It was found that cognitive education provides significant potential for intellectual development of the individual, it is its apparent positive. Proved that the cognitive limitations of education lies in its normative and purely social utility, which not related to the unique personality implementation, which is a passive “object” of teacher pedagogical influence; informative cognitive priority led to its content and disciplinary overload, is a serious problem of modern education in higher education institutions. Proved that priority is individually oriented paradigm associated with the formation of free, individual initiative as the “subject” of his life and this education paradigm is reflexive oriented because its values are leading self-awareness, self-development and personal fulfilment future specialist. However, objective knowledge is sometimes overlooked, and this is a certain difficulty of personally oriented education. It is found out that the benefits of the education semantic paradigm are related to the value-semantic attitude formation towards future professional activity, with updating of personal semantic experience; with semantic choice, with development of future specialist semantic potential. The reflexive nature of the personally oriented, semantic and cognitive paradigms of education is substantiated, and it is proved that the modern paradigm of higher education space will constitute a polyparadigmatic synthesis of their ideas accumulated in the education reflexive paradigm. The polyparadigmality essence is revealed as a research methodology, which is a conceptual synthesis of several existing educational paradigms.
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Muryukina, Elena, Marina Pevneva, and Tatiana Poliakova. "Distance learning: integration of media education into teaching of social-pedagogical disciplines." E3S Web of Conferences 210 (2020): 18102. http://dx.doi.org/10.1051/e3sconf/202021018102.
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New time challenges cause new contradictions that are peculiar for educational environment in Russia and they require instant solutions. We have identified the contradictions which defined our target to determine the techniques and methods of distance education for students of pedagogical specializations based on practice-oriented approach, implementation of media educational technologies into the preparation of university students aimed at the development of knowledge, competencies and skills in distance learning in different types of educational institutions. Media educational technologies are conditioned by general pedagogical and didactic principles and the choice of pedagogical methods directly depends on the content of educational discipline, conditions of its implementation and other factors. Media educational technologies used for the completion of social-pedagogical disciplines for university students consist of creative and game tasks. Using them it is essential to consider special features of various media and the target of the lesson. Practice is another relevant purpose in the process of distance learning. We believe that this problem will be dominating in the nearest future as practice in distance learning is focused on by higher education institutions. In this article some techniques and types of this practical training are presented being shaped by the format of distance learning. During various practices the students of pedagogical specializations will be able not only to prepare for their future work but also to assist subject teachers, social pedagogues in schools and to make considerable contributions in this work.
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Sapkota, Ramesh Prasad, and Kedar Rijal. "Options for teaching-learning and research in higher education: coping strategies for Environmental Science studies during COVID-19 pandemic." Applied Science and Technology Annals 1, no. 1 (June 30, 2020): 142–48. http://dx.doi.org/10.3126/asta.v1i1.30292.
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Online teaching-learning and virtual classrooms have been the choice of many academia across the globe, when there are lockdown uncertainties, preventing the students for real classroom learnings, due to pandemic. When academic institutions are attempting to adopt online teaching-learning and research, there is need to search the possibilities of improving such approaches. In this context, this paper attempts to provide approaches on how the online teaching-learning and research activities under Environmental Science subject can be strengthened. The paper has identified that in addition to online platforms and virtual classrooms, careful collection of field data de-facto and send to the class for discussion and analysis can open wide array of possibilities to learn distantly. Government-academia partnership and coordination among academic institutions and other relevant stakeholders during the pandemic break, help in providing two-way benefits, viz. academic requirement fulfillment of the academic institutions and reference documents development for the data providing institutions. However, in attempting remote teaching-learning and research, every activities of students are required to be assessed by developing clear and unambiguous evaluation rubric. Strengthening online teaching-learning and research can be one of the avenues for developing future education strategies in academic institutions of Nepal.
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Madrah, Muna Yastuti, and Suharko Suharko. "Migrant Workers as Cultural Intermediaries." KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE 11, no. 1 (March 28, 2019): 129–40. http://dx.doi.org/10.15294/komunitas.v11i1.18206.
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This article aims at proposing an analysis formula on how the mechanism of cultural intermediaries done by Indonesian migrant worker student. The subject of this study were Indonesia migrant worker students in Korea undertaking higher education while under the contract as migrant workers. Various previous research on migrant workers mostly put them as "those who are powerless or unskilled." The emergence of these migrant worker students reflects that there is a change in values in viewing immaterial consumption by migrant workers. There is a kind of trendsetter (role model) that might influence them to enter the university as well as mediate new culture to other migrant workers. In this context, they are mediating the importance of having a higher education. Cultural intermediaries have an important role in creating a new social class. Many research reported, those involved in the work of cultural intermediaries include music critics, fashion directors, bloggers, stylists, advertisers, brand agents- refer to a certain social class. However, there has not been much research on intermediary work carried out by migrant workers. This study conveys a new perspective placing migrant workers as actors involved in mediating "cultural products" and consumption of "tastes" of consumers.
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Soroka, Y. "Sociological methods for solving current practical issues of higher education: action research." New Collegium 3, no. 101 (October 12, 2020): 21–24. http://dx.doi.org/10.30837/nc.2020.3.21.
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The purpose of this article is to review the characteristics and principles of research in action and actualization in this context of sociological methods and relevant research competencies of teachers. Research in action is presented as one that can be used by lecturers to obtain the necessary information about their current students, which is necessary to compensate for socio-cultural barriers to the introduction of student-centered education, choice of teaching methods, increase student motivation, general and subject competencies. Demonstrated that action research are relevant in the perspective of socio-cultural and other aspects (globalization, economic) changes in modern society.The most important features and principles of action research in the field of education are presented. It is emphasized that their purpose is determined not by the priorities of science to create a universal pedagogical theory, but by the specific tasks of practice in a particular audience or class. The principles of action research are developed and widely studied in sociology, directly related to the methods of obtaining data - surveys, interviews, focus group interviews, document analysis, observation, as well as the formulation of the research problem, setting goals and objectives of the study, and questions validity and reliability of research data. Action research procedures demonstrate the use of sociological methodology for the tasks of direct educational practice, so action research as a field of educational activity is not yet widely represented in Ukraine, can receive support and resources from the sociological field. The interaction of action research and sociology is demonstrated through the author's experience in studying students' expectations from the course. The conditions for distance learning during a pandemic are becoming a new field for the development of research practices in action. The task of creating an appropriate learning environment, adequate to the objectives of the course and the nature of the student audience, are more noticeable in the distance, when communication sessions with students are limited in time, and meeting through the screen narrows the field for observing students in the classroom and using teaching intuition.
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Close, Jacqui. "Tactics and strategies to survive ‘student engagement’, or joining the Soil Society and other stories." Learning and Teaching 11, no. 1 (March 1, 2018): 109–30. http://dx.doi.org/10.3167/latiss.2018.110106.
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In the U.K., ‘student engagement’, and the related ‘student experience’, are increasingly measured, interpreted and then marketed to students as a basis on which to choose the ‘best’ place for their higher education. This article summarises and reflects on presentations from five panel members at a conference on their experience of university life after that choice had been made. The panel included non-traditional students who embodied some of the characteristics (such as age, social class and ethnicity) that have become performance indicators in relation to widening participation and engagement in higher education. This article captures how students themselves understand a concept that occupies such a prominent, if contested, position in contemporary higher education. This analysis invites one to take a closer look at the identity work necessary for students to thrive (and for some just to survive) at university against a backdrop that tends to homogenise both ‘experience’ and ‘student’.
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Campos, Isabella Araújo, and Magnus Luiz Emmendoerfer. "Sistema de Seleção Unificada: O que a pós-graduação stricto sensu tem pesquisado?" education policy analysis archives 28 (July 13, 2020): 103. http://dx.doi.org/10.14507/epaa.28.4959.
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This article analyzed the policy of access to higher education of the Unified Selection System (SiSU – Sistema de Seleção Unificada, in Portuguese) conceived and implemented in Brazil. The choice of this theme refers to the political, economic and social importance of the population's access to this level of education. In methodological terms, a systematic review was carried out on this topic in the theses and dissertations catalog of CAPES, the main fostering agency for graduate studies in Brazil, due to incipience scientific publications on the topic. As results, in despite the decrease in the number of dissertations defended in the period 2015-2017, it cannot be said that discussions on the subject are running out, since there are few institutions involved. Through the thematic analysis, it can be inferred that the SiSU did not bring positive consequences for filling the vacancies. However, in the other analyzes, the results were divergent, so more research in the area will be necessary so that more accurate inferences can be made. The results of this research aim to contribute to the improvement of the debate on public policies for access to higher education in emerging and developing countries in the southern hemisphere.
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Harinath, Silveru, and Nagaraju Gundemeda. "Dalits and Choice of School: A Sociological Study of Private Schools in Telangana State." Sociological Bulletin 70, no. 2 (February 28, 2021): 214–31. http://dx.doi.org/10.1177/0038022921993969.
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Why parents prefer private schools when the government schools provide education free of cost is the major question confronting the social scientists in contemporary India. What constitutes school choice and what is the nature of the relationship between the socio-economic background of the children studying in government and private schools are some of the key research questions addressed in this article. What is the response of the Dalits towards government and private schools, as most of the previous empirical studies are based on government schools? The current article, based on an empirical study conducted in private schools in Telangana, argues that caste, class and gender play a significant role in shaping school choice among the Dalits. Though a Dalit middle-class parent provides equal opportunity for his/her daughter on par with a son, working-class Dalit parents prefer a private school for sons and a government school for daughters. As English as medium of instruction provided in private schools is perceived as a standard of quality, and, therefore, the aspired option tends to attract Dalits to private schools, they experience the paradoxical situation. On the one hand, they are not happy with the functioning of government schools; on the other, they find it extremely difficult to cope up with the multiple demands of private schools such as higher fees and hidden forms of discrimination on the lines of caste and class.
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Kim, Stephanie K. "Illegitimate Elites and the Politics of Belonging at a Korean University." Journal of Korean Studies 23, no. 1 (March 1, 2018): 175–202. http://dx.doi.org/10.1215/21581665-4339107.
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AbstractUniversities are undergoing a transformation in which higher learning intersects with a class of cosmopolitan elites. Certainly within South Korea, universities are launching international colleges as a way to position themselves as choice institutions that cater to elite students seeking global opportunities. Yet little work has been done to examine what happens to the students within these spaces of globality and privilege. This article reveals the interconnections between globalizing higher education and the global aspirations of Korean youth by focusing on the students who enter into an international learning space of a Korean university that itself desires global status. Not quite accepted by the other students but still considered an elite group, these individuals have to negotiate complex campus-based norms where the risk of marginalization from key social networks is magnified by the university’s pursuit of global status. Meanwhile, the university transforms into an ideological battleground and a critical site in the construction of social membership in South Korea.
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Yorlets, Rachel R., Katherine R. Iverson, Hannah H. Leslie, Anna Davies Gage, Sanam Roder-DeWan, Humphreys Nsona, and Mark G. Shrime. "Latent class analysis of the social determinants of health-seeking behaviour for delivery among pregnant women in Malawi." BMJ Global Health 4, no. 2 (March 2019): e000930. http://dx.doi.org/10.1136/bmjgh-2018-000930.
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IntroductionIn the era of Sustainable Development Goals, reducing maternal and neonatal mortality is a priority. With one of the highest maternal mortality ratios in the world, Malawi has a significant opportunity for improvement. One effort to improve maternal outcomes involves increasing access to high-quality health facilities for delivery. This study aimed to determine the role that quality plays in women’s choice of delivery facility.MethodsA revealed-preference latent class analysis was performed with data from 6625 facility births among women in Malawi from 2013 to 2014. Responses were weighted for national representativeness, and model structure and class number were selected using the Bayesian information criterion.ResultsTwo classes of preferences exist for pregnant women in Malawi. Most of the population 65.85% (95% CI 65.847% to 65.853%) prefer closer facilities that do not charge fees. The remaining third (34.15%, 95% CI 34.147% to 34.153%) prefers central hospitals, facilities with higher basic obstetric readiness scores and locations further from home. Women in this class are more likely to be older, literate, educated and wealthier than the majority of women.ConclusionFor only one-third of pregnant Malawian women, structural quality of care, as measured by basic obstetric readiness score, factored into their choice of facility for delivery. Most women instead prioritise closer care and care without fees. Interventions designed to increase access to high-quality care in Malawi will need to take education, distance, fees and facility type into account, as structural quality alone is not predictive of facility type selection in this population.
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Singh, Ram Ekwal. "A Study of Written English in Nepal." Tribhuvan University Journal 35, no. 2 (December 31, 2020): 135–50. http://dx.doi.org/10.3126/tuj.v35i2.36199.
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People in Nepal speak different languages. English is taught as a compulsory subject up to bachelor level. Writing skill in compulsory English occupies 40% weight age in class XI syllabus. This research was conducted with the main purposes of analysing the writing tasks and writing serves various purposes in a person’s everyday life. Its role is vital for upgrading students and job placement. It has been prescribed in English textbooks for higher secondary level across four subject streams and finding out the English teaching learning processes in the development of writing skills. The study had been delimited to the Kathmandu Valley. The sample comprised Class XI students. Mixed methods were utilized for gathering data such as questionnaire for students, test, students’ interview, teachers’ opinionnaire, teachers’ interview and class observation. All the higher secondary schoolteachers of English of the sample schools and 25 students of four streams were the respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS) version 16 and the t-test. The nature of exercises related to writing in textbooks of Class XI is almost similar, sequential and aims at developing creative writing. Science students performed the best of all on the test followed by Management, Arts and Education students. Almost all the informants expressed that writing grammatically correct sentences is of top most importance. Most of the teachers used process methodology in teaching writing. All informants interviewed expressed writing as a vital skill but it lacks separate classes.
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Xueyan, Li. "Chinese Students Choosing Hungarian Tertiary Education: a Systematic Review." East Asia 37, no. 4 (April 22, 2020): 317–30. http://dx.doi.org/10.1007/s12140-020-09333-y.
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Abstract China has been the leading source of foreign students pursuing tertiary degrees in other countries. The incoming Chinese students in Hungary comprised the third highest number of foreign students in the country in 2016. This paper examines the Chinese students’ motivations for choosing the Hungarian education system, with the purpose of gaining a more comprehensive and accurate understanding of the flow of Chinese students to Hungary. In terms of methodology, this paper uses the systematic review protocol by retrieving relevant literatures. The author developed the main factors influencing Chinese students’ choice of the Hungarian education system, which are social class inequality and the modernization process from the Chinese perspective; meanwhile, the state policy perceptions, the institution, and community influence are encouraging from the Hungarian views. Moreover, individual motivation and the challenges of “invisible academic performance in the classroom” are explored with regard to Chinese students in Hungary. This article practically contributes to policy implications for Hungarian higher education in the international environment and inspires Chinese students who are from the lower socioeconomic classes.
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Özkayran, Ali, and Emrullah Yılmaz. "Analysis of Higher Education Students’ Errors in English Writing Tasks." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 48. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.48.
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The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable