eric.ed.gov har udgivet: This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students’ future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college, inspire them to take different courses, and help them graduate or persist in college. The study examines the ways in which instructor characteristics can drive these outcomes, and whether instruction at this university in a program for low-achieving students and particularly underprepared low-income, first-generation, and underrepresented minority students achieves its goal of reducing achievement gaps. This informs specific course and instructor policies to help underprepared students in their first semesters in college. The research setting is an elite public institution with a… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Sweden has a long tradition of comprehensive upper-secondary education. This began in the early 1970s. It culminated in 1994 with all the programmes having a core curriculum that gave general eligibility to higher education. Conservative and liberal governments have introduced several neoliberal school reforms, which the subsequent social democratic government has done little or nothing to change. In 2009, the government initiated a trial with academic elite programmes. The aim of this article is to analyse how and why the elite programmes translated into and transformed local school practices as they did. The study builds on interview and questionnaire data from school principals, university teachers, upper-secondary teachers and students involved in the programmes that started in 2010, and… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher social class background and the concern to transmit one’s cultural habitus. They further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper explores the development of executive education in the US from 1945 to around 1970, and its function in developing potential top executives’ cultural, symbolic, and social capital. The paper shows that postwar executive education was an expression of how the academic community acted according to its societal obligations by offering the new leaders norms and values that could replace what was lost during the transformation to managerial capitalism. This function legitimized executive education within the business schools, which was at the time primarily characterized by a very different logic of scientization. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Middle-class parents’ strategies of reproduction and social closure and their role as a driver of school segregation are already well-reported. Our two independent research projects in Finland and Germany have additionally revealed a somewhat surprising and not yet fully understood tendency of certain middle-class parents to actively avoid the most reputable schools. Using these findings as a starting point, the paper investigates the motives and reasoning behind middle-class parents’ avoidance strategies in the cities of Espoo (Finland) and Mülheim an der Ruhr (Germany). The analysis shows that in educational transitions where choice is not constrained by a risk of children being left behind, some families with high educational resources and imbued with a certain ethos give precedence to… Continue Reading →
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