Increasing access to higher education and employment,Ethiopian immigrants’ in Israel

In modern societies, where higher education serves as a significant vehicle of integration, the inclusion of immigrants within the realm of higher education is not a foregone conclusion. This is the result of cultural, economic, and social gaps. In some cases, the integration process is blocked prior to the stage of academic studies. This situation has resulted in the creation of a teacher education program for Ethiopian students in Israeli academic colleges of education for the purpose of bridging the gap between higher education and employment, and increasing the chances of the graduates’ admission into the field of teaching. The aim of the present study was to examine the success of the program, emphasizing the graduates’ integration into the teaching profession. It was conducted by means of Mixed Methods research. An examination of the data indicates that a substantial number of graduates were integrated into various educational settings. It also reveals the improving status of the graduates as well as the influence of the program on their personal and professional development.     

研究生培养质量评价指标体系的构建

建立一套客观、合理的研究生培养质量评价指标体系,已成为研究生教育发展亟待解决的重要课题之一。本文在明确评价指标体系的内涵及其在研究生培养质量评价意义的基础上,构建了研究生培养质量评价指标体系,为科学化、具体化和正规化评价研究生培养质量提供了手段和方法。     

高就业率下的大学生就业质量问题探讨

就业质量问题不仅是大学生个人问题,也是教育问题更是社会问题,不仅关系到个人前途,也关系到高等学校的生存和发展,更关系到高等教育健康发展和社会协调发展。文章分析了当前部分高校毕业生就业质量现状及影响因素,对高校重视高就业率的同时如何提高毕业生就业质量的对策进行了探讨。     

教育心理学在学生教育教学工作中的应用

本文首先具体叙述了教师的角色定位，表明了教师研究教育心理学的重要性，将教育心理学具体理论应用于课堂教学不仅可以提高教学质量，而且可将心理学适当地应用于学生教育工作，从而起到提高学生工作效率的作用。本文就是从具体的现实状况出发，用教育心理学里面的具体理论适当地应用于学生教育工作所起的具体作用。另外，本文以西安小学生的学习及教育为主要研究对象。     

新形势下我国归国留学生的就业问题

新世纪随着教育制度的日益发展完善,我国高校的规模纷纷扩张,由此引起的毕业生人数的急剧增长带来了日益严峻的就业问题。与此同时,由于金融危机前后国际经济形势的转变,众多海外中国留学生纷纷选择归国发展,无疑更加剧了现有的就业难题。促进留学生的就业,要从培养留学生自身的高素质出发,并通过努力建构完善的人才评价体系,改进就业、创业环境,增加政府的政策支持等多方面入手。     

Research‐based teacher education for multicultural contexts

Graduate programs in education face the challenge of preparing teachers and specialists in education to work with English Language Learners (ELLs). Programs must be culturally responsive, while at the same time respecting state and federal standards for scientifically based practice according to best evidence. The focus of the present study is a graduate program in education that sought to prepare graduate students to address the needs of ELL students. Among the articulated goals of the program grant were that teachers enrolled would be able to: (1) use effective English for Speakers of Other Languages and bilingual educational strategies and methods; (2) use findings from testing, assessment and research functionally; and (3) promote multilingualism, and, in a broader sense, respect and equitable treatment of the heritages of home languages. The extent to which graduates of the master’s program who were working as teachers and administrators at the time of the study were able to make culturally competent connections with ELL students and to establish a repertoire of scientific evidence, based on research findings that they could then use to support their teaching theory and practice, is discussed. Findings reflecting the responses of 57 graduates of the program were as follows: (a) the training provided by the master’s program was rated as more useful than the in‐service provided by the state because its emphasis on research allowed graduates to judge the merits of proposed educational reforms and to clarify their own pedagogy; (b) the ability to cite research reports enabled graduates to be heard by colleagues and to depoliticize discussions regarding curricular reforms; (c) in developing their ‘communities of practice’, graduates made connections with others who had been trained in the use of scientific research in education. The study illustrates how a graduate education program focused on transformation and the encouragement of home language use can prepare teachers to work effectively in a political context of ‘evidence‐based practice’.     

Student commitment and purpose in a private secondary school

Research on public education often concludes that low achievement is partly caused by a lack of student commitment to an educational goal. This study investigates the sense of academic purpose among students in a private secondary school where all graduates go to college, and explores the mechanisms of student commitment built into the social organization of the school. Results show that educational commitment among students develops from intensive face-to-face interaction in a primary community, the sense of history and tradition resulting from continuity in students' educational experiences, and the substantial power students have over their own school lives. These results add qualitative information to the debate over differences between public and private education, and suggest ways to improve public schools.     

A Comparison of On-Campus and Off-Campus (or Distance) Social Work Education

Abstract

This study explored the differences between on- and off-campus social work education focusing on student demographics, academic achievements, and student satisfaction. The study focused on a cohort of recent graduates from Monash University Bachelor of Social Work course. The study is quantitative with a small amount of qualitative data used to illustrate some of the quantitative findings. Data were collected using a telephone questionnaire/survey and student records. The data were analysed using the statistical computer package, Statistical Package for the Social Sciences. The study found differences in the demographics of on- and off-campus recent graduates but minimal differences in terms of general satisfaction and grades. However, while off-campus recent graduates were generally satisfied with their course, they tended to be less satisfied with their off-campus mode of study. It seems that they often studied off-campus because it was the only, or the most convenient, choice open to them. It is concluded that off-campus social work education meets the needs of a particular group of students and as such is an important option for social work education.     

Roma in the Romanian Educational System: barriers and leaps of faith

One of the most serious problems facing Romania today is the education of one of its largest minorities, the Roma, especially since such a high percentage — some estimate over 27% ‐‐ of this minority go unschooled and are illiterate. This paper looks at the current situation of Roma within the Romanian educational system, and begins to discuss some of the reasons why the system is failing to educate thousands of Romani children. In addition to this, it will highlight an educational effort to overcome a system, which, unfortunately, works against and not in favour of the education of Roma students.     

The urban bias of socioeconomic development in Sudan: the case of women's education

This study examines women's educational achievements in the Sudan. Data were obtained from the Ministry of Education on students who took the Sudanese Secondary Certificate Examination in 1991. Findings indicate that 9% of female students compared to 8% of male students took the exam and entered secondary schools. Females constituted a greater percentage in urban and rural areas; however, females were more likely to be admitted into higher education in urban areas. In 1991, 9% of urban girls and only 6% of rural girls were admitted into higher education. The poorer performance is attributed to more negative attitudes toward women's education in rural areas, which results in less time spent studying and poorer quality of rural education. In 1989, only 24.5% of students at Khartoum University were students from rural areas; in 1990, 27% came from rural areas. It is stated that educational policy and practices should be amended to account for the rural inequalities. Continuation of imbalances is likely to lead to unbalanced socioeconomic development.     

Elementany Survey Analysis. Prentice-Hall Methods of Social Science Series. James A. Davis. Englewood Cliffs,N. J: Prentice-Hall, 195 Pages, $3.95. Paperbound

This paper advocates clearer conceptual and operational distinctions in doctoral education based on the professional functions that graduates of doctoral programs are expected to perform. Starting from the premise of educating for professional leadership, it is argued that unless doctoral education for advanced practice is distinguished programmatically from education for knowledge production through research, the quality of the educational product in either function may be seriously compromised. A number of content areas whose inclusion in the curriculum could justify educating for practice functions at the doctoral level are outlined.     

Stigma Management and Resistance among High‐Achieving Undocumented Students

Based on 32 in‐depth interviews with undocumented students at four‐year colleges and college graduates in Southern California, this study examines the stigma management and resistance practices undocumented students employ in an educational context. Shock, shame, embarrassment, and fear of deportation initially cause them to employ a variety of stigma management methods to keep their status secret while accepting its negative societal evaluation. However, the experience of higher education facilitates the stigma resistance of redefining their identities, labeling the denial of their full participation in society as injustice, engaging in social activism (e.g., demanding passage of the DREAM Act or the Comprehensive Immigration Reform Act), and publicly embracing an undocumented social identity. This study shows how undocumented college students develop academic resilience and motivation through stigma resistance their college experiences help them engage in.     

Wie können „bildungsferne“ Gruppen für ein Hochschulstudium gewonnen werden?

Against the background of the relatively low enrolment of students at universities, the minor proportion of academics at the population, and the distinctive social inequality at the transition to the tertiary education in Germany, it is assumed that – additionally to the structure of the educational system – primary and secondary effects of social origin are responsible for that the working class children are underrepresented at German universities. According to empirical findings for high-school graduates, their subjectively expected success in university training in general as well as their educational decision on continuing tertiary education, in particular, are crucial for this empirical fact of persistent inequalities of university education. If one cancels out the secondary effects of social origin, the participation of working class children could be increased more significantly than by neutralizing the primary effects. If one neutralizes also the secondary effects at both, the first and the second transition in the individuals’ educational course, the individuals’ transition to the sector of tertiary education could be increased additionally. Both, the selection and filter processes of the Germany school system as well as individuals’ educational choices provide the counterproductive effect that the talented offspring from socially disadvantaged classes will be diverted away from the higher education and the universities.     

Rural Students’ Social Capital in the College Search and Application Process

Although the growing mandate for higher education creates challenges for students in rural areas, rural high school graduates currently attend college at a rate similar to their peers in other locale types. Prior research has attributed this accomplishment to family, school, and community social capital, yet the processes through which students translate social capital into educational attainment remain unspecified. This study examines how successful rural students access and engage various forms of social capital during the college search and application process. Analysis of semistructured interviews with 30 college graduates from communities throughout one predominantly rural state showed that family social capital provided most students with generalized support, but college‐specific guidance tended to correlate with parental education and income. Most students benefited from school social capital, primarily through pro‐college climate, peer networks, teachers, guidance counselors, and academic tracking. Students accessed community social capital through supportive youth and adult interactions, extended family ties, and a caring community, but these forms of social capital did not explicitly support the college search process. Although quantitative studies have operationalized family, school, and community social capital as distinct concepts, this study argues that these constructs cannot be disentangled given the interconnectedness of rural families, schools, and communities.     

A Computer-Assisted Analysis of Input,Process, and Output of a Social Work Educational Program

This paper describes how a computer may be used to provide repetitive data on a year-by-year basis on three sets of variables. First is input into the educational process (student characteristics); second is the throughput or students’ reactions to the educational process (grades, motivation, class participation, quality and quantity of work, etc.); third is output (the reactions of graduates to content taught, the kinds of jobs they have and success at these). In addition the computer can indicate what relations exist between various pairs of variables with implications for student selection and curriculum development.     

西北地区已就业农村大学生的工作状况及困境分析——基于甘肃省农村大学生的个案分析

在大学生就业形势日益严峻的当下,分析已就业农村大学生这一特殊群体的生存状况,对农村大学生个体和农村社会文化、教育、经济的发展以及和谐社会的建构都有十分积极的意义。通过深度访谈已就业农村大学生的生存状况发现：国家政策的大力扶持对农村大学生实现代际阶层的社会流动具有决定作用;已就业农村大学生在工作中,应以积极的心态和自强不息的奋斗努力实现＂知识真正改变命运＂。     

关于上海义务教育绩效评价的调研报告

义务教育绩效评价是国家义务教育管理制度的重要内容;开展义务教育绩效评价,有利于政府落实推进教育改革和发展的责任,提高公共资金使用效率,实现教育资源的优化重组,全面提高义务教育质量。上海义务教育取得了显著成绩,但也存在一些问题。为促进上海义务教育健康发展,上海须完善义务教育绩效评价制度;改革现行义务教育拨款机制;促进义务教育质量均衡发展;探索建立基于绩效评价的教师退出机制;妥善解决流动人口子女的义务教育问题。     

The Earnings and Employment Outcomes of the 2005 Cohort of Canadian Postsecondary Graduates with Disabilities

Canada's fear of future skill and labor shortages has brought youth with disabilities to the forefront of public policy. Many universities are now reporting that an increased proportion of their graduating students identify as having a disability, and as a result, educational achievement‐based programs designed to accommodate students’ needs are growing across campuses. Despite recent attention by policymakers on improving accessibility standards and increasing employer incentives, young Canadians with disabilities continue to face barriers in their transitions to the workforce. The nature and extent of the early workforce inequalities faced by postsecondary graduates with disabilities remains unclear. This paper draws on the 2005 cohort of Statistics Canada's National Graduates Survey to examine the early workforce outcomes of postsecondary graduates with disabilities. Contrary to theories of human capital, the results reveal significant earnings gaps between graduates with and without disabilities of various fields of study and levels of schooling. Further, graduates with a disability are even more disadvantaged in terms of securing employment, as they were significantly less likely to be employed full‐time, and were overrepresented among unemployed and part‐time workers across various fields of study and levels of postsecondary education.