Exploring reasons why Australian senior secondary students do not enrol in higher-level mathematics courses

In this research paper, I present the reasons why senior secondary students elect not to enrol in a higher mathematics course. All Year 11 and Year 12 mathematics students within Western Australian secondary schools were invited to participate in an online survey comprised chiefly of qualitative items. The key reasons espoused by students include an expressed dissatisfaction with mathematics, the opinion that there are other more viable courses of study to pursue, and that the Australian Tertiary Admissions Ranking (ATAR) can be maximised by taking a lower mathematics course. In addition, student testimony suggests that there are few incentives offered for undertaking a higher mathematics course

MODALITAS BELAJAR MAHASISWA PRODI PAI STAI DARUSSALAM LAMPUNG DITINJAU DARI GAYA BELAJAR

Learning modality is a key to success in learning. Therefore, it is important to understand it so that effective learning can be carried out. This study aims to identify the learning modalities of the PAI STAI Darussalam Lampung students based on learning styles. This study uses descriptive research methods. The research sample was 35 students from the Islamic Religious Education study program (PAI). Using simple random sampling technique in sampling. Data was collected using a VARK (Visual, Aural, Read, Kinesthetic) questionnaire. Data analysis is presented in percentage. The results showed that the students of the Islamic Education Study Program (PAI) STAI Darussalam Lampung had several combinations of learning styles. The learning styles consist of 74.28% VARK (Visual – Aural – Read – Kinsesthetic), 2.85% VRK (Visual – Read –Kinsesthetic) combination, 5.71% VAK (Visual – Aural-Kinsesthetic) combination, the combination of ARK (Aural – Read –Kinsesthetic) was 5.71%, the combination of AK (Aural – Kinsesthetic) was 5.71%, and the combination of VK (Visual – Kinsesthetic) was 5.71%. The discussion of this study recommends learning that is suitable for students' learning modalities where they tend to have more than one type of learning style

ILR Faculty Publications 2005-06

The production of scholarly research continues to be one of the primary missions of the ILR School. During a typical academic year, ILR faculty members published or had accepted for publication over 25 books, edited volumes, and monographs, 170 articles and chapters in edited volumes, numerous book reviews. In addition, a large number of manuscripts were submitted for publication, presented at professional association meetings, or circulated in working paper form. Our faculty's research continues to find its way into the very best industrial relations, social science and statistics journals.Faculty_Publications_2005_06.pdf: 38 downloads, before Oct. 1, 2020

Teaching without trace: an aspiration for dance pedagogy?

This contribution to a special issue of Conversations Across the Field of Dance Studies on the Teacher's Imprint: Rethinking Dance Legacy highlights the complexity of interactions involved in teaching and learning dance especially in relation to dance technique. It challenges the primacy of the teacher-student relationship, often associated with the notion of transmission, to suggest that both teacher and students actively engage in interactive relationships not only with each other but also with with bodies of knowledge and practice. Each learner constructs his or her own dance practice through the processes involved

The “New Spirit of Academic Capitalism”: Can Scientists Create Generative Critique From Within?

The 21st-century university is a contested site of neoliberal transformation. Its role is moving away from that of a hub of culture, knowledge and critique to that of a provider of skills and employability for the market. The move towards a lean business model in the management of knowledge production is not an isolated phenomenon, but integral to the shifting economic, political and moral landscapes of global capitalism and the knowledge society. The literature discussing the changes in higher education, which could be collectively termed "critical studies of academia", remains fragmented and is yet to yield tangible resistance or envision viable alternative models of academic governance. This article discusses the possibility of generating constructive critique of "the new spirit of academic capitalism" from within. French Convention Theory is employed as a conceptual toolbox for unpacking the worlds of worth, conventions and justifications which operate beneath the surface of the marketisation, acceleration and casualisation of scientific labour - and suggested as a potential tool for building a generative sociology of critique

Disadvantaged by degrees? How Widening Participation students are not only hindered in accessing HE, but also during – and after – university.

There is no shortage of literature addressing the range of reasons why more disadvantaged groups are underrepresented in higher education – and particularly elite universities – in the UK, and it is clear that this has little to do with any real deficiency in terms of ability. This paper begins with an overview of this issue but then extends the argument beyond widening participation at the point of access. It raises concerns emerging from two relatively underresearched areas in the literature which indicate that ‘widening participation’ – WP – students are faced with greater inequalities than their more affluent peers both during their undergraduate degrees as well as beyond them. Although the focus here is on the UK, this topic and many of its themes will be familiar to educationalists and HE practitioners in other countries

Honors Abroad through Third-Party Providers

Given the challenges of promoting internationalization by expanding our institutions’ international student populations (Fischer), the development of our students as global citizens through study abroad and curriculum offerings appears more important than ever. Providing innovative and challenging curriculum options that align with the long-espoused pedagogical approaches of the National Collegiate Honors Council (NCHC)— many of which foreshadowed today’s highly touted high-impact practices such as undergraduate research, strong faculty-student mentor relationships, and study abroad—constitutes a desirable path to pursue (NCHC Board; Kuh). Yet, admittedly these valuable practices come with a price for institutions and students. For example, the increasingly popular summer undergraduate research programs or research experiences for undergraduates (REUs) that involve student stipends, lodging costs, and faculty financial incentives can considerably task a budget, especially for smaller, non-Research 1 institutions where such programs may not be supported by grants. Fortunately, some of those desirable practices of research and study abroad can be combined and/or facilitated by quality third-party providers. The Pace University Pforzheimer Honors College provides an interesting model in its newly created Pace Global Fellows initiative. Influenced by a growing body of research establishing the value of study abroad coupled with a knowledge of the value of undergraduate research, honors programs and colleges are seeking ways to stack those opportunities. Pace University Pforzheimer Honors College has launched such a program through a promising partnership with a quality third-party provider, the School for International Training or SIT. This program reflects both an understanding of the impact of study abroad and a recognition of a need to expand that impact. Reviewing the value of that impact is useful to understanding the motivation for the Pace Fellows program

Diversity in leadership: Australian women, past and present

This book provides a new understanding of the historical and contemporary aspects of Indigenous and non-Indigenous women’s leadership in a range of local, national and international contexts. Overview While leadership is an over-used term today, how it is defined for women and the contexts in which it emerges remains elusive. Moreover, women are exhorted to exercise leadership, but occupying leadership positions has its challenges. Issues of access, acceptable behaviour and the development of skills to be successful leaders are just some of them. Diversity in Leadership: Australian women, past and present provides a new understanding of the historical and contemporary aspects of Indigenous and non-Indigenous women’s leadership in a range of local, national and international contexts. It brings interdisciplinary expertise to the topic from leading scholars in a range of fields and diverse backgrounds. The aims of the essays in the collection document the extent and diverse nature of women’s social and political leadership across various pursuits and endeavours within democratic political structures

Макроструктура англомовних фахових текстів сфери освіти

The article studies the means of cohesion of English professional texts in the field of education, it defines the characteristics of the macrostructure of the professional text according to the genre. Grammar, vocabulary, stylistic and logical cohesion of professional texts are identified, their quantitative parameters and usage peculiarities are considered with regard to the type of text. Each kind of cohesion is discussed in detail, its most dominant means are emphasized and exemplified by examples from multi-genre professional texts.The results of the study are systematized and presented in the table. The means of grammatical and lexical cohesion have been found to prevail in the texts of scientific articles and textbooks of various types, and lexical cohesion has been fixed as dominant in the texts of popular science magazines.У статті вивчаються засоби когезії англомовних фахових текстів сфери освіти, визначаються характеристики макроструктури фахового тексту за жанром. Виявлено граматичні, лексичні, стилістичні та логічні засоби зв’язності фахових текстів, визначено їх кількісні параметри та особливості використання з огляду на тип тексту