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Paths on life’s way : destinations, determinants, and decisions in the transition from high schoolAndres, Lesley 05 1900 (has links)
This study investigated how and why individuals chose various post-high
school destinations. Theoretical frameworks based on Härnqvists (1978)
conceptualization of the determinants of educational choice, rational choice theory
as depicted by Elster (1986, 1989a, 1989b), and Bourdieu’s Theory of Practice (1977c,
1979, 1986, 1990b) were used to examine 1) the complex of individual and
institutional influences of educational choice, 2) the processes underlying the
decisions people made in choosing whether or not to pursue a post-secondary
education, and 3) how students in the midst of the transition from high school to
various post-high school destinations perceived these processes. Central to these
analyses are the concepts of cultural capital, primary and secondary social capital,
beliefs about and dispositions toward post-secondary education, academic capital,
and enabling capital in relation to post-high school status.
This research, conducted in British Columbia, has undertaken two kinds of
examination: 1) the exploration of choices made by a large sample of recent high
school graduates (n5345), as reported on a survey questionnaire and enriched by
corresponding Ministry of Education linked data and 2) two sets of intensive,
focused interviews conducted with a sample of Grade 12 students (n51) who were
in the process of making choices about post-high school destinations.
Three different types of analyses were conducted to explore the choice
process. First, discrirninant function analyses were carried out to determine which
individual and institutional determinants of educational choice, as depicted by
Härnqvist, best predicted post-high school group membership (non-participant,
non-university participant, university participant). Second, structural equation
modelling using LISREL VI was employed to unravel the processes, as depicted in
a model of Post-high School Status, that led to differential group membership.
Finally, interviews with Grade 12 students were carried out to explore students
perceptions of these processes.
In the first discrirninant analysis, non-participants and participants in postsecondary
education comprised the dichotomous grouping variable. Employing the
variables included in Härnqvists framework, 74% of the non-participants and 79%
of the participants could be correctly classified into their respective groups. The
most powerful predictor was curricular differentiation, followed by level of
education expected, total number of awards received, and primary social capital
(parental influence variables). In a second discriminant analysis with non-
university and university participants as the grouping variable, and based on the
same set of predictors, the type of post-secondary institution attended was correctly
predicted for 81% of university participants and 75% of non-university participants.
High school grade point average most strongly predicted group membership,
followed by curricular differentiation and level of education expected. Primary
social capital (parental influence variables) or secondary social capital (influence of
school personnel and peers) were not useful predictors in this analysis. In a three
group discriminant analysis (non-participant, non-university participant, and
university participant), the first function distinguished among these three groups
on academic capital variables, disposition variables, and parents as sources of
cultural capital, and the second discriminant function distinguished among the
groups on primary and secondary social capital variables and number of academic
awards received. Based on Härnqvist’s schema, 81% of university participants, 50%
of non-university participants, and 67% of non-participants were correctly
classified. Analyses by gender were also reported for each discriminant analysis.
In the second type of analysis, a theoretical model of Post-high School Status
was tested using LISREL VI. Strong positive relationships were demonstrated to
exist between academic capital and post-high school status, and between
dispositions toward post-secondary education and academic capital, for both males
and females. The effect of parents as sources of cultural capital on dispositions
toward post-secondary education was moderate, for both males and females. The
total effects of parental transmission of cultural and social capital on post-high
school destinations was significant. In these analyses, 58% of the variance in post-
high school destination for the male sample and 54% of the variance for the female
sample was explained.
In the third analysis, the processes of educational choice were further
explored through interviews with Grade 12 students. Of particular theoretical
interest were differences in students’ long term dispositions toward post-secondary
education, beliefs about post-secondary education, and how parents as sources of
primary social capital enabled their children to pursue higher education.
It was concluded that the treatment of two disparate strands of thinking
(rational choice theory and Bourdieu’s Theory of Practice) as complementary rather
than competing provide a coherent account of how students made choices about
post-high school destinations. The theoretical frameworks developed for this study
hold potential as a first step in revitalizing the investigation of equality of
educational opportunity. Implications for further research, theory development,
and policy directions are offered.
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Paths on life’s way : destinations, determinants, and decisions in the transition from high schoolAndres, Lesley 05 1900 (has links)
This study investigated how and why individuals chose various post-high
school destinations. Theoretical frameworks based on Härnqvists (1978)
conceptualization of the determinants of educational choice, rational choice theory
as depicted by Elster (1986, 1989a, 1989b), and Bourdieu’s Theory of Practice (1977c,
1979, 1986, 1990b) were used to examine 1) the complex of individual and
institutional influences of educational choice, 2) the processes underlying the
decisions people made in choosing whether or not to pursue a post-secondary
education, and 3) how students in the midst of the transition from high school to
various post-high school destinations perceived these processes. Central to these
analyses are the concepts of cultural capital, primary and secondary social capital,
beliefs about and dispositions toward post-secondary education, academic capital,
and enabling capital in relation to post-high school status.
This research, conducted in British Columbia, has undertaken two kinds of
examination: 1) the exploration of choices made by a large sample of recent high
school graduates (n5345), as reported on a survey questionnaire and enriched by
corresponding Ministry of Education linked data and 2) two sets of intensive,
focused interviews conducted with a sample of Grade 12 students (n51) who were
in the process of making choices about post-high school destinations.
Three different types of analyses were conducted to explore the choice
process. First, discrirninant function analyses were carried out to determine which
individual and institutional determinants of educational choice, as depicted by
Härnqvist, best predicted post-high school group membership (non-participant,
non-university participant, university participant). Second, structural equation
modelling using LISREL VI was employed to unravel the processes, as depicted in
a model of Post-high School Status, that led to differential group membership.
Finally, interviews with Grade 12 students were carried out to explore students
perceptions of these processes.
In the first discrirninant analysis, non-participants and participants in postsecondary
education comprised the dichotomous grouping variable. Employing the
variables included in Härnqvists framework, 74% of the non-participants and 79%
of the participants could be correctly classified into their respective groups. The
most powerful predictor was curricular differentiation, followed by level of
education expected, total number of awards received, and primary social capital
(parental influence variables). In a second discriminant analysis with non-
university and university participants as the grouping variable, and based on the
same set of predictors, the type of post-secondary institution attended was correctly
predicted for 81% of university participants and 75% of non-university participants.
High school grade point average most strongly predicted group membership,
followed by curricular differentiation and level of education expected. Primary
social capital (parental influence variables) or secondary social capital (influence of
school personnel and peers) were not useful predictors in this analysis. In a three
group discriminant analysis (non-participant, non-university participant, and
university participant), the first function distinguished among these three groups
on academic capital variables, disposition variables, and parents as sources of
cultural capital, and the second discriminant function distinguished among the
groups on primary and secondary social capital variables and number of academic
awards received. Based on Härnqvist’s schema, 81% of university participants, 50%
of non-university participants, and 67% of non-participants were correctly
classified. Analyses by gender were also reported for each discriminant analysis.
In the second type of analysis, a theoretical model of Post-high School Status
was tested using LISREL VI. Strong positive relationships were demonstrated to
exist between academic capital and post-high school status, and between
dispositions toward post-secondary education and academic capital, for both males
and females. The effect of parents as sources of cultural capital on dispositions
toward post-secondary education was moderate, for both males and females. The
total effects of parental transmission of cultural and social capital on post-high
school destinations was significant. In these analyses, 58% of the variance in post-
high school destination for the male sample and 54% of the variance for the female
sample was explained.
In the third analysis, the processes of educational choice were further
explored through interviews with Grade 12 students. Of particular theoretical
interest were differences in students’ long term dispositions toward post-secondary
education, beliefs about post-secondary education, and how parents as sources of
primary social capital enabled their children to pursue higher education.
It was concluded that the treatment of two disparate strands of thinking
(rational choice theory and Bourdieu’s Theory of Practice) as complementary rather
than competing provide a coherent account of how students made choices about
post-high school destinations. The theoretical frameworks developed for this study
hold potential as a first step in revitalizing the investigation of equality of
educational opportunity. Implications for further research, theory development,
and policy directions are offered. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Education, training, and non-metropolitan developmentCourtney, Lyle George 11 1900 (has links)
Many non-metropolitan areas in British Columbia experienced chronic instability in the resource extraction
economy on which they traditionally relied. Beginning in the early 1980s, shifts in employment and the
organization of work led to persistent socioeconomic turbulence. Despite the range of development, education,
and training programmes available, efforts to return these regions to stability had only sporadic success. In the
late 1980s, policy reviews led to the introduction of initiatives for greater local self-direction over development,
complemented by partnering in programme delivery, and shifts in educational funding towards targeted groups.
This study examines certain interactions between post-secondary education and development programmes
in non-metropolitan British Columbia from 1980 to 1996. Using a living systems view, and drawing on studies
in geography and adult education, a model of resources needed by outlying regions for successful development
was constructed. The model was used to examine socioeconomic changes, policy changes designed to foster
sustainable development, and shifts in emphasis in post-secondary education and training programmes, as they
affected the study areas. The main conclusions were: (1) there were distinct socioeconomic differences among
non-metropolitan regions; (2) in some, significant internal migration resulted in opportunities to create new
work, and so achieve more self-directed development, and (3) the implementation of local sustainability and
partnering did not reach levels expected, in part due to contradictory demands for innovation and cost cutting.
Supporting evidence was derived from combining (a) an extensive review of census indicators over the
province and in four selected case study regions, with (b) a series of some 100 semi-structured interviews with
resident stakeholders who were involved in directing, managing, and delivering educational, training and
community development services, and (c) a review of contemporary socioeconomic plans and profiles. The
empirical data was analyzed using a combination of qualitative and quantitative analysis, which featured the
application of principles of grounded theory and the method of triangulation, widely used in social sciences.
Case study communities were those that were successfully returning to stability by means of the benefits
flowing from internal migration combined with opportunities to create new work. The methods of investigation
developed here can be applied to other situations where communities are trying to change their prospects from
within. The living systems view is appropriate for broadly-based research into local community development.
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Going global with the locals : internationalization activity at the university colleges in British ColumbiaEvans, Karen 05 1900 (has links)
This study is about internationalization activity in the British Columbia university colleges. It
discusses the environmental context, identifies the types of internationalization activities
which occur and discusses the impact of this activity on faculty, staff and administrative
work.
The investigation employs a nested case study with units of analysis occurring at five levels.
The university college sector is the first level; second, its senior officers; third, its deans and
directors; fourth, faculty members; and fifth, staff members. Data collection involved
individual and focus group interviews, compiling documentary and historical records,
participant-observation and on-site visits to each university college. M y intent was to learn
about internationalization, to identify the factors influencing its activity and to discover how
the activity influences the university college environment.
The research provided six key findings on internationalization in the university colleges: (1)
the meaning of internationalization is heavily influenced by the external environment; (2) the
university college workplace is shaped by growing numbers of international students; ( 3) the
university colleges have been very successful in attracting international students to their
programs; (4) internationalization work is both under-valued and under-supported at the
university colleges; (5) a separation exists between international education and faculty areas
and results in a number of misperceptions; (6) the university colleges are faced with
leadership challenges.
The key findings presented five general conclusions about internationalization in the
university colleges: (1) internationalization efforts do not have a legitimate voice nationally,
provincially or locally; (2) an institutional discussion and debate regarding the role and
purpose of internationalization has not happened at the university colleges; (3) the university
colleges run the risk of becoming overly dependent on a 'soft money' source to fund ongoing
financial commitments; (4) the university colleges face some ethical challenges as they
grapple with the economic imperative of internationalization; (5) the university colleges face
an inherent structural challenge that creates tension within and between their internal and
external communities.
Policy and practice recommendations are made to government, to higher educators and in
particular to the university colleges. The limitations of the study and suggestions for further
research are provided. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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Education, training, and non-metropolitan developmentCourtney, Lyle George 11 1900 (has links)
Many non-metropolitan areas in British Columbia experienced chronic instability in the resource extraction
economy on which they traditionally relied. Beginning in the early 1980s, shifts in employment and the
organization of work led to persistent socioeconomic turbulence. Despite the range of development, education,
and training programmes available, efforts to return these regions to stability had only sporadic success. In the
late 1980s, policy reviews led to the introduction of initiatives for greater local self-direction over development,
complemented by partnering in programme delivery, and shifts in educational funding towards targeted groups.
This study examines certain interactions between post-secondary education and development programmes
in non-metropolitan British Columbia from 1980 to 1996. Using a living systems view, and drawing on studies
in geography and adult education, a model of resources needed by outlying regions for successful development
was constructed. The model was used to examine socioeconomic changes, policy changes designed to foster
sustainable development, and shifts in emphasis in post-secondary education and training programmes, as they
affected the study areas. The main conclusions were: (1) there were distinct socioeconomic differences among
non-metropolitan regions; (2) in some, significant internal migration resulted in opportunities to create new
work, and so achieve more self-directed development, and (3) the implementation of local sustainability and
partnering did not reach levels expected, in part due to contradictory demands for innovation and cost cutting.
Supporting evidence was derived from combining (a) an extensive review of census indicators over the
province and in four selected case study regions, with (b) a series of some 100 semi-structured interviews with
resident stakeholders who were involved in directing, managing, and delivering educational, training and
community development services, and (c) a review of contemporary socioeconomic plans and profiles. The
empirical data was analyzed using a combination of qualitative and quantitative analysis, which featured the
application of principles of grounded theory and the method of triangulation, widely used in social sciences.
Case study communities were those that were successfully returning to stability by means of the benefits
flowing from internal migration combined with opportunities to create new work. The methods of investigation
developed here can be applied to other situations where communities are trying to change their prospects from
within. The living systems view is appropriate for broadly-based research into local community development. / Arts, Faculty of / Geography, Department of / Graduate
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Investigating computer-supported collaborative learning and critical inquiry : a case study of the seeds of possibility--integrating information and communication technologies project in the two-year elementary teacher education program at the University of British ColumbiaZhang, Tianyi 11 1900 (has links)
The central question in this thesis is: what were, if any, the relations, tensions, and
contradictions that occurred when critical inquiry and Computer-Supported Collaborative
Learning (CSCL) were introduced to enhance Information and Communication
Technology (ICT) literacy in the Two-Year Elementary Teacher Education Program
(TYETEP) course of study at the University of British Columbia (UBC). The study was
guided methodologically using discourse analysis and case study and it was focused on
the development of (ICT) literacy within two core courses (Principles o f Teaching and
Communication). The data were analyzed in light of contemporary educational issues
identified from the overall teacher education program at U B C and a literature review of
ICT perspectives, practices, and policies within Canada, British Columbia, and more
generally North America.
The preliminary findings were based on empirical research I collected and
indicated that collaborative learning, critical inquiry and the concept of learning spaces
were enhanced when ICT was integrated into the TYETEP. Some social and
infrastructure problems were found as tensions during the program. Insufficient ICT hard
infrastructure as well as teachers' and students' low attitude towards the integration of
ICT were found to contradict the literature review. This thesis reports on one line of
research from a more comprehensive research project called "Seeds of Possibility:
Integration Information and Communication Technologies." Seeds of Possibility was a
pilot program with a research objective that examined how over the course of several
years' teacher education students can enhance their ICT literacy and fluency as they
engage in using ICT through their program. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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