共查询到20条相似文献，搜索用时 31 毫秒
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邓玲 《中学英语园地(高三版)》2005,(10)
Im a student of Senior 3and Ive set lots of new goals to achieve inthe new sem ester.First of all,Ill get up early in the m orning.In the past,I was usedto staying in bed for a little tim e longer, especially on weekends or onwinter m ornings. But from this autum n, Im determ ined to form a goodhabit of getting up early and then doing som e m orning exercises. Y ouknow,that will do m e good!O nly through these sports can I achieve m ygoalto becom e healthier and stronger.Secondly,Illm ake … 相似文献
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Uzuntiryaki-Kondakci Esen Kirbulut Zubeyde Demet Oktay Ozlem Sarici Esra 《Research in Science Education》2022,52(4):1131-1155
Research in Science Education - The purpose of the study was to examine science teachers’ emotions, emotion regulation goals and strategies during instruction, and the role of teaching... 相似文献
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Anne‐Lise Høstmark Tarrou 《欧洲师范教育杂志》1993,16(2):95-112
Can teacher education promote cultural understanding? In the Norwegian context, culture is discussed as a tool to promote change: a crucial theme for teacher educators as a basis for their double role as bearers and communicators of a culture. Among actions undertaken to promote understanding, there are possibilities for cultural exchange in teacher education. A comparative study on INSET in the technical and vocational area in 11 European countries exemplifies a learning process where the individual cultural background had to face interesting challenges to all the participants. Among the proposals: ‘Introduction to cultural knowledge’ as a specific subject matter; reinforcement of foreign language learning and a deeper knowledge in history; research on teacher education as a cultural element; development of competencies among teacher educators to promote knowledge about culture at a national and at an international level; a network of persons and institutions promoting and enhancing the cultural qualifications among teachers and teacher educators. 相似文献
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Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher’s support, learning motives and strategies, attitudes, and grade aspiration. Based on regression and cluster analyses, this study found convergent evidence supporting the benefits of adopting additional adaptive goals alongside mastery goals. Regression analyses located significant interaction between pro-social goals and mastery goals in predicting higher levels of positive learning attitudes and lower levels of surface learning motives. Cluster analyses confirmed that students endorsing pro-social goals, performance-approach goals and mastery goals in their goal profiles had an adaptive pattern of perceptions, use of strategies, learning motives and grade aspiration in mathematics. 相似文献
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Examination Result Attribution,Expectancy and Achievement Goals among Chinese Students in Hong Kong∗
The structure of Chinese primary school students’ causal attributions for actual examination results was examined. A factor analysis of the attributions revealed dimensions which supported Weiner's classification. Age‐related differences as well as interrelationships among perceived attainment, expectancy of success, causal attributions and achievement goals were also explored. Results showed that older students had lower but more accurate perceived attainment than younger students. They also attributed more to internal causes and study at home, and they had stronger learning goals. Results also showed that leaming‐oriented students attributed more to internal causes and study at home but less to home conditions, while performance‐oriented students attributed more to uncontrollable causes. Results were explained and discussed with reference to the socialisation patterns in the Chinese culture.
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Wentzel KR 《Contemporary educational psychology》2000,25(1):105-115
In this article, goals are discussed with respect to content, that is, as cognitive representations of what it is that an individual is trying to achieve in a given situation. In support of this perspective, I argue that a focus on the content of students' goals can provide unique and valuable insights into ways in which students' multiple social and academic goals might influence their academic accomplishments. Several models of relations between multiple goals are described. First, from a developmental perspective, relations among social and academic goals might be one-directional, with fundamental orientations toward the self and the social environment guiding efforts to be academically competent. Second, relations between goals also can be complementary, with social and task-related goal pursuit independently contributing to academic achievement. Finally, relations between social and academic goal pursuit can be reciprocal and hierarchical in nature, reflecting students' beliefs about how to achieve academic success. The significance of a goal content perspective in relation to other goal-related constructs also is discussed. Copyright 2000 Academic Press. 相似文献
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The Similarities and Differences between the Goals of Bilingual Education in China and the United States 总被引：3，自引：0，他引：3
This paper studies the similarities and differences between the goals of bilingual education in China and the United States. China and the U. S. have similar purposes in providing bilingual education to language minorities at the elementary-secondary school level. The Americans use bilingual education as a remedy, but most Chinese treat it as a tool for tangible interests. American colleges and universities provide monolingual instruction only, but their Chinese counterparts are promoting bilingual instruction today. Many have considered American bilingual education a failure. The validity of China＇s collegiate bilingual instruction is under debating. More research work must be done before we learn how bilingual education may be efficiently and effectively provided to different groups with various educational needs. 相似文献
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Malin Svensson 《Scandinavian Journal of Educational Research》2019,63(1):1-16
This article examines challenges experienced by teachers of asylum-seeking pupils in Sweden, where the right to education is part of a policy of promoting “normal life” during the asylum process. A theoretical framework contributed a deepened understanding of the teachers’ experiences as street-level bureaucrats. Interviews indicated that institutional factors, lack of training, and insufficient support within the educational system constrained the teachers’ work. They developed strategies for dealing with the dilemma of being impeded in providing education equivalent to that of resident pupils but still struggled with how the asylum process affected classroom work. They were sidelined by a lack of control over the asylum decision, processed outside school. This was a source of moral distress and an additional workload, as catering to asylum-seekers’ needs was left to their discretion. Conflicting goals of educational and immigration policy thus conditioned their work and risked undermining the compensatory pedagogical task. 相似文献
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Katy Gregg 《Early Childhood Education Journal》2017,45(4):445-452
Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports. 相似文献
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The multiple goals approach is used to assess whether or not women on probation or parole engaged in communication with their probation/parole officers (PO) regarding needs or issues they had and about which they wanted to talk. Interviews were conducted with 402 women on probation and parole across Michigan; 127 stated that there was a time when they wanted to talk to their PO about a difficult need or issue they were facing, including housing and illegal activity. Women who were concerned about threats to their freedom were less likely to have initiated the conversation. Findings highlight possible reasons that impact whether or not individuals engage in difficult conversations that are desired. 相似文献
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Elena VanderDussen Toukan 《Interchange》2017,48(3):293-309
This paper analyzes the United Nations’ Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to “ensure inclusive and equitable quality education and promote lifelong opportunities for all” by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a liberal social justice tradition along the lines of four rationales: equal distribution, just recognition, moralism, and utilitarianism. An analysis of the SDG education targets along each of these views is followed by a discussion of some of the challenges and contradictions inherent in applying a liberal social justice rationale to the achievement of education for all in a global setting. From this analysis, I suggest that while liberalism has provided a compelling rationale to harness public and political will around the claims of equality and democracy in the West, it has not proved adequate to informing the emergence of the kinds of education needed for social and economic justice and transformation on a global scale. Education scholars may well consider an epistemological “shift” that informs a vision of society and human nature reflective of the interconnectedness of a complex world-wide community. 相似文献
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Gustavo Martínez-Sierra María del Socorro García-González 《International Journal of Science and Mathematics Education》2017,15(2):349-369
Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high school students’ emotional experiences in the mathematics classroom and identify the appraisal structures that support such emotional experiences. Focus group interviews were carried out until theoretical saturation of the data was achieved (N = 53 in nine focus groups interviews). Data analysis is based on the theory of cognitive structure of emotions, which specifies eliciting situations for each emotion and the variables that affect intensity. The emotional experiences in this structure are as follows: satisfaction, disappointment, hope, fear, joy, distress, boredom, interest, pride, reproach, self-reproach, like and dislike. These results show that the emotional experiences of students are based on their appraisals of events, objects and agents in terms of a structure of goals. 相似文献
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Michelle Hoda Wilkerson Chelsea Andrews Yara Shaban Vasiliki Laina Brian E. Gravel 《Journal of Science Teacher Education》2016,27(1):11-33
This paper explores the role that technology can play in engaging pre-service teachers with the iterative, “messy” nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another’s ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers’ knowledge and goals related to scientific modeling in the classroom. 相似文献
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Science teachers struggle with meeting curricular goals outlined by professional organizations within the constraints of traditional
school. Engaging science learners as a community who collaboratively and creatively co-construct scientific understanding
through inquiry requires teachers to adopt new tools as well as a different mindset about the kind of classroom culture they
need to nurture. Classroom blogs (i.e., blogs that are managed by a teacher for his/her students to post their work and exchange
ideas) have been purported in the literature as offering unique opportunities to achieve this goal, although with little empirical
support thus far. To fill this gap, nine classroom blogs were selected through an extensive search, and systematically analyzed
to determine how the teachers’ instructional designs and classrooms’ enactment were able to capitalize on the specific affordances
blogging may offer to support reform-based learning goals. The shift in teacher mindset needed to realize blogging affordances
occurred as teachers engaged with students in the process of ‘living’ the classroom blog. 相似文献
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This study investigated whether children learn from exploration and act as effective informants by providing informative demonstrations tailored to observers’ goals and competence. Children (4.0–6.9 years, N = 98) explored a causally ambiguous toy to discover its causal structure and then demonstrated the toy to a naive observer. Children provided more costly and informative evidence when the observer wanted to learn about the toy than observe its effects (Experiment 1) and when the observer was ordinary than exceptionally intelligent (Experiment 2). Relative to the evidence they generated during exploration, children produced fewer, less costly actions when the observer wanted or needed less evidence. Children understand the difference between acting-to-learn and acting-to-inform; after learning from exploration, they consider others’ goals and competence to provide “uninstructed instruction”. 相似文献
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Luis Fernando Macías Bruce Anthony Collet 《Diaspora, Indigenous, and Minority Education》2016,10(3):169-181
This research examines the impact of parental deportation on Latino/a adolescents’ postsecondary aspirations. Based on interviews with students, their families, and site observations, the study finds that for some adolescents who held college aspirations prior to the deportation, this type of abrupt parental removal negatively affects their perception of safety and stability in their home and school environments (i.e., microsystem) (Bronfenbrenner, 2005). Where this vulnerability is not countered with emotional, economic, and institutional support, it can hinder their development of the social capital (Coleman, 1988; Stanton-Salazar, 2001) that would be conducive to their higher educational aspirations. 相似文献