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1.
Internationalisation of higher education is big business in Australia, yet, despite the growing body of literature informing learning and teaching of international students, challenges remain. While language and pedagogical differences are well documented from the students' perspective, less known are the challenges to educators and their practices in responding to these named issues. This article explores some implications for educators and their practices, when international students come to study in an English-language university in Australia. A small research project focusing on educators' perspectives reveals the pedagogical challenges, difficulties and differences in approaches to teaching large numbers of international students. Implications for educators are discussed, focusing on the need to respond to policy and institutional demands to participate in these international collaborations, and to engage in building sound and equitable educational provision.  相似文献   

2.
Learning in today's classrooms can be disconnected from students' real world experiences. Providing students the opportunity to address real‐world problems may provide avenues for students to engage in their communities while developing academic skills and knowledge. Additionally, for students whose interests are piqued by the nature of their community's problems, these activities have the potential to offer students meaningful, motivating work in a supportive environment. This article explores how providing students with interest‐based service‐learning opportunities may help them develop and demonstrate gifted behaviors. In addition, methods for integrating student interests and service‐learning projects are presented. © 2012 Wiley Periodicals, Inc.  相似文献   

3.
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group-oriented contingencies can be applied to broader efforts designed to prevent learning problems class-wide. Independent group-oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group-oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group-oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group-oriented rewards.  相似文献   

4.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.  相似文献   

5.
Abstract

Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in what students are doing in class, how well they are doing it, and what they will be able to do motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy.  相似文献   

6.
Physical exercise results in an active well‐being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second‐year medical students self‐administered Vallerand's Academic Motivation Scale. The frequency of exercise per week and the duration per time were multiplied to compute a weekly physical exercise engagement time. Multivariable regression model treated the intrinsic motivation construct as the dependent variable, adjusting relevant covariates such as sleeping time, sitting time, screen time, and vegetable intake. The level of intrinsic motivation was positively related to the student's physical exercise time per week (β 0.85, 95% confidence interval 0.42–1.26, p‐value < 0.001). Thus, generating conditions in which students can engage in physical exercise may contribute to fostering their intrinsic motivation for academic work.  相似文献   

7.
Previous research has noted one's knowledge of and attitudes toward the theory of evolution is negatively predicted by one's political ideology, specifically how conservative the individual identifies, and positively predicted by one's level rational thinking. The present research expands on this past research by examining the roles of political conservatism and rational thinking in predicting one's reported relevance of evolutionary theory in a multi-study design. In Study 1, a sample of undergraduate college students (N = 198) completed a survey with measures of conservatism, rational and intuitive thinking styles, including both engagement and ability, and attitudes toward the relevance of evolutionary theory. A multiple mediator model revealed that conservatism was a negative predictor rational engagement, rational engagement was a positive predictor of relevance of evolution, and the indirect effect of conservatism on relevance of evolution through rational engagement was significant. In Study 2, a new sample of college students (N = 146) completed an experiment where rational engagement was manipulated. Conservatism negatively predicted relevance of evolution for individuals who were not primed to engage in rational thought and were below average in rational ability. Conversely, conservatism was not a significant predictor of relevance of evolution for individuals who were primed to engage in rational thought, and who had below average rational ability scores. These results suggest that when individuals are lower in rational ability, priming for rational engagement may be effective at buffering the effect of conservatism on one's reported relevance of evolution. Thus, examining additional procedures for increasing one's rational engagement may be useful for educators and researchers interested in reducing the effects of political ideology on one's knowledge of and attitudes toward evolution.  相似文献   

8.
Abstract

Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors.  相似文献   

9.
The authors explore the issue of consensual sexual relationships between counselor educators and students. The American Counseling Association's (2005) ACA Code of Ethics is consulted, and the complex issues associated with these relationships are discussed. A case example is provided that generates suggestions to guide counselor educators' decision making related to consensual sexual relationships with students.  相似文献   

10.
Although research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry.  相似文献   

11.
Editorial     

This article shows that an awareness of students' use of their own experiences and a consistent promotion of critical literacy skills throughout a child's, adolescent's, and adult's life strengthens awareness of the social, political, economic, and cultural implications of education. The article expands on John Dewey's (1938) theory of experience as the means and goal of education to show that middle school and college graduate students use their different levels of both personal and academic experience to respond to and interpret similar issues in the same text. Specifically, the authors discuss their use of Roald Dahl's (1983) The Witches to show how teachers might approach a children's book as the backdrop for teaching different age groups an increased awareness of gender issues, the effects of stereotyping, and the influence of popular culture on students' lives. They argue that educators need to use creative teaching strategies to provide opportunities for students at all educational levels to expand their literacy skills. The final section of the paper provides possible ways in which teachers can use literary texts at various levels to engage students not only with the material itself but also connect the text with their personal/ professional experiences and their own literacies.  相似文献   

12.

Either by choice or by necessity, criminal justice students, educators, researchers, administrators, and practitioners frequently seek information or engage in conduct that somehow concerns the law. There are numerous reasons why persons interested in criminal justice theory and practice may want or need legal knowledge, but a lack of familiarity with the basic techniques for conducting legal research may inhibit access to this knowledge. This article describes the reference materials available for legal research, explains how they are used, and suggests why it is important that more people who are involved with criminal justice become skilled in the basic techniques of legal research.  相似文献   

13.
Recent research on teacher diversity has highlighted the challenges new teachers of color face when they enter diverse school settings. In this study the pedagogy of three sociopolitically conscious teacher educators is investigated to understand how they tailor preparation for teachers of color. Findings revealed that teacher educators' pedagogy for teacher candidates of color was characterized by three mutually binding mindsets and practices: (a) teacher educators made an intentional choice to work as a change agent for communities of color; (b) teacher educators challenged sociocultural barriers to the academic and professional achievement of teachers of color; and (c) teacher educators implemented constructivist approaches as an instructional bridge to prepare teacher candidates of color to work with culturally and linguistically diverse students. Based on findings, the conceptual framework of culturally responsive pedagogy is reconstructed to generate suppositions about the culturally responsive teacher educator as a theoretical construct.  相似文献   

14.
This study was undertaken to investigate the perceptions held by developmental educators and counselors—student affairs professionals of current procedures for working with students with learning disabilities in community colleges. Current knowledge of students with learning disabilities and perceptions about their academic success were also examined. Implications for practice based on the results of this study were included.  相似文献   

15.
Abstract

This article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.  相似文献   

16.
Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity–impulsivity–inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA‐only or CP‐only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth‐grade students with HIA + CP (n = 61), HIA‐only (n = 29), and CP‐only (n = 14). Results showed that the HIA‐only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP‐only groups. By Grade 6, the HIA‐only and HIA + CP groups showed lower academic competence than the CP‐only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP‐only groups had poorer social skills than the HIA‐only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self‐concept. Early screening and identification methods using a multiple‐gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721–736, 2005.  相似文献   

17.
Rates of students engaging in nonsuicidal self-injury (NSSI) are rising and additional supports in the schools are needed (Nock, 2010, Ann Rev Clin Psychol, 6, 339–363; Stargell et al., 2017, Prof Sch Couns, 21, 37-46). School psychologists, school counselors, and school nurses are key personnel in responding to self-injurious behaviors within the school setting. The results of a practice-based research project are described, in which school psychologists, school counselors, and school nurses participated in training to increase their self-efficacy, knowledge, and response in regard to NSSI. The training provided information regarding best practice in responding to NSSI in youth (Hasking et al., 2016, Sch Psychol Int, 37(6), 644–663; Kanan et al., 2008, Sch Psychol Forum: Res Prac, 2, 67–79; Walsh & Muehlenkamp, 2013, Sch Psychol Forum: Res Prac, 7, 161–171). This exploratory study indicated that training positively impacted participants' perceived self-efficacy and knowledge with respect to responding to youth who engage in NSSI. Handouts and resources for school-based staff are included. Limitations and future directions are discussed.  相似文献   

18.
The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic and behavior problems involves the use of choice; more specifically, consequence choice, which provides students with the ability to select their own reinforcement. The current study examined the effects of choice of reinforcement via a single-subject multielement design with baseline for four students with emotional disturbance or behavior disabilities educated in an inclusion setting. With an increase in task difficulty, the behavior of two students indicated a functional relation between engagement and choice and two additional students demonstrated a functional relation between the presence and absence of reinforcement. Students did not distinguish academic behavior across the course of the study. The difficulty level of the instructional material, as well as the perceived preference of the reinforcers may play a role in study outcomes. Future directions follow study limitations and implications for inclusion practitioners.  相似文献   

19.
Several studies have found that higher hope is associated with higher academic achievement. Although scholars have asserted that this association is the result of higher hope leading to an increased likelihood that students will engage success‐oriented behaviors (e.g., participating in class, completing homework assignments), very little empirical research has been done to test this assertion. In this study, cluster analyses yielded three clusters of hope (high, average, and low) in a high school sample (N = 447) and a college sample (N = 375). Differences among hope clusters were examined across three domains of indicators—engagement, disengagement, and motivational variables—associated with success‐oriented behavior in school. Results from both samples indicated that students with higher levels of hope reported higher engagement, higher motivation, and lower disengagement, with medium to large effect sizes. These results have implications for both hope research and scaling psychosocial interventions.  相似文献   

20.
This paper discusses two important concepts—internationalization and the international marketing of higher education—and how they influence international students' choice of Canadian universities. The paper is based on two studies: one on 140 East Asian international graduate students who enrolled at two large Ontario universities in the academic year 2003–2004, and the other on 95 international undergraduate students who enrolled at an Ontario university in academic year 2005–2006. The research findings show that market segmentation determines the applicability of internationalization and/or marketing of higher education. Activities related to the internationalization of education play a critical role in influencing the research-oriented students' choice of a Canadian graduate school. Marketing activities have a direct impact on graduate students' choice in professional programs. “Twinning” or “incountry” programs—a blend of internationalization and international marketing approach—have a strong influence on undergraduate students' choice to come to Canada.  相似文献   

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