共查询到20条相似文献，搜索用时 46 毫秒
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Chris R. Glass 《Innovative Higher Education》2017,42(3):239-252
There is a widening gap between administrators’ and faculty members’ attitudes towards online education. This post-positivist grounded theory study explored features of the experiences that shaped sixteen faculty members’ attitudes towards online education. Two features are identified: (a) they strived to express subject matter of personal significance, and (b) they strived to take on various social roles. The degree to which these efforts were facilitated – or thwarted – shaped their attitudes towards online education. This analytical focus recognizes that online education changes not only how faculty members teach; it also introduces new activities that affect the meaning of teaching for faculty members. 相似文献
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Raymond V. Burke Robert G. Oats Jay L. Ringle Leah O'Neill Fichtner Mary Beth DelGaudio 《Journal of Education for Students Placed at Risk》2013,18(3):201-218
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations. 相似文献
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魏恩文 《黎明职业大学学报》2004,(1):43-47
This paper is intended to explore the social values reflected in Mrs. Gaskell‘ s novels in terms of her way of portraying her characters, and at the same time, to study the reason and mentality behind it so as to have a better understanding of her works and her progressive ideas, and form a fresh judgement about the artistic value of her novels. 相似文献
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Liz Bennett 《International Journal for Academic Development》2017,22(3):245-256
Focussing on academics’ professional identity, this paper analyses the challenges academics experience when adopting new technologies in their pedagogical practices. Notions of ‘economies of performance’ and ‘ecologies of practice’ as well as the concept of liminality are employed to understand this identity work. The paper illustrates how academics welcomed the potential of the web, despite the possible challenge to their authority. The paper argues that the process of changing pedagogical practices is experienced as risky and uncertain by some academics, and that it is a commitment to being a ‘good teacher’ that helped these academics to overcome these feelings. 相似文献
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<正>Dickens holds a unique position in Egnlish literature. He was not only a great writer; he was also a social reformer at heart. In many of his novels, he portrayed a vivid picture of life in England in the early part Of the nineteenth century. Full of social passion, he assaulted social abuses violently, and worked steadily on behalf of the humble and theoppressed. He was indeed a 相似文献
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《International Journal of Educational Research》2004,41(1):10-23
A moderation-mediation model was developed to investigate relationships among adolescents’ family, school learning environments, individual characteristics, and measures of the academic, affective, and social outcomes of young adults from different cultural backgrounds. Data were collected as part of a longitudinal survey of Australian youth. The findings indicated that: (1) adolescents’ family backgrounds, family and school capital, and individual characteristics combined to have a large association with young adults’ educational attainment, a small relation to subjective well-being, and a medium association with social engagement, (2) adolescents’ family backgrounds moderated relationships between the intervening variables and young adults’ educational attainment and social engagement, (3) the intervening individual characteristic and social capital variables partially mediated the relationships between family background and measures of the young adults’ outcomes, and (4) after taking into account the other predictors in the model, young adults’ earlier educational attainment was related to their later attainment and social engagement. 相似文献
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ABSTRACTResearch Findings: Continuity of care is a recommended practice in child care intended to promote secure and supportive relationships between infants and toddlers and their caregivers. Toddlers (N = 115) between 12 and 24 months were observed in 30 continuity and 29 noncontinuity classrooms. The average duration of care for toddlers with caregivers was 14 months in the continuity rooms and 5 months in noncontinuity rooms. Toddlers observed in continuity rooms experienced higher levels of interactive involvement with their caregivers and were rated by their caregivers as having fewer problem behaviors compared with the toddlers in noncontinuity rooms. Toddlers in rooms with higher staff–child ratios also experienced more involved caregiving. We did not find evidence that the level of involved caregiving mediated the association between continuity of care and toddlers’ social competence or problem behaviors. Practice or Policy: Continuity of care may be a promising practice for programs that strive to provide high-quality care for infants and toddlers. 相似文献
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Susan B. Goldstein 《Equity & Excellence in Education》2013,46(4):502-519
This study seeks to expand the literature on predicting friendship diversity beyond race/ethnicity to include religion, social class, and sexual orientation. Survey packets elicited information regarding up to four close friendships developed during college. Additional measures assessed pre-college friendship diversity, participation in college activities and diversity education, intergroup attitudes, and interpersonal communication apprehension. A total of 588 friendships (213 intragroup and 375 intergroup) were reported by 151 college students. Pre-college friendship diversity was the primary predictor of college friendship diversity across each intergroup dimension. Implications for prejudice reduction are discussed. 相似文献
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Yang Jie 《延安教育学院学报》2001,(1):53-55
We may simply say language is a tool for human communication with respect of its function.But from asociolinguistic point of view,language is influenced not only by the speech situation but also by the socialvariation,such as class,professional status,age and sex.In English,we could still find some usages invocabulary,grammar and pronunciation which are influenced by the above factors.A.Sex varietiesDifferences exist in the speech of men and women in most countries.It is believed that speech… 相似文献
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British Character It’s not surprising to see that America and Britain have a greatdeal in common.But,on the other hand,there may be manyaspects they are alike,but there are indeed a few keydifferences.For example,people often describe Americans withthe words like friendly,informal,directive,assertive,pragmaticand some others,while adjectives associated with the Britishcharacter include:conservative,gentlemanly,reserved,classconscious,law abiding,principled,believing in order andtradition,and open to compromise. 相似文献
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This qualitative case study examined Twitter use by undergraduate and graduate students in three classes. Previous studies have shown that while some faculty use Twitter, few are incorporating it into classes despite many recommendations for such use. This study examined how students perceived Twitter as a classroom tool. As an optional activity, many started with Twitter but fewer continued through the semester. The study reports on content and counts of tweets as well as student self-reports on usage and interest. The researchers found students enjoyed being consumers of tweets but seldom retweeted or replied. Incorporating Twitter in courses will require careful consideration of scaffolding, modeling, privacy and course design. Questions remain as to whether the informal social focus of Twitter may overwhelm attempts to use it in more structured educational settings. 相似文献
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Rafael García-Ros Francisco Pérez-González Francisco Cavas-Martínez José M. Tomás 《教育心理学》2018,38(4):451-469
Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students. 相似文献
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This study examined whether the effects of student–faculty interaction on a range of student outcomes—i.e., college GPA, degree
aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction
with college experience—vary by student gender, race, social class, and first-generation status. The study utilized data on
58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings
reveal differences in the frequency of student–faculty interaction across student gender, race, social class and first-generation
status, and differences in the effects of student–faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation
status. The findings provide implications for educational practice on how to maximize the educational efficacy of student–faculty
interaction by minimizing the gender, race, social class, and first-generation differences associated with it.
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| Linda J. SaxEmail: |
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Mary M. Atwater Malcolm B. Butler Tonjua B. Freeman Eileen R. Carlton Parsons 《Journal of Science Teacher Education》2013,24(8):1293-1313
Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts. 相似文献
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Caitlin Malloy 《Early education and development》2019,30(4):439-455
This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students in 73 Head Start classrooms in which English was the only instructional language. Research Findings: Classroom concentration of Spanish speakers was not associated with Spanish-speaking DLLs’ year-end prosocial behavior. For problem behavior, there was a disordinal interaction between teacher social-emotional support and classroom concentration. In classrooms with higher teacher social-emotional support, the proportion of Spanish-speaking classmates was positively associated with Spanish-speaking children’s problem behaviors. In classrooms with lower teacher social-emotional support, the proportion of Spanish-speaking students per classroom was negatively associated with Spanish-speaking children’s problem behaviors. Practice or Policy: Findings highlight the value of shared-language peers in particular classroom contexts and have implications for DLL students’ preschool classroom placements. 相似文献
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Joyce Goodman 《History of education》2013,42(3):297-314
Women workers are at the bottom of the industrial scale. In almost every trade they do the least skilled portion of the work and the wages average not more than 12s a week. They work long hours, partly because their occupation is in workshops or the home rather than in the factories, and their trades are for the most part those in which overtime is allowed; and to this legal overtime is freely added, often . . .without payment. What a mockery to preach self‐help to women so placed! They cannot help themselves . . . Wages in the trades which are filled by women are always tending to fall lower and lower. The women are unorganised, and they will take work at any price. 1 相似文献