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1.
Bernadette Geduld 《Africa Education Review》2017,14(2):122-139
Learners’ self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling of township school learners, although generally acknowledged, remain under-researched. The research presented in this paper explored 14 secondary township school teachers’ perceptions of the factors that influence learners’ motivation to achieve academic success. A better understanding of contextual motivational factors could influence teaching and learning, as well as provide the needed support that ultimately will enhance the academic achievement of South African township school learners. Participants perceived autonomy-supportive, extrinsic motivation, schools as positive learning environments, study and job opportunities, community projects, friends and peers, poverty, and encouragement from the local community as strong sources of motivation. 相似文献
2.
Using Educative Assessments to Support Science Teaching for Middle School English-language Learners 总被引：1，自引：0，他引：1
Cory A. Buxton Martha Allexsaht-Snider Regina Suriel Shakhnoza Kayumova Youn-jeng Choi Bobette Bouton Melissa Baker 《Journal of Science Teacher Education》2013,24(2):347-366
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice. 相似文献
3.
《Journal of Further & Higher Education》2012,36(2):49-61
Abstract This paper will argue that academic programmes which emphasise personal and/or professional growth create a ‘responsibility’ on their part to continue to support learners’ development following graduation. The paper will present preliminary evidence gathered from recently graduated Master of Business Administration (MBA) learners which reveals that unless support is continued, in time learners will revert back to previous practices of learning and behaviour in the course of their work, thus undoing the benefits that the programme has sought to introduce. 相似文献
4.
Chih-Ming Chen Jung-Ying Wang Yong-Ting Chen Jhih-Hao Wu 《Interactive Learning Environments》2016,24(4):681-705
To reduce effectively the reading anxiety of learners while reading English articles, a C4.5 decision tree, a widely used data mining technique, was used to develop a personalized reading anxiety prediction model (PRAPM) based on individual learners' reading annotation behavior in a collaborative digital reading annotation system (CDRAS). In addition to forecasting immediately the reading anxiety levels of learners, the proposed PRAPM can be used to identify the key factors that cause reading anxiety based on the fired prediction rules determined by the developed decision tree. By understanding these key factors that cause reading anxiety, instructors can apply reading strategies to reduce reading anxiety, thus promoting English-language reading performance. To assess whether the proposed PRAPM can assist instructors in reducing the reading anxiety of learners, this study applies the quasi-experimental method to compare the learning performance of three learning groups, which are, respectively, supported by a CDRAS with individual annotations, collaborative annotations, and collaborative annotations with online instructor's support to reduce reading anxiety by the proposed PRAPM. The instructional experiment was conducted on Grade 7 students at Taipei Municipal Wan-Fang high school. Experimental results indicate that the average correct prediction rate of the proposed PRAPM in identifying the reading anxiety levels of learners was as high as 70%. Moreover, analytical results show that the collaborative annotation with online instructor's support for reducing reading anxiety by the proposed PRAPM indeed helps learners reduce reading anxiety, particularly for the male learners, showing that gender difference exists. Furthermore, based on online instructor's support for reducing reading anxiety by the proposed PRAPM, the correlation analysis also shows that the online instructor's interaction with the male learners is significantly correlated with the reading anxiety reduction. Furthermore, English-language learning performance of the three learners groups, which were given a CDRAS with different learning mechanisms, was significantly promoted. 相似文献
5.
This study investigated factors associated with the academic stress experienced by international students (N=412) attending graduate school in the United States. The study was grounded in a cognitive framework in which academic stress is understood as the consequence of students' appraisal of the stressfulness of role demands and their perception of their ability to cope with those demands. These two appraisals, in turn, were posited to be a function of cultural distance, students' social support network, and their role competencies. Results indicated that the primary determinants of the two types of appraisals differed. While self-perceived English-language skills and, to a lesser degree, cultural distance were the predictors of primary appraisal, self-perceived English-language, academic, and problem-solving skills and social support network were the main determinants of secondary appraisal. Implications for how universities might work more effectively with international students are discussed. 相似文献
6.
Engagement as an essential factor for active and meaningful learning of English-as-a-Foreign-Language (EFL) is affected by both learner external (e.g., teacher support) and internal (e.g., growth language mindset and L2 grit) factors. This study examined the relationship between perceived teacher support, growth language mindset, and academic engagement by considering the mediating role of L2 grit. The participants were 295 Iranian EFL learners selected via multi-stage cluster sampling. The SEM results indicated that perceived teacher support and growth language mindset directly and positively predicted academic engagement. Additionally, L2 grit mediated the relationships ‘between perceived teacher support and academic engagement’ and ‘between growth language mindset and academic engagement’. EFL learners receiving more teacher support and endorsing higher levels of growth language mindset can successfully overcome failures and difficulties in their learning process by showing more persistence in dealing with challenges and sustaining their interest, which could considerably enhance their engagement in learning. 相似文献
7.
在线自我调节学习是增强学习者在线学习投入、提升学习绩效的重要保障。当下在线开放课程在各级各类教育中广泛深度应用,国内外学者主要关注高等教育全日制学习者在线自我调节学习的相关研究,对学历继续教育学习者的关注较为罕见。采用混合研究法,对疫情防控期间,陕西、广东、云南等三省参与在线课程学习的学历继续教育学习者在线自我调节学习的现状、影响因素及优化策略进行了系统研究,结果发现:研究样本在线自我调节学习现状不是很理想,主要受个人因素、课程因素、文化因素和管理因素的影响,最终从优化课程、重构学习空间、加强过程监控等三个方面提出了调节和优化策略。 相似文献
8.
This article examines the conflicts and challenges that student leaders in adult basic education and literacy programs experience in balancing their leadership responsibilities with academic endeavours. Based upon a case study of an adult basic education student leadership council in New York City, the article shows that leadership activities can both support and impede academic progress. The mediating factors were time requirements for implementation of leadership activities and the perceived priorities of the participants, who used various strategies to manage their academic and leadership responsibilities. Council involvement also supported and changed their academic, vocational and personal aspirations. This study alerts adult educators to the ways in which leadership activities can complicate learners’ academic pursuits, the need both to respect student leaders’ choices and to provide guidance on balancing their multiple responsibilities, and the importance of cultivating literate capabilities through leadership activities. 相似文献
9.
AbstractResilience can be viewed as successful adaptation despite challenging or threatening circumstances (e.g. poverty). This article reports on an investigation of which the primary aim was to establish how additional educational support enhances adolescents’ resilience and academic performance. A quantitative approach was followed using two schools. One was a poverty-stricken school where additional educational support was officially offered, while the other school offered normal required tuition and was located in a middle class suburb. In total, 117 Grade 9 and 10 learners participated in the research. The results indicated that resilience related positively to academic performance and to other factors which are associated with academic performance such as teacher-learner relationships, parental involvement and study methods. Additional educational support to poverty-stricken learners resulted in higher resilience and academic achievement. Amongst the variables used in the investigation, additional educational support explained the largest proportion of the variance in academic achievement, followed by resilience and cognitive development. 相似文献
10.
Maartje Henderikx Karel Kreijns Jonatan Castaño Muñoz Marco Kalz 《Distance Education》2019,40(2):187-204
MOOCs are promising opportunities for lifelong learning, but as promising as these learning opportunities seem, many learners do not succeed in pursuing their personal learning goals. Barriers to learning are the main reason for not finishing the intended (parts of the) MOOCs. This study addressed the question whether the factors age, gender, educational level, and online learning experience affect barriers faced while learning in MOOCs. The results show that it is challenging to combine work and family life with lifelong (online) learning activities, especially for learners in their early adulthood and mid-life. However, more experience with online learning positively affects individuals’ ability to cope with these challenges. Also, learners with a lower educational level may experience a lack of knowledge or difficulties with the course content. These findings may serve as input to inform potentially vulnerable learners about these issues and support them in successfully achieving their personal learning goals. 相似文献
11.
Academic engagement and teacher support, as two important factors in education, have been largely neglected in the research literature of English as a Foreign Language (EFL) and applied linguistics. Given the facilitative role of positive emotions in learning processes, this study aimed to examine their mediating role in the relationship between teacher support and academic engagement among Iranian EFL learners. The participants were 435 EFL freshmen randomly selected via multi-stage cluster sampling. The data were collected through previously validated measures. The results of structural equation modelling showed that perceived teacher support could directly and positively affect academic engagement. Additionally, positive emotions mediated the relationship between teacher support and academic engagement. Finally, some important implications and suggestions for further research are presented. 相似文献
12.
The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research‐based strategies aimed at supporting learner persistence, particularly for low‐skilled adults. Elements of three theoretical frameworks, namely, expectancy‐value theory (EVT), goal theory (GT) and self‐determination theory (SDT) are conceptualised in a new, melded cognitive model to explain better the constructs that contribute to academic persistence. These theories are used to frame and explain the challenges that adult learners face when returning to school and to understand better the psychosocial demands on adult learners, based on social cognitive theory. This study is particularly significant in the light of current national attention directed towards redesigning adult basic education programmes to include more workforce development and strategies aimed at accelerating the progress of adult learners through basic skills and into post‐secondary education and/or career training. Questions guiding the current study include identifying research‐based strategies that instructors can use, and elements of programme design that support student persistence. 相似文献
13.
本文基于电大辍学归因研究中的学习负荷问题展开讨论。调查显示,学习负荷过高造成了许多电大学生在学习道路上的无功而返,而学习的高负荷是由课程难度与学生学术水平之间的落差所造成的。本研究旨在通过对电大课程教学过程的审视,探究其学术支持服务手段的有效性。本研究以2011年3-6月上海电大A分校2010春英语专业本科层次"变化中的英语"课程教学为个案,通过面授课堂观察、课程形成性考核记录、网上教学记录、课程期末考试成绩聚焦课程教学效果。研究结果显示,电大的课程教学支持服务手段仍停留于传统教学模式,而作为重要学习辅助手段的网上学习,其形式意义占据和弥漫于抽样所在班级师生的观念中,导致学习支持的可获得性受到制约;同时,由于任课教师在电大体制下被层层嵌于一个庞大的系统之中,教师的能动性在改善课程教学效果时会受到一定程度上的限制;第三,在多方原因的共同作用下,现行教学模式下学生的课业表现与预期课程教学目标之间存有潜在的些微差距,会在一定程度上影响任课教师对自身课程教学的判断和调整。改变这种状况,电大教学组织制度的变革和对教师支持服务力度的加强势在必行。 相似文献
14.
Chinh Duc Nguyen 《History of education》2018,47(5):611-627
This study explores the political impact on English-language education in the historical context of Vietnam in the 1980–1990 period. Based on data collected from three participants’ narratives concerning their experience of learning English, the study indicates that English-language education, at that time, embraced a wide range of political dimensions specific to the geopolitics of Vietnam. The political factors include learners’ family background, mainstream concepts in the local community, materials for teaching and learning, ideologies of language teaching, historical events and socio-political discourses. These factors constituted three layers of politics embedded in English-language education in Vietnam. The findings of the study provide new insights into the themes pertaining to politics in English-language education, which are often associated with the spread of English as a global language. From an educational history perspective, the study makes a contribution to understanding and developing second-language education in relation to local geopolitics. 相似文献
15.
Dorota Kalka Marta Lockiewicz 《International Journal of Disability, Development & Education》2018,65(5):493-508
Many people with dyslexia experience numerous failures in their lifetime. This can reduce their life satisfaction and the sense of happiness. However, external support and one’s personal resources, for example resiliency, aid in dealing with difficult situations. Our study verified the importance of resiliency and perceived social support for the level of life satisfaction and the sense of happiness in Polish students with and without dyslexia, studying at both state and non-state universities. We used the Cantril Self-Anchoring Scale, SHI-PL Questionnaire, Resiliency Scale, and Social Support Questionnaire. The results showed that students with dyslexia demonstrated lower levels of: life satisfaction, positive emotions, resiliency, perceived/expected emotional and practical support, and general social support. The difference in happiness remained at the level of a statistical trend. Therefore, we conclude that dyslexia may be treated a risk factor in terms of happiness and life satisfaction in young adults. 相似文献
16.
Stella Hurd 《Distance Education》2006,27(3):303-329
This study investigated the experience of learners enrolled on an Open University (UK) French course, and included personality factors, motivation, and tutor and student roles. The data gathered via multiple elicitation methods gave useful insights into issues of special relevance to distance language education, in particular the lack of fit between an inherently social discipline such as language learning and the distance context, whose main characterizing feature is remoteness from others. Motivation was seen to play a crucial role in success, along with tutor feedback, and personal responsibility for learning. Increased confidence and self‐regulation were beneficial outcomes of the process of learning at a distance, and numerous suggestions for learning approaches based on personal experience were offered for language learners new to distance learning. The study concluded that the task for distance practitioners is to build on the insights shown by learners themselves, in order to target support where it is most needed. 相似文献
17.
Describing and explaining research productivity 总被引：1，自引：0，他引：1
Paul Ramsden 《Higher Education》1994,28(2):207-226
This article describes results from a study of academic productivity in Australian higher education. It estimates the output (in terms of quantity of publications) of individual staff and academic departments across different subject areas and types of institution. Concerning research productivity, Australian academics resemble their colleagues in other countries: the average is low, while the range of variation is high. Most papers are produced by few academic staff. Several potential correlates of productivity, including level of research activity, subject area, institutional type, gender, age, early interest in research, and satisfaction with the promotions system, are examined. A model linking departmental context to personal research performance through department and personal research activity is developed and tested. The results support the view that structural factors (such as how academic departments are managed and led) combine with personal variables (such as intrinsic interest in the subject matter of one's discipline) to determine levels of productivity. There is also evidence that research and teaching do not form a single dimension of academic performance. 相似文献
18.
This study documents differences between pre- and in-service content area teachers’ beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs’ language and academic achievement. Questionnaire data were collected from 94 in-service and 101 pre-service content area teachers. Although several significant differences were found in pre- and in-service and female and male teachers’ beliefs about responsibility for ELLs’ language and academic development, both service and gender groups appeared to hold similar beliefs about ELLs’ inclusion in mainstream classes. Results also revealed that some beliefs held by female teachers about IS for ELLs significantly differed from those of males’; however, the effects of service and gender on certain beliefs may be contingent upon a number of background factors. The article concludes with pedagogical implications for teacher education for classrooms with linguistically and culturally diverse learners. 相似文献
19.
Nitza Davidovitch Hernan Casakin 《The International Journal of Art & Design Education》2015,34(2):237-248
The present research investigates academic social climate in architectural studies as perceived by students. It studies the importance that the various measures of academic social climate have in the studio and in architectural classes. It also investigates the relation between the personal background of students and their sense of academic social climate. Academic social climate is evaluated with regard to the eight factors proposed by Moos (1979) dealing with: orientation to study material, innovation, academic social connections, teachers’ support, competitiveness, academic‐social involvement, order and organisation, teachers’ control and an index for general academic social climate by means of a survey. Findings show that academic social climate was higher in the studio than in the regular classes in social connections, students’ involvement, teacher support, and order and organisation; while academic social climate measures were higher in the regular classes in teacher control and in the orientation of learning material. The highest academic social climate measures in both studio and classes were students’ involvement and competence, and the lowest measures were teacher support, and order and organisation. Some items of students’ personal and educational background were found to affect their sense of academic social climate. The implications of these findings for architectural design education are presented. 相似文献
20.
This study examined the nature of confidence judgments associated with personal goal setting during undergraduate studying episodes. Calibration was examined between paired judgments of confidence and self-evaluations of goal attainment made over nine consecutive weeks. Participants were 170 students enrolled in a first-year undergraduate course designed to promote self-regulated learning. Learners completed nine weekly Personal Planning Tools in which they (a) set a personal academic goal for university studying in the upcoming week, (b) judged their confidence for attaining that goal (JOC), and (c) self-evaluated their success in attaining that goal after the study episode. Multilevel linear modeling indicated that (a) JOCs were better calibrated with self-evaluations of current goal attainment than past goal attainment, (b) calibration did not improve over the nine weeks, but learners did become less overconfident, and (c) learners who were performing better at university tended to be better calibrated. 相似文献