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1.
Norris M. Haynes 《Psychology in the schools》1990,27(2):163-171
The academic performance of minority high school students, particularly in urban inner-city settings, is of great interest to educators and individuals concerned with the academic development of these students. It is widely recognized that in order to positively influence academic achievement related factors such as learning and study behavior, motivation, attitudes, self-concept, and other pertinent psychosocial characteristics should also be targeted for positive change. The present study compared 20 sophomore students who participated in a special program and 128 of their nonprogram peers on achievement and related measures. The program at a target high school was structured to positively impact achievement, as well as related student behavior and attributes. Significant differences were found on achievement, attendance, learning and study behavior and skills, self-concept, and other pertinent psychosocial attributes. 相似文献
2.
Online learning has become the new educational pattern during the COVID-19 pandemic and is likely to supplement conventional schooling in the post-pandemic world. Lacking prior online learning experiences, the population of K-12 students deserves our special attention. Using purposeful sampling, this study investigated K-12 online learning experiences in China based on a large-scale survey (N = 118,589). Leveraging both quantitative and qualitative evidence, this study supported online learning as a flexible alternative to conventional schooling in emergency situations with a discussion of its benefits and limitations, and revealed key findings regarding K-12 students’ online learning pattern, experiences, and engagement, as well as the influencing factors. The research findings can inform the future design and implementation of online learning programs in primary and secondary schools. 相似文献
3.
The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary schools in metropolitan Sydney (N = 1745). Students completed a questionnaire asking about three cultural perspective factors (Aboriginal perspective, cultural diversity, and cultural identity), school self-concept, two motivation factors (a mastery approach goal and a performance approach goal), and a behavioral outcome (academic engagement). Results indicated that Aboriginal students were higher in all three cultural perspectives, but did not differ much from non-Aboriginal students in school self-concept, motivation, and academic engagement. For both groups cultural diversity, cultural identity, school self-concept, and a mastery approach goal orientation were positive predictors of academic engagement. A performance approach goal orientation was not a significant predictor of engagement but higher SES and being female were positive predictors. The findings suggest that teachers should understand the importance of promoting a positive sense of culture in the classroom to better engage students. 相似文献
4.
Lauren Cifuentes Karen L. Murphy 《Educational technology research and development : ETR & D》2000,48(1):69-83
We explored the effectiveness of distance learning and multimedia technologies in facilitating an expanded learning community
among two teachers and their students in geographically separated schools. The teachers collaboratively developed curricular
activities and identity-forming multicultural activities for their K-12 students to conduct over the distance. Predominantly
Hispanic students in a school on the Texas border with Mexico communicated regularly over a school year with diverse students
in a partner school hundreds of miles to the north. They participated in collaborative activities and shared multimedia files
via interactive videoconference. Using qualitative research methods, we discovered that the participating teachers developed
empowering multicultural relationships while their students developed multicultural understanding and positive self-concept.
Examples of empowerment and positive self-concept included raised levels of academic aspirations and heightened poise during
public speaking.
Thanks to Lucy Cifuentes, Sharon Clark, Trina Davis, and Teri Metcalf for their contributions of raw data and earlier versions
of writings about Cultural Connections. Also, thanks to Ester Gonzales and Trina Davis for permitting us to use their names
in this paper. 相似文献
5.
While online learning resources are proliferating in all education delivery modes, from traditional classes to distance learning, institutions may have not recognized their potential for addressing diverse student populations, providing them online with learning experiences according to their individual needs. If teachers embrace online learning and customize their approaches to make online resources accessible to students, the interactive and collaborative nature of online learning may help reduce the lack of interaction in large classes and isolation in distance education. Research reports the need to examine the accessibility of online learning through the lenses of the digital divide dependence on factors related to physical access, skills and motivational factors. The circumstances of the pandemic have revealed inequality in access to education caused by access to technology and online delivery in which teaching approaches may not necessarily address the student voice with appreciation of their culture. Discussion address Kuo and Belland (Educ Technol Res Dev 64:661–680, 2016) article which reports experiences of minority students (e. g., African-American) in continuing education indicating that there has been little study of minority students' use of online learning resources. Authentic learning is highlighted by critical pedagogy as a means of engaging students in real-life problems and giving meaning to their real-life contexts as sources of learning and among which digital spaces play a prominent role in students’ meaning-making.
相似文献6.
Margaret Jamieson Leonard L. Stewin 《International journal for the advancement of counseling》1987,10(1):19-33
The adjustment of non-English speaking immigrant students to learning was explored by comparing the learning characteristics of immigrant students with those of a matched group of Canadian students. Eleven immigrant students and eleven Canadian students from three grade 4 classrooms in three schools in a large Western Canadian urban school system were assessed on academic achievement, attitude to school, English proficiency, academic self-concept, and quality of teacher-student interaction. Data on attitudes of teachers toward immigrant students and on attitudes of parents of immigrant students towards the mother culture and learning in a second culture were also collected. Results indicated that immigrant students did not differ significantly from Canadian students on any of these variables. Findings were supported by other Canadian studies on immigrant students and the research on second language learning. The adjustment of immigrant students to learning appeared to be dependent upon three factors: length on time in the second culture, the proportion of immigrant students within a classroom, and the cultural harmony in both home and school settings. 相似文献
7.
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy. 相似文献
8.
Kyleigh B. Harrell 《Journal of Research on Technology in Education》2019,51(3):259-272
AbstractThis study examined how blended learning impacts high school learners’ community of inquiry (CoI) and perceived learning in comparison to online instruction. Archival data collected from a public charter high school in the U.S. southeast was examined. The results demonstrate a statistically significant difference in social presence among students enrolled in blended learning courses as compared to online learning only. No statistically significant difference in perceived learning existed between groups. Findings are discussed in light of the community of inquiry framework and add to current understanding of the impacts of distance learning on K-12 student outcomes and the applicability of the CoI framework to K-12 learning environments. 相似文献
9.
Shantia Kerr 《TechTrends》2011,55(1):28-31
The growing availability of online learning in K-12 education requires understanding of the tools and pedagogy necessary for
effective teaching and learning. This paper provides recommendations to advance teaching and meaningful learning in online
high school courses. Additionally, it provides principles of practice for teachers, students, and school and district level
administrators. It concludes with a list of “best practices” for online, high school teachers. All recommendations are based
on the findings from the author’s research in three secondary online learning settings. 相似文献
10.
11.
Danhui Zhang 《International Journal of Science Education》2013,35(10):1381-1402
ABSTRACTInformal science learning has been found to have effects on students’ science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students’ self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student’s engagement in extracurricular activities. The students’ volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother’s education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities. 相似文献
12.
Anthony G. Picciano Jeff Seaman Peter Shea Karen Swan 《The Internet and Higher Education》2012,15(2):127-135
In 1992, the Alfred P. Sloan Foundation began its Anytime, Anyplace Learning Program, the purpose of which was to explore educational alternatives for people who wanted to pursue an education via Internet technology. Part of this grant activity was a research award to the Babson College Survey Research Group to examine online learning in American K-12 education. Three studies were conducted based on national surveys of school district and/or high school administrators. The focus of these studies was twofold: one, to examine the extent and nature of online learning in K-12 school districts; second, to examine the role of online learning in high school reform initiatives. The purpose of this article is to share the findings from these studies and to look critically at what they mean for the future of online learning in American K-12 schools. 相似文献
13.
情绪对在线学习效果有重要调节作用,探析初中生在线学习情绪的影响因素有助于完善中学在线教学体系,提升教学效率。对13个省市1 606名初中生进行问卷调查,探讨了学习环境适应性、学习方式适应性和在线学习周期持久性对初中生情绪的影响,结果发现:(1)初中生在线学习期间情绪呈积极状态,对居家学习环境和在线学习方式适应较好,未产生明显学习倦怠;(2)各影响因素在年级、性别、城乡上具有显著差异;(3)观测影响因素对初中生在线学习情绪影响的回归模型为:情绪状态=-6. 935-1. 116×年级-1. 466×性别+1. 277×学习方式适应性-0. 587×学习环境适应性-1. 05×学习意愿。 相似文献
14.
ABSTRACTThis study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class. 相似文献
15.
Danna Harvey Diana Greer James Basham Bo Hu 《The American journal of distance education》2013,27(1):14-26
The authors conducted a study to examine experiences and preferences of middle and high school students in online learning environments. An online questionnaire was supplied to administrators of online schools, who then distributed the questionnaire to students enrolled in their schools. Topics addressed in the questionnaire included involvement in online and traditional school settings, use of special education services, participation in extracurricular activities, actual and preferred interactions with teachers and online peers, bullying, and overall opinions regarding online learning. The findings from this study are explained as well as limitations and implications for future research. 相似文献
16.
There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences. 相似文献
17.
民族地区信息化的发展,需要大量具有较高信息素养的复合型人才,因而提升少数民族大学生信息素养是民族地区发展的现实需求。少数民族大学生在具有多元民族文化背景的民族院校进行跨文化学习和生活,文化适应能力成为其信息素养构建和发展的一个重要影响因素。本研究借助文化适应理论,依据少数民族大学生信息素养问卷调查和个体深度访谈的数据分析结果,对民族院校少数民族大学生信息素养构建中的态度倾向、存在问题和影响因素进行归因分析。研究发现:少数民族大学生的信息素养建构与其文化适应意识、能力具有显著的相关性;少数民族大学生进入大学前的信息素养文化资本较弱,入学后普遍对信息素养重要性的认识呈现积极态度;民族院校开设的信息技术等公共必修基础课程为少数民族大学生提升信息素养提供了重要帮助,校园网络、在线网络课程、同伴间的互相学习也是少数民族大学生跨文化适应和信息素养发展的关键影响因素;民族院校的信息素养教育课程体系和教学环境亟待完善。最后,本研究基于文化适应的学习环境,提出提升民族院校少数民族大学生信息素养的路径:(1)在意识观念上加强少数民族大学生的信息素养意识教育;(2)在技术知识上不断完善民族院校的信息素养教学改革;(3)在组织管理上加强民族院校的顶层设计和制度建设。 相似文献
18.
The present study investigated the relationships between academic selfconcepts, learner self-concept, and approaches to learning in elementary school students. A sample of 580 Australian Grade 6 and 7 school students with a mean age of 10.7 years participated in the study. Weak negative correlations between learner self-concepts and surface approaches to learning were identified. In contrast, deep approaches for both boys and girls showed the highest positive correlations with school self-concept and learning self-concept. Only slight variations in these figures were found between boys and girls. 相似文献
19.
Edward P. St. John 《Research in higher education》1991,32(2):141-158
While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates. 相似文献
20.
The subjects of this research were 776 pupils from grade three to grade six in Shandong Province, China. This study examined the influence of teacher support on students’ reading engagement, and the mediating variables between those two factors, as measured by the perception of teachers’ support scale, reading engagement scale, reading interest scale and Chinese academic self-concept scale. Results showed that the reading engagement of primary school students who lived in urban areas was significantly greater than that of students in rural areas. Moreover, teacher support positively influenced primary school students’ reading engagement, and reading interest had a mediating effect on teacher support and reading engagement, whereas the Chinese academic self-concept did not mediate such relations. However, Chinese academic self-concept completely mediated the relationship between teacher support and reading interest, such that there was a specific sequential effect between teacher support and reading engagement that formed an intermediating chain. 相似文献