共查询到20条相似文献，搜索用时 31 毫秒
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Fadia Nasser-Abu Alhija Barbara Fresko 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):162-180
Mentoring of new teachers is generally examined from the viewpoint of the mentees. In the present study, mentoring is explored based on reports from mentors within the context of the Israeli induction program. Recruitment variables (selection and training) were examined in relation to mentoring implementation (frequency, initiation, regularity, and content), and mentors’ perceptions and attitudes (towards matching, role conflict, and the mentoring experience). The relationships of gender and school level to implementation and attitudes were also examined. Data were collected by a questionnaire from a national sample of 118 mentors and through in-depth interviews with 14 mentors. Findings indicate that mentor selection, training, gender, and school level can have important implications for how mentors function and how they perceive mentoring. 相似文献
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The separation of ternary methanol/methyl butyl ether/1-butylchloride mixtures was investigated, which are the main components of the waste liquid. After preliminary studies on the ternary system, the integrated process of extraction and distillation was put forward to separate the ternary system. The results show that methanol carl be removed from the mixtures by extraction using water as the extracting agent. Through distillation of extract and dried raffinate respectively, methanol, methyl butyl ether and 1-butylchloride can be separated and recovered. In addition, the optimal volume for the extracting agent and effects of reflux ratio on the yield of product were also studied. The optimal volume ratio of the extracting agent to material is 1： 3.5, and the yield of the product increases with the increase of reflux ratio. 相似文献
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Beth Howell 《Gender and education》2008,20(5):511-525
The aim of the research project was to explore new ways in which we might evaluate boys’ and girls’ engagement and ‘performance’ in English at Key Stage 3. This paper draws on recent theories regarding literacy, identity and gender and includes an analysis of short stories written by boys and girls aged 12‐ to 13‐years‐old. An exploration of literacy, which relates here to the pupils’ treatment of theme, style and structure, will develop further an understanding of their ability to access the imagination and express original creative ideas. This discussion suggests ways to develop the teaching of creative writing and explores to what extent reading pupils’ narrative fiction might reveal their cultural literacy. 相似文献
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The present research is the first to integrate three major theories of academic self-concept formation into one framework: the big-fish-little-pond effect (BFLPE), the basking-in-reflected-glory effect (BIRGE), and the internal/external frame of reference (I/E) model. For separating the BFLPE and the BIRGE, we introduced students’ collective self-concepts, defined as their perceptions of domain-specific abilities of their group (e.g., their class). We tested our newly developed model, predicting students’ math and verbal self-concepts, in the field (N = 2,001 students from 110 classes) and in the laboratory (N = 315 students in groups of three). In both studies, we found support for (1) the BFLPE (i.e., negative effects of group-average achievements on individual self-concepts within domains), (2) the BIRGE (i.e., positive effects of collective self-concepts on individual self-concepts within domains), and (3) the I/E model (i.e., positive/negative effects of individual achievements on individual self-concepts within/between domains). Moreover, for the first time, we have largely replicated the I/E model relations for predicting students’ collective self-concepts by their group-average achievements. Interestingly, the BIRGE exceeded the BFLPE in both studies. This finding demonstrates the high suitability of collective self-concepts for operationalizing the BIRGE. Overall, our findings substantially enhance our knowledge of the cognitive processes involved in students’ self-concept formation. 相似文献
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In this work we study the behaviour of the dielectric constant of BaTiO3 single crystals doped with Cu and Fe for different ion percentages, particularly, the influence of these hetemvalent substitutions on the ferroelectric-paraelectric phase transition whose temperature is found at Tc=120℃ for pure samples. The dielectric constant e in terms of temperature shows that the Curie temperature decreases when the quantity of impurities increases and presents a broadening and flattering of the maximum oft（T） within higher values, with the transition becoming more and more diffuse. It is interesting to have a material with very high permittivity （high-k） because of its capacity to store an important quantity of electric charges. The t anisotropy and the Curie-Weiss law are also verified with a good ratio between the slopes ofε^-l（T） from both sides of the transition, leading to a Curie constant： C= 13 × 10^4 K for BaTiO3：1.6%Fe in the polar phase. BaTiO3 is a displacive ferroelectric going through a first-order phase transition. The substitutions have an effect on the dynamics of the perovskite lattice. They induce charges transfer to Ti and a diminution of elastic forces in BaTiO3. Then we discuss the transition but on the nature of the material. fact that the maximum of permittivity does not depend on the phase 相似文献
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Test unreliability due to guessing in multiple‐choice and true/false tests is analysed from first principles, and two new measures are described, with the intention that they should be of a sort that is easily communicated without reference to the underlying statistics. One measure is concerned with the resolution of defined levels of knowledge and the other with the probability of examinees being incorrectly ranked. How the measures decrease with both test length and number of response options per question is quantified. It is concluded that the results of many tests currently conducted are likely to be unacceptably unreliable. Procedures for increasing test reliability are discussed in a logical sequence intended to aid their understanding. 相似文献
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Hollie Byrne Barbara Dooley Amanda Fitzgerald Louise Dolphin 《European Journal of Psychology of Education - EJPE》2016,31(3):403-418
The aim of the present research was to examine adolescents’ definitions of bullying in a nationally representative sample of adolescents in Ireland. Definitions of bullying were examined according to age, gender, and bullying experiences. A sample of 4358 adolescents aged 12–19 years (M?=?14.99 years, SD?=?1.63) provided their definitions of bullying as part of the My World Survey-Second Level. The definitions were explored using content analysis. Adolescents differed in terms of their definition of bullying, with younger students frequently describing the nature of bullying as mean, while older students displayed a heightened awareness of the feelings associated with being a victim of bullying. Older females and those who had experienced bullying were more likely to discuss the emotions associated with bullying compared to males and those who had not been bullied. Adolescent definitions of bullying were not in line with widely accepted researcher definitions. Recommendations are made for researchers and those designing anti-bullying interventions and educational programmes. 相似文献
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The purpose of this study was to investigate the characteristics of transfer RNA (tRNA) responsible for the association between
tRNA genes and genes of apparently foreign origin (genomic islands) in five high-light adapted Prochlorococcus strains. Both bidirectional best BLASTP (basic local alignment search tool for proteins) search and the conservation of gene
order against each other were utilized to identify genomic islands, and 7 genomic islands were found to be immediately adjacent
to tRNAs in Prochlorococcus marinus AS9601, 11 in P. marinus MIT9515, 8 in P. marinus MED4, 6 in P. marinus MIT9301, and 6 in P. marinus MIT9312. Monte Carlo simulation showed that tRNA genes are hotspots for the integration of genomic islands in Prochlorococcus strains. The tRNA genes associated with genomic islands showed the following characteristics: (1) the association was biased
towards a specific subset of all iso-accepting tRNA genes; (2) the codon usages of genes within genomic islands appear to
be unrelated to the codons recognized by associated tRNAs; and, (3) the majority of the 3′ ends of associated tRNAs lack CCA
ends. These findings contradict previous hypotheses concerning the molecular basis for the frequent use of tRNA as the insertion
site for foreign genetic materials. The analysis of a genomic island associated with a tRNA-Asn gene in P. marinus MIT9301 suggests that foreign genetic material is inserted into the host genomes by means of site-specific recombination, with the
3′ end of the tRNA as the target, and during the process, a direct repeat of the 3′ end sequence of a boundary tRNA (namely,
a scar from the process of insertion) is formed elsewhere in the genomic island. Through the analysis of the sequences of
these targets, it can be concluded that a region characterized by both high GC content and a palindromic structure is the
preferred insertion site. 相似文献
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Within the broad range of literature on the funds of knowledge approach, several positive impacts have been documented. In particular, participating teachers have reported meaningful changes in their relationships with students’ families as a consequence of the home visits. However, few studies have assessed the limitations of the approach, or areas for improvement. Hence, the aim of the study described here was to identify what teachers felt were the strengths and the weaknesses of the approach and to record their proposals for improvements. The teachers involved had participated in all phases of the program: from the initial training to the creation and implementation of educational activities based on the funds of knowledge identified from home visits. The positive aspects identified include improved family–school relationships; a better understanding of student behavior and attitudes, and the support of their colleagues and the University staff in the context of the study group created. 相似文献
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Career guidance claims a lineage to ‘modernity’, where individuals carve dignified lives for themselves, irrespective of social origin. Here, ‘social justice’ has particular connotations, relating to the meritocratic redistribution of resources in ways that reward ability and effort. This article explores alternative conceptions of social justice, taking seriously the fundamental insight that if individuals make history, they do so in circumstances not of their own making. Drawing on recent theories of social justice, an effort is made to ‘trouble’ mainstream notions of career guidance, and to imagine how it can be of the greatest benefit to the least advantaged. 相似文献
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Ian H. F. Kerr 《Higher Education》1986,15(3-4):305-322
This study, of seven national universities in the North Eastern region of Japan, compares the first destinations of their graduates over a five year period - the proportions entering employment, undertaking further study and remaining at home or unemployed. In comparing three different groups, engineers and scientists, teachers, and arts and social scientists the author finds differences between the employment patterns of these three different groups, as between men and women, between the oldest national university in the region, and the others. International comparisons are interesting as unemployment rates in Japan are very low and in the case of several groups, have decreased over the five year period. Setting this study in the context of the evaluation of performance of universities and in particular in the light of current deliberations on the future of higher education in Japan, the author speculates about the ways in which first destinations may change in the future. 相似文献
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Lee Andresen 《International Journal for Academic Development》2013,18(1):38-49
Abstract The paper addresses the questions of identity, ethics and organization for academic developers ('AD’ is used as an umbrella for academic staff development plus a number of other academic‐related professional university roles). It inquires into the degree of role differentiation between this occupational cluster and others that resemble it, outside as well as inside the universities. It argues, following Clark and Boyer, that ‘AD’ is both a scholarly and an academic pursuit, and adds that it is characterized uniquely by its focus on change and development, and that the nature of its ‘discipline’ is somewhat problematic. The paper examines the occupational freedoms of AD people and their special knowledge‐base, and argues for a ‘temptations‐based’ rather than a ‘virtues‐based’ approach to creating an ethical schema. It concludes with observations about how to achieve a firm professional identity for AD and recommends new organizational machinery to both politicize and defend the distinctive AD role in academia. 相似文献
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Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations. 相似文献
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As school districts move toward systemic approaches to instructional reform, they are increasingly collaborating with outside organizations in this complex work. While emerging research touts the benefits of insider–outsider collaboration, we know little about the underlying processes by which partnerships are negotiated and maintained at the district level. Drawing on data from a longitudinal case study of a collaborative effort between an urban school district and a university-based research center, we investigate the role of authority and status in an insider–outsider partnership at the district level. We use conceptual tools from frame analysis and sociological theories of authority to describe the process by which authority and status relations develop. We then show that both authority and status shape how negotiation between insiders and outsiders unfolds. We argue that those with authority have a greater range of tools for negotiation and thus have greater influence. Status relations are important but are often mediated by authority relations. In addition, we argue that the organizational structure of the district shapes how the process unfolds in consequential ways. We conclude with implications for scholarship on and the practice of insider–outsider collaborations at the district level. 相似文献
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David Post 《Higher Education》1994,27(3):271-295
Using a survey of Cusco secondary students from 1985, and data from a survey of Peruvian workers in 1991, this essay discusses the degree of realism in students' expectations of the economic benefits of going to university. Public universities, like national school systems, are often seen as socially integrative institutions in countries which are marked by ethnic and class inequality. This view prevails even when university education is known to confer rewards unequally among ethnic groups, e.g., in Peru to the Spanish-speaking and minority Quechua-speaking populations. The puzzle of the continued high expectations of university, even among indigenous, Quechua-speaking students, is explored in this article. It is found that students' access to information, and their academic ability, both increase the realism of expectations among Spanish- and Quechua-language boys from Cusco. Yet, tellingly, this realism reduces the university benefits that are expected among Quechua students with higher grades in Peruvian history, and among Quechua speakers who read newspapers frequently. The opposite pattern is seen among Spanish speakers: more frequent readers of newspapers, and better history students, expect higher salaries as a result of going to university. The implications of the findings for social integration in societies such as Peru are discussed in the conclusion. 相似文献
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This study aimed to verify the factorial structure, internal validity, reliability, and criterion validity of The Sentiments, Attitudes and Concerns about Inclusive Education Revised Scale (SACIE-R) in an Italian sample. The SACIE-R is a useful tool to measure three aspects of teachers’ perceptions about inclusion, which are Sentiments, Attitudes and Concerns, providing valuable information to address the needs of teachers working with special students. A measure of this construct is currently not available in Italian, and a validation process is required. In order to provide an initial psychometric evaluation of the Italian adaptation, the SACIE-R was translated for use in Italian-speaking populations. Four hundred Italian teachers enrolled in educational teaching courses completed the SACIE-R. Confirmatory factor analyses demonstrated a good fit to the hypothesised 3-factor model, and adequate internal consistency for the scale was evidenced. A confirmatory factor analysis showed the same factor structural validity as the original instrument (although some items in the original version were deleted). Furthermore, taken together, the results showed a good level of reliability, and convergent and discriminant validity. Finally, the Italian version of the SACIE-R has good psychometric characteristics that can make it a useful measure of teacher attitude toward inclusion in the Italian educational context. 相似文献