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1.
Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria provided data for this pilot study. The perceptions of the students were best defined by the involvement of the students in their studies, the perceived support, and conduciveness of the learning environment. The students’ perceptions of their learning environment varied with their years of study, age and gender. Their perceptions of inflexibility of schedule, positive assessment, and fairness influenced the overall grades of students. The results suggests which aspects of learning environment that can be manipulated by architectural educators to improve the performance of their students. The study of the learning environment of architecture students still appears to be relatively unexplored. The value of this study therefore lies in its exploration of the perceptions of the learning environment from the point of view of students.  相似文献   

2.
The purpose of the study was to examine the educational attitudes and practices of two groups who can be regarded as extreme forms of integration and non-integration among undocumented immigrants. The Polish group consists of “employment illegals” who are allowed to remain in Belgium for a period of three months only but, who stay well beyond this time and moreover engage in illegal employment. The Eastern European Romany Gypsies are comprised of “residence illegals” whose presence in Belgium is completely illegal and who moreover find it extremely difficult to obtain work. Finally, the role of education in the raising of the children of groups is explored.  相似文献   

3.
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4.
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.  相似文献   

5.
Gabrielle Bonnet 《Prospects》2008,38(3):325-344
It is easier to collect data on teachers’ qualifications, experience, or training than to get a precise idea of their command of subject matter or their classroom behaviour. However, research consistently shows that “class effect” (the impact on a student of being in one class rather than another) on pupil performance is relatively high, especially in Africa, whereas the impact of qualifications, experience, or training on pupil learning is generally low. The purpose of this paper is to compare teacher academic qualifications and professional training on the one hand, with teacher test scores and behaviour on the other, showing the weak links between the former and the latter. What also emerges is the importance of certain external management-related factors such as the vastly reduced hours of effective learning time due to high rates of absenteeism and delayed term starts. Despite the importance of what really happens in the classroom, it remains difficult to measure the classroom dynamic reliably and accurately.
Gabrielle BonnetEmail:
Gabrielle Bonnet (France)   Associate Expert in the Section for Teacher Education, Division of Higher Education, at UNESCO, she is currently devoting most of her time to the UNESCO Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Previously she managed an in-service project on scientific and learning resources for physics teachers in France, teaching in Senegal and in France in particular at the Ecole Normale Supérieure de Lyon and at Orsay University. She holds a Doctorate in Theoretical Physics, and Master’s Degrees in Maths, Physics, Education and Didactics.  相似文献   

6.
Numerical si mulation of complex flow fields withmulti-scale structures is one of the most i mportant andchallenging branches of computational fluid dynamics .Fromlinear analysis and numerical experi ments it hasbeen discovered that the higher-order accurate methodcan give reliable and efficient computational results ,aswell as better resolution of the complex flow fieldswith multi-scale structures . Compact finite differenceschemes , which feature higher-order accuracy andspectral-like resolu…  相似文献   

7.
The present study focuses; firstly, on analysing academics’ conceptions of the purpose of assessment; secondly, on their assessment practices; and thirdly, on the relationship between their conceptions and practices. The data consisted of interviews with 28 pharmacy teachers. The analysis resulted in a continuum of categories of conceptions, from reproductive conceptions with an emphasis on measuring the reproduction of correct information, to more transformational conceptions with an emphasis on the development of students’ thinking and understanding. Although broad variation in assessment practices was recognised, teachers mostly described the use of traditional forms of assessment. Analysis of the relationship between conceptions and practices revealed high consistency between conceptions and practices.  相似文献   

8.
This paper presents a conceptual analysis for students’ images of graphs and their extension to graphs of two-variable functions. We use the conceptual analysis, based on quantitative and covariational reasoning, to construct a hypothetical learning trajectory (HLT) for how students might generalize their understanding of graphs of one-variable functions to graphs of two-variable functions. To evaluate the viability of this learning trajectory, we use data from two teaching experiments based on tasks intended to support development of the schemes in the HLT. We focus on the schemes that two students developed in these teaching experiments and discuss their relationship to the original HLT. We close by considering the role of covariational reasoning in generalization, consider other ways in which students might come to conceptualize graphs of two-variable functions, and discuss implications for instruction.  相似文献   

9.
INTRODUCTION Parasitic diseases is a global problem and con-sidered as a major obstacle in the health and productperformance of animals. These may be due toendo-parasites that live inside the body, orecto-parasites such as ticks, mites, flies, fleas, midges,etc., which attack the body surface. Amongecto-parasites, ticks are very important and harmfulblood sucking external parasites of mammals, birdsand reptiles throughout the world (Furman and Loo-mis, 1984). The medical and economic im…  相似文献   

10.
This study set out to examine whether Chinese parents, more than people from other nations, over-estimate the intelligence of their son (little emperor) compared to their daughter. In this study, 155 pairs of married couples from mainland China estimated their own, their partner’s and their only child’s overall intelligence and 13 “multiple intelligences.” They also completed a short measure of the Big Five personality traits. Replicating previous studies, fathers rated themselves higher than mothers for almost all types of intelligence. Results revealed, however, no parental sex differences in the estimates of children’s multiple intelligences. Both parents attributed higher overall, verbal, and musical intelligence, but lower existential intelligence to their child than to themselves. Multiple regressions indicated that estimates of verbal, logical–mathematical, spatial and intrapersonal intelligence were the best predictors of estimates of overall intelligence. Participants’ openness and neuroticism were significant predictors of self-rated intelligence. The results were interpreted in relation to specific Chinese social and cultural influences, though there seemed to be no “little emperor” effect.  相似文献   

11.
This study aims to enhance awareness of what young children want to do outside and their preferences regarding their outdoor environment. Views of children as active participants, the affordance of the environment and the importance of place for children’s learning constitute the theoretical background of the study. The study was part of a research and development project on education for sustainable development in which preschool children and compulsory school children participated in decision-making about how their common school ground should be constructed. Data were gathered through observations and interviews with children and teachers. The findings show that the children wanted to challenge themselves as well as to be secure, explore things, be in contact with others, find or create nests and enjoy beautiful things outdoors. The children highly valued the natural environment and liked diversity in playground equipment.  相似文献   

12.
The hypothesis in this study was that different types of multiple‐goal learners would have different patterns of learning. A sample of 797 adult distance learners enrolled in different programs offered by a distance learning university in Hong Kong completed a questionnaire assessing their goals, use of strategies, motivational beliefs, and attitudes towards the course they were doing. Two‐stage cluster analyses found a group of single‐goal learners (mastery focused) and three groups of multiple‐goal learners with different focuses in their goal profiles: performance focus, work focus, and multiple focuses. These four clusters of learners differed in terms of use of learning strategies, regulatory strategies, motivational beliefs, and attitudes towards the course. Learners focusing on work‐related goals or performance goals achieved better examination results than did those focusing on multiple goals or solely on mastery goals.  相似文献   

13.
This study aims to determine what college students believe is essential on studying abroad and investigates which programs they prefer for outbound study. The trend of globalization and expansion of higher education have resulted in changes for studying abroad programs in numerous Asian countries. In particular, the overprovided undergraduate and graduate education system in Taiwan raises questions on how college students perceive such outbound study. This paper collected survey data from 219 college students at 2 universities in Taiwan to analyze their opinions and levels of readiness on studying abroad programs. This study applied fuzzy methods to transform the data and interpret the results, and the findings showed that gender and college major influence student perceptions on the importance of studying abroad, as well as their readiness to study abroad. Typically, women exhibit more preparedness for studying abroad than their male counterparts. Following the expansion of higher education in Taiwan, more students are considering studying abroad programs for short-term stay in foreign countries. According to the patterns of perception, this study built fuzzy models to explain the consistency of importance and levels of readiness on studying abroad. The results reveal that fuzzy statistics can be used for proper interpretation of the factors influencing students to study abroad and their readiness.  相似文献   

14.
The key concern driving policy and community interest in the pedagogical integration of ICT is the premise that ICT is important for bringing changes to classroom teaching and learning, so as to foster the development of students’ 21st century skills. An important concept underpinning the design of the SITES 2006 study is the pedagogical orientation of the teacher, which can be broadly conceptualized as traditionally important or 21 st century oriented. The latter can be further differentiated into lifelong learning and connectedness oriented. Indicators were created to measure teachers’ pedagogical orientation based on their espoused curriculum goals, teacher practices and student practices. Results from this study shed light on whether there is evidence that 21st century pedagogy as identified in the literature and in innovative practices can be found more generally in random samples of teachers in countries participating in SITES 2006. Relationship between ICT use and pedagogical practice in mathematics and science classrooms is reported and the associated policy implications are discussed.  相似文献   

15.
The present study investigated relationships between students’ conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as well as their beliefs regarding their own (in)ability to learn and motivation to learn. Two hypothesized models were tested within 98 psychology students, using a structural equation modelling approach: The first model implemented regulation and processing variables of the Inventory of Learning Styles [ILS, Vermunt (Learning styles and regulation of learning in higher education – towards process-oriented instruction in autonomous thinking, 1992)], the second model of the Motivated Strategies for Learning Questionnaire [MSLQ, Pintrich and de Groot (Journal of Educational Psychology, 82, 33–40, 1990)]. Results showed that structural relations exist between conceptions of constructivist learning and regulation and processing strategies. Furthermore, students who express doubt with regard to their own learning capacities are at risk for adopting an inadequate regulation strategy. A three-tiered structure of conceptual, controlling, and operational level appeared valid for the MSLQ variables, but not entirely for those of the ILS.  相似文献   

16.
This article explores effects of parents’ and friends’ behaviour in verbal interactions with adolescents concerning adolescents’ school achievement. The behaviour of adolescents’ partners was observed in interactions elicited by a plan-something-together task at first measurement of a two-year longitudinal investigation. Grades in school and perceived school success at measurement points 1, 2, and 3 were included to capture adolescents’ academic achievement. Cross-sectional correlations (n=32) and longitudinal partial correlations (n=24–26) served to analyse contemporaneous associations and directed effects across a one-and two-year time interval. Findings confirmed systematic influences of parents’ as well as friends’ behaviours on the objective and subjective measures of school achievement. Patterns of effects, however, partly depending on the type of partner in interactions. The differential effects are discussed with reference to structural differences between adolescents’ family and friendship relationships.  相似文献   

17.
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18.

The men who were sent out by the Parisian “Académie des sciences morales et politiques' in the 1830s, to visit factories and workers' dwellings, who frequented police stations and conducted surveys, saw themselves as scientists, philanthropists and men of practice. They were “Doers”, who participated in a polyphonic discourse on social and moral problems and interacted with their peers in an extensive international network. We will use French social investigators and their involvement in gender reform to analyse the logic of their discursive and institutional practice.  相似文献   

19.
According to the new course standards,The final goal of the language education is to promote all the students’full development.While giving English lessons,teachers should not just train their integrating skills but also care much for their feelings.In that case,students can be helped to build healthy and full peisonalities and good qualities.Both.teachers and students must try to create an active atmosphere in which they respect and understand each other and they’re also generous and cooperative.By this  相似文献   

20.
《师资教育杂志》2012,38(4):344-358
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs about learning and teaching and participation in learning activities among student teachers, in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their beliefs. Structural equation modelling analysis shows that pupil-oriented beliefs are positively related to self-reported participation in learning activities; no relationship emerges between subject matter-oriented beliefs and learning. A cluster analysis reveals two distinct belief profiles, and the findings confirm the relationship to participation in learning activities. Implications for teacher education programmes intended to enhance the chances that their student teachers will become pupil-oriented, career-long learning professionals are discussed.  相似文献   

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