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1.
Liesje Coertjens Jelle Boeve-de Pauw Sven De Maeyer Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental
education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this
issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes
and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school
effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation
for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools)
were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status,
socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore,
the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with
higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental
attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more
science-literate children and their less or average science-literate peers. 相似文献
2.
Jae-Eun Jon 《Higher Education》2012,64(4):441-454
This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed. 相似文献
3.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
4.
Becoming “Effective” Citizens? Change-Oriented Service in a Teacher Education Program 总被引：1，自引：0，他引：1
The authors investigated the impact of 22 pre-service teachers’ participation in a change-oriented service-learning project
on their conceptions of citizenship as civic actors and civic educators. The goal of this project was to push students toward
adopting more critically conscious and activist conceptions of citizenship as aligned with the needs of a democratic society.
Using Eyler and Giles’ (1999) typology of effective citizenship as an analytic framework, we describe how students’ participation
in this project led to demonstrated growth along all five dimensions of effective citizenship. Yet, analysis revealed that,
despite the project’s change-orientation, students’ conceptions of citizenship failed to move beyond personal responsibility
to include enhanced social consciousness and the importance of collective action. Thus, we raise critical questions about
what constitutes “effective citizenship” in a democratic society and the role of higher education in preparing teachers to
embody and enact such a vision. 相似文献
5.
Mignonne Breier 《Higher Education》2010,60(6):657-670
While the role of financial considerations in higher education student dropout is being recognized increasingly, the dominant
international literature fails to reflect the extent of socio-economic deprivation among students in countries where many
people live below the poverty datum line. This article draws on a study of student retention and graduate destination at seven
HE institutions in South Africa, focusing on the University of the Western Cape which caters for a large proportion of impoverished
students. The study found many students left before completing a qualification because they were too poor to stay. A model
of student departure is presented which draws on the very influential work of Vincent Tinto but also allows for greater emphasis
than he did on students’ ability to pay (real or perceptual) and demarcates the times in the academic calendar when finances
present their greatest challenge to retention. The model also invites consideration of the national and international factors
which impact on the social/economic/political milieu in which students’ persist-or-depart decisions are made. 相似文献
6.
Joan Abbott-Chapman 《The Australian Educational Researcher》2011,38(1):57-71
Research studies of post-school education and training conducted in Australia and internationally have revealed a mosaic of students’ education and employment experiences, with a multiplicity of nonlinear pathways. These tend to be more fragmentary
for disadvantaged students, especially those of low socio-economic background, rural students, and mature aged students seeking
a ‘second chance’ education. Challenges faced by students in their transitions to higher education are made more complex because
of the intersection of vertical stratification created by institutional and sectoral status hierarchies and segmentation,
especially relating to ‘academic’ and ‘vocational’ education and training, and the horizontal stratification of regional,
rural and remote locations in which students live. If we are to achieve the equity goals set by the Bradley Review (Bradley
et al., Review of Australian Higher Education Final Report, 2008) we need to acknowledge and work with the complex realities of disadvantaged students’ situations, starting at the school
level. Interrelated factors at the individual, community and institutional level which continue to inhibit student take-up
of higher education places are discussed in the context of discursive constructions of ‘disadvantage’ and ‘choice’ in late
modernity. Research highlights the need to facilitate students’ post-school transitions by developing student resilience,
institutional responsiveness and policy reflexivity through transformative education. 相似文献
7.
As a compulsory course at universities throughout the Chinese Mainland, ideo-political education aims to safeguard university
students’ political loyalty to the Communist Party. By employing a qualitative research method, this study investigated a
renowned comprehensive university in southern China. The case study found that students expressed strong resistance to compulsory
ideo-political courses. From the outset, teachers had to work to change students’ overwhelmingly negative perceptions of ideo-political
education. Informants found that they could not attract student interest if they only strictly followed the state designed
textbook, and therefore chose instead to cover topics they found more interesting and to discuss social issues in their lectures.
However, the new curriculum reform and teaching quality assurance mechanism placed further restrictions on teaching and learning.
Whether teachers could maintain enough autonomy to make the above adjustments depended on the understanding and support of
key senior academics. 相似文献
8.
University students’ drop-out is a crucial issue for the universities’ efficiency evaluation and funding. In this paper, we
analyze the drop-out rate of the Economics and Business faculty of Sapienza University of Rome. We use administrative data
on 9,725 undergraduates students enrolled in three-years bachelor programs from 2001 to 2007 and perform a Generalized Linear
Mixed Model. Our aim is to improve the general understanding of the students’ withdrawing focusing on personal characteristics
of students rather than on institutional aspects of the university. The empirical analysis unveils the statistically significant
effect of students’ characteristics, like citizenship and income, while the main findings relate a high drop-out probability
to a high secondary school final mark and a low individual students’ performance. 相似文献
9.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
10.
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency
in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were
asked to assess their teachers’ interpersonal behaviour using the Questionnaire on Teacher Interaction (QTI). This was the
first time that the QTI was successfully translated and used (in EFL classrooms) in China. Cronbach’s α reliability coefficients
for the scales were adequate, while confirmatory factor analyses provided support for the theoretical framework behind the
questionnaire. Results showed that teacher uncertainty was negatively correlated with student achievement. Furthermore, the
degree of teacher cooperation with students was the only significant predictor for student achievement, but its effect disappeared
when student background variables were taken into account. Results also indicated a discrepancy between students’ perceptions
of preferred and actual teacher interpersonal behaviour. The tolerant-authoritative profile was the most common interpersonal
style based on Chinese students’ perceptions. 相似文献
11.
Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
12.
Zenawi Zerihun Jos Beishuizen Willem Van Os 《Educational Assessment, Evaluation and Accountability》2012,24(2):99-111
The purpose of the study was to develop an improved teaching evaluation questionnaire based on students’ learning experiences
and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are
commonly designed either based on agreed indicators of teaching excellence, students’ suggestions of characteristics of excellence,
or dimensions identified from interviews conducted with excellent teachers. In this study, however, students’ evaluation of
their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used
to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated
their learning experiences. Based on the hypothesized framework and students’ reflections of their experiences, items were
designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning
and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation;
student self evaluation; and students’ level of engagement. As opposed to the questionnaire widely used in higher education
institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students
to evaluate teaching in terms of their own learning progress. 相似文献
13.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
14.
Fumei Weng France Cheong Christopher Cheong 《Education and Information Technologies》2010,15(4):333-353
The purpose of this study is to examine the combined effect of self-efficacy and academic integration on higher education
students studying IT (Information Technology) majors in Taiwan. We introduced self-efficacy, which is a psychological factor
that affects students’ academic outcomes, as a new factor in Tinto’ theory, a well-known framework in student retention research.
Academic integration is the main proposition of Tinto’s theory affecting students’ decision to dropout. Students from different
populations have various reasons from dropping out of their studies. An examination of the relationship between self-efficacy
and academic integration is useful to understand the effect of self-efficacy on academic outcomes on the IT student population
in Taiwan. Data from a Taiwanese national survey database conducted in 2005 was used to achieve the research objective. A
total of 2,895 records were extracted from 75,084 students in public and private institutions studying in two IT-related Majors,
namely Information Management (IM) and Computer Science (CS). MANOVA was used to analyze the interaction effects between academic
integration and self-efficacy. The independent variables were institution types and students’ majors. The results showed that
students from public institutions have higher levels of self-efficacy than students from private ones. Another finding is
that IM students seem to have better study strategies and habits than CS students. However, CS students were found to have
better collaboration and satisfaction with their institutions than IM students. Team projects, counselling services, and flexible
teaching and learning strategy are suggested to enhance students’ academic integration and self-efficacy. 相似文献
15.
Variation in Students’ Experiences of the ‘Oxford Tutorial’ 总被引：2，自引：0，他引：2
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks. 相似文献
16.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
17.
18.
Gjalt T. Prins Astrid M. W. Bulte Jan H. Van Driel Albert Pilot 《Research in Science Education》2009,39(5):681-700
In science education students should come to understand the nature and significance of models. A promising strategy to achieve
this goal is using authentic modelling practices as contexts for meaningful learning of models and modelling. An authentic
practice is defined as professionals working with common motives and purposes, pertaining to a similar type of procedure and
applying relevant knowledge on the modelling issue they work on. In this study we evaluate whether the use of authentic practices
initiates adequate students’ involvement. This was done by investigating students’ interests, ownership, familiarity and complexity.
In addition, we evaluated students’ expressed modelling procedures in response to the modelling issues. We designed learning
tasks which were enacted by a focus group of students. Three primary data sources were used to collect data. Firstly, a group
discussion was organised in which students’ reflected on both authentic practices. Secondly, students filled in written questionnaires
containing items on affective and cognitive aspects. Thirdly, the realised modelling procedures by students were analysed.
The results show that students’ involvement was successfully initiated, evidenced by motivated students, willingness to continue
and the completeness and quality of the realised modelling procedures. The design of the learning tasks proved to be successful
in realising this involvement. The results obtained in this study support the strategy of using authentic modelling practices
as contexts for meaningful learning of models and modelling. 相似文献
19.
Investigating the effectiveness of a POE-based teaching activity on students’ understanding of condensation 总被引：1，自引：0，他引：1
This article reports on the development of a Predict–Observe–Explain, POE-based teaching strategy to facilitate conceptual
change and its effectiveness on student understanding of condensation. The sample consisted of 52 first-year students in primary
science education department. Students’ ideas were elicited using a test consisting of five probe questions and semi-structured
interviews. A teaching activity composed of three Predict–Discuss–Explain–Observe–Discuss–Explain (PDEODE) tasks was employed,
based on students’ preconceptions identified with the test. Conceptual change in students’ understanding of condensation was
evaluated via a pre-, post-, and delayed post-test approach and students’ interviews. Test scores were analyzed using both
qualitative and quantitative methods. The findings suggested that the strategy helps students to achieve better conceptual
understanding for the concept of condensation and enables students to retain these new conceptions in their long-term memory. 相似文献
20.
Els de Koning Monique Boekaerts 《European Journal of Psychology of Education - EJPE》2005,20(3):289-308
This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education.
We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks
of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and
their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability
(i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks
of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including
students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school.
Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity.
Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the
students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of
their teachers. Elaborate interpretations of the results are provided in the discussion. 相似文献