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1.
We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish classroom environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L1, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning environment perceptions and student outcomes, and for Spanish classroom environment with student outcomes. When the unique and common variances in student outcomes explained by the classroom environment and the home environment were examined, the home environment was more influential than the classroom environment in terms of students’ attitudes, but the classroom environment was more influential than the home environment in terms of achievement. 相似文献
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This paper reports results of intensive field work in urban high school mathematics and science classrooms based on research
with students attending eight high schools located in large, disparate urban sites across the U.S. During the course of our
observations and interviews we recorded students’ activities as well as their impressions of classroom processes over the
course of a week in each classroom using the Experience Sampling Method (ESM). ESM allows students to record information about
their classroom experiences at intervals during daily mathematics and science classroom lessons. We measured levels of student
engagement and examined relationships between student engagement and an array of predictors. We take a social organizational
approach to interpreting classroom processes, examining the extent to which classroom activities influence student perception
of class and communication among students and how these intervening factors affect student engagement during on-going classroom
activities. Results suggest that there is variation between group members’ reactions to classroom activities. Specifically,
as an example, Latino Students in Chicago, Miami and El Paso were far more engaged and responsive to classroom lessons during
the time they spent in small problem-solving groups during class. Student Engagement in High School Mathematics and Science.
Kazuaki Uekawa is affiliated with the American Institutes for Research, Washinton DC, USA. Kathryn Borman and Reginald Lee
are affilated with the The University of South Florida, Tampa, FL, USA. Address correspondence to Kazuaki Uekawa, American
Institutes for Research, Washinton DC, USA; e-mail: kuekawa@air.org 相似文献
5.
Enhancing Knowledge Transfer in Classroom Versus Online Settings: The Interplay Among Instructor, Student, Content, and Context 总被引：1，自引：0，他引：1
Louise Nemanich Michael Banks Dusya Vera 《Decision Sciences Journal of Innovative Education》2009,7(1):123-148
This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning process, and product in the 3P model of student learning. We test our model in the context of undergraduate education and find that confidence in the instructor's expertise, perceived content relevance, and the social richness of the classroom learning environment enhance student enjoyment of the course. Confidence in instructor's expertise and perceived content relevance also contribute to greater understanding of causal relationships among course concepts. Enjoyment is positively associated with learning performance in the classroom, but not online, and student ability is positively associated with learning performance in the online context, but not in the classroom. Our results have implications for course designs in the traditional classroom context and the more innovative online environment. 相似文献
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This case study aims to reveal how conceptualization of native speakership was constructed and reinforced in a South Korean
university classroom of English as a foreign language (EFL). In addition, it examines how this conceptualization positions
native speakers, a non-native EFL teacher, and learners, and what learning opportunities were provided in this classroom.
The participants of the study were one instructor and his students. The data include classroom observations, interviews with
the teacher and students, and student surveys. The findings indicate that the students had been exposed to American English
more frequently than any other English variety. Also, they wanted to learn American English in and outside of the classroom.
Furthermore, this study shows that American English norms were revealed in the teacher’s beliefs and reinforced in his classroom
through his instructional materials, classroom practices, and evaluation of the students. Thus, as a mediator between native
speakers and learners, the teacher positioned native speakers as authoritative possessors of correct pronunciation and expressions
for his students to imitate. Consequently, the students learned about pronunciation and informal expressions as modeled by
American native speakers rather than learning to use the L2 communicatively as recommended by the institutional policy. This
study has important implications for English language teaching in South Korea, specifically in terms of the concepts of native
speakership, student learning, and teacher education. 相似文献
7.
陈悦 《南京广播电视大学学报》2012,(1):47-51
文章首先分析了我国学生评教产生的宏观背景,然后根据学校学生评教情况,通过数据分析来说明学生评教对课堂教学质量的影响。同时,针对学校学生评教中存在的问题,参考其他高校的成功经验,对如何改进学校学生评教,发挥其在促进教学改革,提高教学质量方面的作用提出建议。 相似文献
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Student counseling services are a recognizable feature of higher education institutions locally and abroad. This article reviews the sociohistorical development and evolution of student counseling services in South African institutions of higher learning, with an emphasis on systemic influences, achievements, and contemporary challenges. This article considers the progress that has been made thus far with respect to the development of the service within higher education, while also attending to issues that require continued reflection and investigation. These include the current status and position of the service in South African higher education, the evolving roles of student counselors, as well as their relationship with institutional stakeholders and the broader South African community. In so doing, this article hopes to augment existing historical perspectives on student counseling by encouraging a critical reappraisal of student counseling’s past, its present, and its future in a dynamic South African and global context. 相似文献
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Angela Eckhoff 《The International Journal of Art & Design Education》2011,30(2):256-265
Partnerships between informal learning environments and schools have been cited as an innovative, effective way for museums, galleries and schools to work together to enrich classroom curricula, support student success, and facilitate the utilisation of available community museum and cultural resources. This article reports on findings from a multi‐year, exploratory arts outreach programme for 31 elementary and secondary visual art educators from a rural school district in the American South. The outreach programme was conceived in partnership with faculty from the neighbouring university's art department, school of education and university art gallery. Utilising a partnership framework, the travelling exhibit was developed through a collaborative research relationship with the participating visual art educators. Findings from this programme indicate that travelling exhibits can be an effective mode of programme delivery for informal learning environments while also supporting the content needs for classroom arts educators if the programme stresses transformative partnerships across all invested parties. 相似文献
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在西北高校硕士研究生培养机制改革中,硕士研究生课程设置出现了很多问题,诸如核心课程与基础课程开设、教师的课堂角色、学生课堂参与性等都进入到改革的深水区。如何进行研究生课程设置并提高其质量,要素主义与新要素主义课程观值得借鉴。通过确立专业核心课与基础课的划分标准、重视课程内容的选择性、提高学生的课堂参与性等方面构建合理的研究生课程体系。 相似文献
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This article examines the development of Australia's bilateral aid programme to higher education in the South Pacific, specifically at the University of the South Pacific (USP). The premise is primarily historical, focusing on the important decades of USP's expansion and Australian aid policy development in the 1960s, 1970s, and 1980s. This article briefly examines current challenges for donor and recipient. Both historical and current perspectives are fundamental to understanding key issues about aid in the South Pacific. Australian aid priorities have ranged from the explicitly political and security focused, to priorities of education and welfare. This article is timely given Australia's continued influence in the South Pacific. 相似文献
12.
Readiness, Instruction, and Learning to be a Kindergartner 总被引：1，自引：0，他引：1
M. Elizabeth Graue 《Early education and development》1992,3(2):92-114
As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks. 相似文献
13.
Terence Sullivan Penelope Serow Neil Taylor Emily Angell Jodana Tarrant Greg Burnett 《Asia-Pacific Journal of Teacher Education》2017,45(1):39-52
There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students’ educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies. 相似文献
14.
《Early education and development》2013,24(2):92-114
As children enter school they learn to take on the role of student. This qualitative study describes how the children in one classroom learned what it meant to be a kindergartner in the context of a community meaning of readiness for school. Analysis of classroom observations and parent, teacher, and student interviews indicate that this school community held a coherent meaning of readiness. This meaning provided the framework for instructional activities and served to help parents understand their children as students. Finally, it helped to frame students' interpretations of their first public school experience through their involvement in classroom tasks. 相似文献
15.
Academic Care: Building Resilience, Building Futures 总被引：1，自引：0，他引：1
Ann J. Nadge 《Pastoral Care in Education》2005,23(1):28-33
In this article, the author explores the ways in which several schools in the New South Wales Independent sector have created learning teams to develop the pastoral capacity of schools. The focus of the work in schools, through the Community Change Project, has been on learning and psycho-social development as the domain of all teachers, in all classrooms. The project has led to the development of the notion of Academic Care. Academic Care involves enhancing student learning and well-being through pedagogies and processes that are sympathetic to student needs and embedded in learning experiences. 相似文献
16.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
17.
William Rodman 《Interchange》2007,38(3):245-262
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning. 相似文献
18.
周保安 《南昌教育学院学报》2010,25(5):109-109
研究性地理教学和传统的地理教学差异很大,它不仅能提高学生的课堂参与意识,而且能培养学生的学习积极性,它凸显了地理知识的综合性、过程性、创新性和实践性,从而使每位学生都能实现自身素质的提高。 相似文献
19.
Junjun Muhamad Ramdani 《师资教育杂志》2019,45(3):348-352
Although peer assessment (PA) has been explored and implemented in higher education, little is known about how it is carried out through such a virtual platform as Facebook in an initial teacher education (ITE) context. To fill this practical void, this article showcases the brief portrait of Facebook-assisted PA in an English as a foreign language (EFL) classroom. This in-practice article shows how Facebook as an online platform serves as virtual engagement in PA among English student teachers in the EFL speaking classroom. This virtual engagement not only created an interactive virtual speaking classroom, but also it encouraged students to become critical reflective language learners. 相似文献
20.
Jennifer M. Langer-Osuna 《学习科学杂志》2015,24(1):53-92
This article investigates the coconstruction of student identity and engagement in the case of a 9th grader in a project-based algebra classroom that afforded students a great deal of autonomy. The focal student, Terrance, utilized classroom resources to serve both project-related and social functions as he interacted with his peers during multiweek projects. As a result, his positioning within his group and patterns of engagement in the mathematics projects shifted dramatically across the academic year. The article ends with a discussion of student autonomy as a potentially powerful feature of hybrid classrooms. 相似文献