共查询到20条相似文献，搜索用时 15 毫秒
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任晓萍 《延安教育学院学报》2001,(2):39-41
Listening is an important means of language learning. It is one of the important ways in Englishlanguage communication. According to Rivers study indications, listening occupies 45% of the whole socialinteractions. From this, we can see that a good listening can help to improve students'ability of languageunderstanding. And some statistics show that nearly 50% students regard listening comprehension as themost difficult part among all kinds of examinations. Where are their barriers? How to t… 相似文献
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Michael J. McGee 《American journal of sexuality education》2014,9(4):404-427
In the context of researchers’ and educators’ concerns about the pervasive use of technology to communicate with one another, this study explored whether the frequency of emerging adults’ computer-mediated communication (CMC) is correlated with their perceptions of intimacy, relationship, and sexual satisfaction. The sample included 298 young adults ages 18–29, primarily female students in human sexuality courses, who had been in a face-to-face romantic relationship for at least six weeks and who used CMC to communicate with their romantic partner. Examining the frequency of CMC, intimacy, and relationship satisfaction, the only significant correlation was with participants who sent a moderate number of emails to their partners in a typical day. There were no significant correlations between sexual satisfaction and frequency of any form of CMC (texting, instant messaging, or email). The findings of this research suggest that the use of CMC among this sample is not problematic. For some, in fact, CMC may be considered a helpful tool for maintaining their relationship. 相似文献
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Raymond V. Burke Robert G. Oats Jay L. Ringle Leah O'Neill Fichtner Mary Beth DelGaudio 《Journal of Education for Students Placed at Risk》2013,18(3):201-218
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations. 相似文献
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Innovative Higher Education - Academic procrastination is understood as the postponement of academic tasks despite the possibility of negative consequences, with an estimated 46% of undergraduate... 相似文献
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Hope is positively correlated with educational attainment and health. Interventions based on project-based learning (PBL) may increase youth hope. This study examined how a PBL intervention affected hope among urban students of color. Students in health classes were invited to participate. A PBL health class was implemented in four classrooms. The standard curriculum was implemented in four control classrooms. Questionnaires with measures of hope were administered at three time points. Generalized linear modeling examined the intervention effect on hope. There were no intervention effects on hope. There were significant differences in hope between certain racial and ethnic groups. One PBL class may not increase hope among urban students of color. Research should identify approaches that enhance hope in order to increase educational attainment and health. 相似文献
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The REAL Camp-NIU Experience established at Northern Illinois University serves as a model to afford high school students an experience in science- and mathematics-related careers. The participants’ perceptions of the college-based camp curriculum were very favorable, as were the perceptions from preservice teachers and practicing teachers concerning the overall effect of the camp on student participants. Data indicated that the camp has shown success over time, with 21 of the 26 participants enrolling in some form of post-secondary education. 相似文献
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Research in Higher Education - This study models reverse transfer, lateral transfer, and college withdrawal behavior for a national sample of students who began college at bachelor’s granting... 相似文献
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Worsham Rachel DeSantis Andrea L. Whatley Melissa Johnson Katie R. Jaeger Audrey J. 《Research in higher education》2021,62(7):942-975
Research in Higher Education - Community college transfer pathways, whereby students begin their postsecondary enrollment at a 2-year institution, are an increasingly popular option for students... 相似文献
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Alejandra Trigo 《英语辅导》2004,(1)
I am an English teacher at a high school in Mexico. I give classes to several groups from different grades. I have always had a very nice relationship with all my students. Usually this would be considered a good thing,and in most cases it is. Unfortunately in some other cases this can cause students to see me just as another one of their kind. 相似文献
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Jennifer E. Dolan 《Journal of Research on Technology in Education》2016,48(1):16-37
The digital divide has narrowed with regard to one definition of access to technology—the binary view of the “haves” and “have-nots.” However, use of technology at home and in school is not equitable for all students. According to recent literature, a broader and more nuanced definition of the technological divide is necessary in order to express the ways technology is used or not used. The purpose of this research review is to examine the defining characteristics of technology use by K–12 students, highlighting the complexities of the evolving digital divide. This review integrates findings from empirical studies, theoretical articles, research reviews, and government surveys in the United States in order to present a renewed look at an evolving digital divide, explore the underlying causes of the unequal student use of technology, suggest directions for future research, and provide current implications for practice. 相似文献
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The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what
types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics
of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth,
seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this
study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer
epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge
of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a
four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses
revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES.
Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed
to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological
beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study.
It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES. 相似文献
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1 between 一般用于两者之间。后跟复数英语或用and连接两个单数宾语。 e.g. 1.I sat between Lao Wu and Lao Li。 我坐在老吴与老李的中间。 2.There was a fight between the twococks。 两只公鸡斗起来了。 3.Come between nine and ten o'clock。 在九、十点间来。 4.The Yalu River flows between China and 相似文献
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Gary R. Pike George D. Kuh Alexander C. McCormick Corinna A. Ethington John C. Smart 《Research in higher education》2011,52(1):81-106
Calls for accountability in higher education are prompted in part by questions concerning whether colleges and universities use their resources effectively to promote student learning. Unfortunately, too little is known about whether money matters to desired outcomes of college. Using students?? responses to the 2004 administration of the National Survey of Student Engagement (NSSE) in concert with institutional data from the Integrated Postsecondary Education Data System (IPEDS) and the College Board, this study examined the relationships between educational expenditures, student engagement and selected student self-reported learning outcomes, controlling for student and institutional characteristics. Results indicated that expenditures were modestly related to student engagement and learning outcomes. However, the nature of these relationships differed, depending on the engagement/outcome measure and student year in school. 相似文献
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Wen-Ling Wang Chang-Yuan Kuo 《International Journal of Disability, Development & Education》2019,66(1):82-98
The authors proposed a positive discipline, well-being and teaching effectiveness model that suggested that teachers’ positive discipline would facilitate students’ well-being and effective teaching, and students’ well-being would play a mediating role in the association between positive discipline and teaching effectiveness. The model was tested by including 255 resource room teachers (mean age = 32.71 years, SD = 7.09) and 255 matched adolescent students with learning disabilities (mean age = 14.06 years, SD = .74). Teachers responded to a scale for rating positive discipline strategies, and adolescents completed a students’ well-being questionnaire and a students’ awareness of teachers’ teaching effectiveness questionnaire. To evaluate the fit between the collected data and the proposed model, structural equation modelling was used to analyse the data. The results supported the proposed model and revealed that the link between teachers’ repertoire of positive discipline strategies and their students’ perception of teaching effectiveness was partially mediated by students’ well-being. Thus, the authors suggest that instead of eliminating individual student misbehaviours, teachers should focus more on positive classroom management, which is linked to improved outcomes for students and teachers. 相似文献
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Cameron Sublett 《Community College Journal of Research & Practice》2013,37(12):813-828
ABSTRACTSurprisingly, and despite the vast literature on the subject, there is little agreement on the most vital issues surrounding online learning in community colleges. While some studies report that community college students are hampered by online course enrollment, others have found that community college students who take online courses are more likely to persist and succeed in the long term. With this in mind, the present essay will review and synthesize the empirical research literature in order to establish what is known about online coursetaking and the effects on community college students with regard to course completion, persistence, transfer, and degree completion. 相似文献
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Sadie J. Mummert Christina Policastro Brian K. Payne 《Journal of Criminal Justice Education》2014,25(4):435-451
Researchers generally accept that victims may experience revictimization in the criminal justice system when they relive victimization experiences while recounting the victimization to criminal justice officials. In addition, scholars have drawn attention to the need to be sensitive in victimology courses and other courses focusing on victimization. In this study, the authors examine whether victims experience forms of revictimization when learning about victimization in college courses. Attention is also given to whether learning about victimization promotes self-identification as a victim. Our findings suggest that minor forms of revictimization may occur. A sizeable portion of the students reported learning that they were victimized in the past as a result of the course material. Implications for teaching victimology are provided. 相似文献