共查询到20条相似文献，搜索用时 187 毫秒
1.
《师资教育杂志》2012,38(1):94-96
Since teachers’ decisions potentially have consequences for learners’ future educational and life opportunities, it is imperative to determine the basis of teachers’ decision-making in order to determine whether it is discriminatory. This study combines qualitative and quantitative methods towards a multi-school, multi-region study of Australian teachers in order to consider if student placement decisions made about Aboriginal and Torres Strait Islander learners are influenced by factors beyond academic ability. 相似文献
2.
MENG Qing-xuan 《浙江大学学报(A卷英文版)》2007,8(6):932-938
Corporate restructuring was identified as a new industrial force that has great impact on economic values and that therefore has become central in daily financial decision making. This article investigates the optimal restructuring strategies under different dynamic factors and their numerous impacts on firm value. The concept of quasi-leverage is introduced and valuation models are built for corporate debt and equity under imperfect market conditions. The model＇s input variables include the quasi-leverage and other firm-specific parameters, the output variables include multiple corporate security values. The restructuring cost is formulated in the form of exponential function, which allows us to observe the sensitivity of the variation in security values. The unified model and its analytical solution developed in this research allow us to examine the continuous changes of security values by dynamically changing the coupon rates, riskless interest rate, bankruptcy cost, quasi-leverage, personal tax rate, corporate taxes rate, transaction cost, firm risk, etc., so that the solutions provide useful guidance for financing and restructuring decisions. 相似文献
3.
This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution. The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan’s Self-Determination Theory. The study identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within TE. The personal development implications for the participants are also considered. 相似文献
4.
Individual learners＇ affective factors are very important for foreign language learning. In China foreign language learning mainly happens in classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students＇ affection. This study explores how EFL teachers influence students＇ affect, what the teachers should do to develop and make good use of students＇ positive affect, and what the teachers should do to avoid the negative affect and facilitate its possible transformation into the positive. 相似文献
5.
Thomas R. Guskey Laura J. Link 《Assessment in Education: Principles, Policy & Practice》2019,26(3):303-320
The purpose of this study was to investigate the specific factors teachers consider when assigning students’ report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the Teachers’ Grading Practices Survey. Analyses focused on how teachers weigh different factors in determining report card grades, and if these factors and weights differ among teachers who teach at different grade levels and have different amounts of classroom experience. Results revealed statistically significant differences among teachers at different grade levels but no differences associated with teachers’ years of experience and no interaction effect. Differences by grade level were evident in teachers’ consideration of both cognitive and non-cognitive factors of students’ performance. Implications are discussed for improving grading policies and practices, teacher education and teacher professional development. 相似文献
6.
Tertiary Education and Management - This study explored the construct of longevity for education deans and the perceived impact that endurance in the role exerts on the welfare of schools and... 相似文献
7.
Adam K. Dubé Rhonda N. McEwen 《Educational technology research and development : ETR & D》2017,65(4):889-908
Using Luhmann’s communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children’s limited ability to direct their cognitive resources affects child–tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent. 相似文献
8.
Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade. They also found that children displaying poor task engagement in first grade were more likely to experience reading problems in third grade. Collectively, these findings suggest that the most effective types of interventions are likely to be those that target problems with reading and task-focused behaviors simultaneously. 相似文献
9.
Investigation on the factors influencing the thickness distribution of superplastic-formed components 总被引：1，自引：0，他引：1
In the superplastic sheet forming process, the uniformity of the sheet's final thickness distribution is vital for ensuring the good mechanical quality of the formed components. The influences of the component shape and the contact friction on the final thickness distribution were investigated in this work by using finite element method on a series of axisymmetric models. It was concluded that shape optimization and friction elimination are required to get uniform thickness distribution, and eventually to improve the mechanical quality of the formed components. The constitutive equation of the Ti-6Al-4V superplastic material was also determined on the basis of experimental data. 相似文献
10.
ALSHOAIBI Abdulnaser M. ARIFFIN Ahmad Kamal 《浙江大学学报(A卷英文版)》2006,7(8):1336-1342
INTRODUCTION The finite element method (FEM) has been widely employed for solving linear elastic and elas-tic-plastic fracture problems. The evaluation of stress intensity factors in 2D geometries by FEM is a tech-nique widely used for non-standard crack configura-tions. Basically, there are two groups of estimation methods, those based on field extrapolation near the crack tip (Chan et al., 1970; Shih et al., 1976) and those using the energy release when the crack propagates. However… 相似文献
11.
Stephanie Anne Shelton 《Teaching Education》2013,24(1):113-130
Despite growing support of lesbian, gay, bisexual, and transgender (LGBT) rights in the United States, the Southeastern region continues to pass legislation that discriminates against those who do not fit normative notions of sexuality and gender. This opposition affects LGBT students and the teachers who identify as LGBT activists. This study of two years of data is an analysis of one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices. An examination of the social, cultural, and political limitations she faced suggest that research advocating curricular changes and findings suggesting that teachers resist sexuality- and gender-based topics ignore the many sociocultural factors acting on educators in the Southeastern US as they strive to be LGBT activists. 相似文献
12.
The study explores the nature and mixture of push–pull factors in the journey from higher education into graduate entrepreneurship. Using longitudinal data from 15 graduates of a British university, it compares graduates who started their own business with graduates that did not. Importantly, both groups had initially indicated a strong desire to start a business on completion of their degrees. Three main themes are identified: personal characteristics; environmental support and context; and the business idea. These are utilised to examine the similarities and differences in the nature and mixture of push–pull factors leading either to start-up (SU) or non-start-up (NSU). Whilst findings revealed SUs tended to share many similarities with NSUs, differences appeared to cluster around some personal characteristics, views of the labour market and their business idea. The paper contributes to a more nuanced understanding of the complexities involved in this transition. Implications for theory, practice, and future research are discussed. 相似文献
13.
14.
Sisko Eskola Kerttu Tossavainen Kathelijne Bessems 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):410-426
Background: Increasing numbers of children are facing health problems as a result of physical inactivity. Besides the home, school is a natural place to promote children’s daily physical activity (PA). Knowledge about factors promoting or preventing children’s PA at school, from the perspective of children, is limited.Purpose: The purpose of this study is to learn the factors that eight- and nine-year-old schoolchildren identify from their school environment related to physical activity during their school day. This study was established as a sub-project within a larger, sixteen-country collaboration project by HEPCOM (Promoting Healthy Eating and Physical Activity in Local Communities) and reports on a piloting phase.Sample: Finnish second-graders (age 8–9 years, n = 22) from one primary school participated in the study.Method: A photo-elicitation methodology was used, including photographs taken by children and interviews in groups based on the photographs. The data were analysed qualitatively by inductive content analysis.Results: The children described factors appearing in the physical environment, such as the playground, and those in the nonmaterial, abstract environment, such as the weather. According to the findings, three categories emerged: (1) personal and economic, related to children’s individual preferences and opportunities; (2) sociocultural, related to friends and belonging in a group; and (3) environmental, related to physical and political outdoor and indoor solutions at the school, as well as to policies and rules in the school community. Children emphasised the importance of friends and games, but play areas were also experienced as significant. Based on children’s experiences, rules and laws direct all activities at school, which was not always perceived as a positive thing.Conclusions: Although the findings of this small-scale study cannot be generalised, the children’s perceptions suggest some crucial areas for future research. Playing and exercising during the school day are important in fulfilling the recommendations for daily PA for children, as well as in promoting their mental and social health. To enable equal possibilities for an active lifestyle for all children at school, positive and encouraging adults, as well as age-appropriate and safe infrastructure, are needed. The children’s day should be viewed as a whole, not as single situations, where physical activities are offered. 相似文献
15.
Derek Cheung 《International Journal of Science Education》2018,40(1):1-23
Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students’ individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students’ individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students’ individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school. 相似文献
16.
The present study investigated the extent to which the text factors of source salience and emphasis on risk might influence readers’ attention to and use of source information when reading single documents to make behavioral decisions on controversial health-related issues. Participants (n = 259), who were attending different bachelor-level professional programs at a university college, generally disregarded source information irrespective of textual manipulations, especially sources cited or embedded within other documents, and mainly relied on their own personal experiences and opinions when making behavioral decisions on the issues. Theoretical as well as educational implications of the findings are discussed. 相似文献
17.
Hilal Aktamış 《Research in Science & Technological Education》2017,35(2):169-182
Background: Children generally adopt the behaviours and attitudes they see in their home environment. Because of this, education provided in the school can be effective, as long as it is supported at home and by extension to the entire environment where the child interacts. Isolating the family from school influences the continuance of the school’s educational impact. In this sense, families do have a significant impact on their child’s attitude about.
Purpose: The objective of this study is to determine how parents view science and technology, the factors that influence their views (gender, age, educational level), and the relationship between these opinions and the students’ science academic achievement.
Sample: The present study was conducted with the parents of 169 students attending randomly chosen primary schools in a city in western Turkey.
Design and methods: The ‘Scale for Determining Views of Parents regarding Science and Technology’ (SFDVPAST) was developed by the researchers and used in the present study. The scale’s reliability was 0.88. Data obtained from SFDVPAST were analysed with SPSS 11.5 using frequency (f), percentage (%), average (X), standard deviation (SD), one-way MANOVA, a univariate ANOVA for each dependent variable as a tracking test, and simple linear regression analysis to determine the relationships.
Results: At the completion of this study, findings indicated that gender does not have an impact on how parents view science and technology, but age and educational level do impact parents’ views on this topic. The science academic achievement of the student correlates with the views of his/her parents on science and technology.
Conclusions: Parents’ views towards science and technology have affected their age and education level, but have not affected their sex. In addition, parents’ positive view towards science and technology has affected their science academic achievement of the students. 相似文献
18.
Chickering＇s seven vectors theory developed in America in this category is the most useful for student development in student affairs. There has been no systematic research on Chickering＇s theory in Mainland China, even some existing in Taiwan. However, based on the summary of scattered references, two trends on development for Chinese university students are found for future research： one is that there is some research related to every vector respectively. The other is that a growing trend with rising grades from some aspects connected to some psychosocial vectors is shown on university students. So seven vectors theory is useful for describing development for Chinese university students. 相似文献
19.
Svetlana Chachashvili-Bolotin Marina Milner-Bolotin Sabina Lissitsa 《International Journal of Science Education》2016,38(3):366-390
Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students’ interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of 2458 secondary public school students in the fifth-largest Israeli city indicate that STEM learning experience positively associates with students’ interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields. Moreover, studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students’ interest in pursuing STEM fields in the future. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model. Outcome expectations and self-efficacy beliefs positively correlate with students’ entering tertiary education but did not differentiate between their interests in the fields of study. 相似文献
20.
Kenneth David Strang 《Education and Information Technologies》2017,22(3):917-937
This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large sample from an online undergraduate business course at an accredited American university (n = 228). Recent studies have discounted the ability to predict student learning outcomes from big data analytics but a few significant indicators have been found by some researchers. Current studies tend to use quantitative factors in learning analytics to forecast outcomes. This study extends that work by testing the common quantitative predictors of learning outcome, but qualitative data is also examined to triangulate the evidence. Pre and post testing of information technology understanding is done at the beginning of the course. First quantitative data is collected, and depending on the hypothesis test results, qualitative data is collected and analyzed with text analytics to uncover patterns. Moodle engagement analytics indicators are tested as predictors in the model. Data is also taken from the Moodle system logs. Qualitative data is collected from student reflection essays. The result was a significant General Linear Model with four online interaction predictors that captured 77.5 % of grade variance in an undergraduate business course. 相似文献