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1.
Hyun-Sook Kang 《Early Childhood Education Journal》2013,41(6):431-438
This study explores Korean-immigrant parents’ language ideologies and practices with respect to their American-born children’s language development. Participants were seven ethnic Korean families composed of immigrant parents and their American-born children, aged between five and seven, in Midwestern America. Interviews in the medium of Korean with the parents, and naturally-occurring family conversations during a meal time, reading time, and play time were audio-recorded and analyzed. The findings suggest that Korean-immigrant parents have a strong desire to pass on their mother tongue to their American-born children, largely derived from their language barrier, and perception of language as an identity marker and socio-economic capital in case they return to Korea for familial obligations and economic opportunities, which represent the context-specific nature of family language policy. Language strategies, such as parental feedback and language-mixing, serve as a catalyst for the implementation of family language policy on the levels of functions, forms, and teaching of the Korean language for Korean-American children’s bilingual development. 相似文献
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In this paper, we investigate university lecturers’ experiences of and reflections on the development of their pedagogical competency during a 9-month university pedagogical course. The effects of long-term university pedagogical training are considered through experienced pedagogical competency by analysing university lecturers’ evaluations of and reflections on their pedagogical competence areas during the course. Data was gathered from 31 participants using a self-evaluation questionnaire and reflective writings, and analysed using a mixed-methods approach. The results show that the participants experienced significant development in their pedagogical competency. However, it became evident that the concept and practice of reflection is not clear, especially in different disciplines. In addition to the number of credits of the training, the design, and the long timeframe of the pedagogical training, the context in which the training is put into practice, as well as the social aspect of reflection, need to be taken into consideration. 相似文献
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Lawrence S. Wrightsman Jr. 《Journal of Experimental Education》2013,81(4):367-370
Monte Carlo methods were employed to evaluate the degree to which canonical function and structure coefficients may be differentially sensitive to sampling error. Sampling error influences were investigated across variations in variable and sample sizes, across variations in average within-set correlation sizes, and in across-set population correlation sizes. Sixty-four different research situations were investigated, and for each situation 1,000 random samples were drawn. Results suggest that both sets of coefficients are roughly equally influenced by sampling error, except perhaps when some intradomain correlation coefficients are quite large. Thus, the case for emphasizing interpretation of structure coefficients must be made on a psychometric basis rather than on the grounds that structure coefficients are less sensitive to sampling error influences, notwithstanding the positions previously taken by some theorists. 相似文献
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Research Findings: The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents’ beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children’s families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview. The results revealed an incongruence between K-teachers’ perspectives and their understanding of the positions of parents and of agents of the education system. K-teachers evaluated fostering children’s positive self-esteem as the most important goal and promoting literacy and mathematics skills as the least important. They believed, however, that parents and agents of the education system regard children’s advancement in literacy and mathematics skills as the most important goal. Practice or Policy: Recognizing this incongruence facilitates understanding of the rationale behind K-teachers’ actions and their relationships with parents and professional partners. It enables identification of topics that need to be addressed by the professional education community in order to create a dialogue among K-teachers, families, and policymakers. 相似文献
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Elizabeth Bettini Yujeong Park Amber Benedict Jenna Kimerling Walter Leite 《Exceptionality》2016,24(3):176-193
This investigation examined relationships among special education teachers’ working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities’ reading achievement and behavioral outcomes. Data from the 2004–2005 administration of the Special Education Elementary Longitudinal Study were used. Confirmatory factor analysis was used to test the fit of models for five latent factors. Hybrid structural models were applied to test the hypothesis that working conditions would be positively associated with special education teachers’ self-efficacy and their instructional quality, which would, in turn, be positively associated with their students’ reading achievement and behavioral outcomes. Although the initial structural equation model tested failed to support the hypotheses, several significant relationships with theoretical and practical significance were discovered. Directions for future research and practical implications are discussed. 相似文献
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This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies. 相似文献
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Jackie A. Nelson Nicole B. Perry Marion O’Brien Susan D. Calkins Susan P. Keane Lilly Shanahan 《Parenting, science and practice》2016,16(1):56-62
Objective. Parents’ emotion socialization practices are thought to be moderately stable over time; however, a partner’s socialization practices could initiate change. Design. We examined mothers’ and fathers’ reports of their supportive responses to their children’s negative emotions when the target child was 7 years old and again at age 10. We tested a dyadic, longitudinal path model with 111 mother–father pairs. Results. Significant actor and partner effects emerged: Parents’ age 7 responses predicted their own age 10 responses and their partners’ later responses. Conclusions. Parents’ reported responses to children’s negative emotions during middle childhood are predicted by their own earlier responses and by their partners’ responses. 相似文献
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Lilia Halim Sharifah Intan Sharina Syed Abdullah T. Subahan Mohd Meerah 《Journal of Science Education and Technology》2014,23(2):227-237
Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students’ learning from the teachers’ perspectives. Only a limited number of studies have investigated the components of science teachers’ PCK that helped students’ learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers’ PCK from students’ perspective, in particular whether or not students of different achieving ability had different views of teachers’ PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers’ PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view ‘knowledge of concept representation’ as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students’ reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students’ understanding plays a critical role in shaping teachers PCK. 相似文献
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Students’ Mental Models of the Internet and Their Didactical Exploitation in Informatics Education 总被引：1，自引：0，他引：1
The Internet constitutes a relatively new teaching subject for the Informatics curriculum. Within secondary education, students should develop an understanding of basic Internet concepts as well as Internet skills. For the attainment of these goals it is necessary that they develop adequate mental models of the Internet. That development should be based on the assessment of their initial mental models of the Internet. The purpose of this study was the investigation of the mental models that high school students form of the Internet in the beginning of the Informatics curriculum. The study involved 340 Greek high school students who completed a written questionnaire and a drawing task. The results suggest that students form simplistic, utilitarian rather than structural mental models of the Internet, which would provide them with an adequate explanatory system of what the Internet actually is and the processes underlying its use. The students’ mental models also involve particular misconceptions. The didactical implications of the findings for Informatics education at high school level are considered. 相似文献
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Lynda C. Lin Eva M. Pomerantz Lucy R. Zheng Richard W. Robins 《Child development》2021,92(4):1223-1237
Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea is sparse. Every 2 years beginning when children were in fifth grade (Mage = 10.86 years) until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multilevel modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school, but did not necessarily hold higher educational expectations. The findings suggest the importance of schools in creating welcoming environments for Mexican-origin parents. 相似文献
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Hongming Ma 《Research in Science Education》2009,39(5):701-724
The findings reported in this paper report on an investigation of Chinese people’s understanding of the nature of science
in relation to their conceptualisations of Nature. As an exploratory and interpretive study, it uses semi-structured interviews
with 25 Chinese secondary school science teachers. The paper first presents these teachers’ conceptualisations of Nature,
which were mainly scientifically informed and showed a mixed influence of both traditional and modern Chinese ideas about
Nature. Teachers’ functional understandings of the nature of science were then inferred from their conceptualisations of Nature
and presented from three perspectives: that of science; the strategies and approaches to doing science; and, the status of
scientific knowledge. 相似文献
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Fatma Yaman 《International Journal of Science and Mathematics Education》2018,16(3):421-442
This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers. 相似文献
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This study examined the instructional focuses and practices of three Korean heritage language (HL) teachers in community-based HL schools related not only to their constructed identities as HL teachers, but also to their students. Constant-comparative analyses of interviews and classroom observations across the three teacher cases showed that each teacher’s identity as an HL teacher was shaped by her earlier immigration experiences and through her relationships within and across a particular historical and social context. Moreover, the three HL teachers’ identities informed how they identified the imagined communities in which their students would eventually participate. The teachers’ different identifications and visions became significant in shaping their instructional focuses and practices related to teaching language and culture in a manner that would enable their students to learn and, therefore, gain access to their communities. 相似文献
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Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students’ self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students’ perceived science strategy use, and the influence of students’ valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed. 相似文献
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《Journal of Education & Work》2012,25(1):25-38
This paper examines two commonly held views of young people in relation to work and employment. The first has a low estimation of the capacities of young people, placing the blame for the lack of job prospects on young people themselves. The second places more emphasis on the lack of opportunities available to the young and sees young people as a new radical force in society, with rising levels of unemployment leading to their radicalisation. Evidence from a study of pupils in their last year of compulsory schooling suggests that both of these views are inadequate. Young people do not lack knowledge of, or interest in the world of work, neither does the growing level of unemployment seem to be generating increasingly negative and hostile attitudes to education and government schemes such as the YTS. 相似文献
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Research in Science Education - A 44-item questionnaire was created to examine pre-service teachers’ knowledge and perceptions of the impact of mitigative climate change actions and how... 相似文献
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Objective. This longitudinal study assessed the role of mothers’ knowledge of what is comforting to their adolescents when they are distressed. The authors proposed that the adolescents of mothers who were knowledgeable but dissatisfied with their adolescent would have adolescents who coped better than those whose mothers were less dissatisfied; dissatisfied mothers would be more likely to draw on their knowledge to engage in “not-too-nice” parenting, thereby allowing their adolescents to find their own means of self-comfort. Design. Participants were 111 early adolescents and their mothers. At the first time-point adolescents were assessed for approach coping and asked to rate what they would find comforting when they were upset; mothers were asked to predict those ratings and assessed for the extent of their dissatisfaction with their adolescent’s behavior. Adolescents were assessed again for approach coping 2 years later. Results. Mothers’ knowledge positively predicted adolescent approach coping, but only when mothers were high in dissatisfaction. Conclusions. The findings underscore the importance of parents’ knowledge of their adolescents in promoting coping, as well as the role that maternal dissatisfaction plays in adolescents’ ability to cope on their own. 相似文献