共查询到20条相似文献，搜索用时 359 毫秒
1.
counting 《小作家选刊(小学)》2005,(7)
亲爱的韩寒兄弟:先给你讲两个故事。其一,老经典了,《伤仲永》,初中语文课本里头的文章,不管你如何鄙夷现行语文教育体制,如何把你的语文老师贬得一文不值,估计初中的时候,你胆子还比较小,上语文课还能听讲。这一课文里面的内容,相信你已经读过,这里不再赘述。这里仅套套它的中 相似文献
2.
《第二课堂(小学)》2007,(3)
Since entering Beijing Film Academy as a postgraduate(研究生), Zhao Wei(赵薇) has been diving into her studies and appeared in public much less than before. Not long ago in an interview Zhao Wei talked of her college life, saying that she was burying herself in her studies and had no time to take part in other activities. Now Zhao Wei goes to college for class at eight in the morning and leaves after all classes are over. She doesn't break the college rules just because she is a film star. 相似文献
3.
Taiwan is one of the few countries in which bachelor degrees can be earned by attending either 4-year academic colleges or
vocational colleges. This paper offers new evidence on whether returns to B.A. degrees are significantly different between
academic and vocational 4-year colleges using the 1998–1999 Taiwanese College Graduate Survey. The multinomial logit model
is applied to correct self-selection for employment status, and a wage equation is then estimated. The results suggest that
the returns to 4-year academic colleges are 6% higher than those to 4-year vocational colleges. We also find a significant
effect of college quality on wages. Moreover, public academic college graduates have the highest returns whereas those who
attend private vocational colleges have the lowest returns. 相似文献
4.
在外语界,从课堂心理环境来探讨外语教学方面的文章寥寥无几。本文通过调查、介绍英国college的外语课堂心理环境,分析英国外语课堂心理环境和我国外语课堂心理环境的差异,从而提出我国college外语课堂教学改革的建议。 相似文献
5.
This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students’ attitudes toward mathematics. Keller’s ARCS motivational design model was used as a guiding framework for the development of a motivational video, which was delivered online. The application of motivational design to improve mathematics attitudes in an online environment extends the use of motivational design. A pretest-posttest control group design was used to test the effectiveness of the treatment. The participants in this study were 43 students enrolled in a college algebra course offered at a large state university in the mid-Atlantic region of the United States. Statistically significant results were observed for improved attitudes toward mathematics. 相似文献
6.
Miri Yemini Vered Holzmann Dalia Fadilla Nazeh Natur Anat Stavans 《International Studies in Sociology of Education》2013,23(3):304-323
In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universities aspire towards integration of international, global and intercultural dimensions as main aims of higher education, reflecting the upsurging prominence of cosmopolitan capital among their future graduates. Indeed, cosmopolitanism is increasingly considered desirable on individual and institutional levels. Using data from a student survey (n = 1650) gathered at seven geographically and otherwise diverse colleges in Israel, this paper investigates Israeli college students’ perceptions of internationalisation and estimation of their institutions’ internationalisation activities. Parents’ education, previous experiences abroad, proficiency in English and institutional efforts to internationalise were found to positively impact students’ perceptions of on-campus internationalisation initiatives and characteristics. Such differences were also found to relate to the university’s general status and context. This paper presents the findings of the survey and discusses possible implications for policy and practice at institutional and national levels. 相似文献
7.
WANG Wei-ling MIAO Dan-min 《美中教育评论》2007,4(3):54-59,67
Quality education forms an important content of tertiary education reform and is at the same time a basic requirement for talent cultivation in the future society. Psychological education, one constituent of the said quality education, is of great significance for the overall development of college students. In recent years, some psychologists have carried out many valuable discussions on college students＇ psychological quality. This paper is thus composed as a review of researches done in the past decade on the current situation of college students＇ psychological quality and the factors that influence it. 相似文献
8.
ZHANG Wen-sheng 《美中教育评论》2007,4(3):71-76
Listening is very important. Conversations will take place only when we can understand what our interlocutor says; listening is also an important input. Yet, many of my students got frustrated in listening. Being a teacher, I tried to rethink about what I did in my listening classes and did some literature review. As a result, I found that there are a lot of important listening strategies that were neglected by both teachers. I argue in this paper that more listening strategies should be taught in classes and a simple teaching plan is given. 相似文献
9.
It is generally assumed that young people with lower socioeconomic status (SES) face restricted access to higher education institutions, and particularly to those which are considered to be more prestigious. Differences in student placement in higher education institutions by place of residence are usually explained by their SES. We argue that place of residence is not only a geographical attribute, but also a social factor that influences self-identity and plays a significant role in student placement regardless of their SES. The study was conducted in Israel among first year undergraduate students, and analyzed the effect of living in four residential locality types (cities, small towns, Jewish and Arab villages) on institutional placement. The study focused on the patterns of student placement in institutions, controlling for individual SES and previous academic ability. Findings indicate that place of residence has a net effect on student placement, and it interacts with SES and with previous academic achievements. Less “successful” students, regardless of their SES, are less influenced by their residential locality. These differences in college placement are explained in part by the place of residence, which represents a way of life that creates a shared “sense of place” or “habitus” based on locality. 相似文献
11.
今年的高考考的不仅仅是考生的学业，更考的是他们的诚信。 相似文献
12.
Teniell L. Trolian Elizabeth A. Jach Kacee Ferrell Snyder 《Journal of Education & Work》2018,31(4):366-380
This study examined the relationship between U.S. students’ employment experiences during college/university and their fourth-year professional career attitudes as defined by the Wabash National Study Professional Success Scale, including obtaining recognition from one’s colleagues for contributions to their field of expertise, having administrative responsibility for the work of others, working in a prestigious occupation, making a lot of money and becoming successful in a business of one’s own. This study considered three types of employment experiences (on-campus work; off-campus work; and completing an internship practicum, field experience, co-op or clinical assignment), as well as the number of hours spent engaged in on-campus and off-campus employment, and whether these measures of student employment were associated with students’ fourth-year professional career attitudes. Results suggest that on-campus work experiences, off-campus work experiences; and completing an internship practicum, field experience, co-op or clinical assignment, as well as the number of hours of employment during college have the potential to influence students’ fourth-year professional career attitudes. 相似文献
13.
This research aimed to investigate the nature of cognitive processes when college students reason about evidence on global climate change (GCC). Twenty-six undergraduate students participated in this qualitative study, where they were interviewed to evaluate competing arguments on key issues related to GCC and discuss their own perspectives. Constant comparative analysis of data from think-aloud protocols and semi-structured interviews revealed three patterns of reasoning: minimum reasoning, constrained reasoning, and deliberative reasoning. Minimum reasoning demonstrated that participants predominantly favoured arguments which supported their own beliefs, with limited reasoning about the relative correctness of opposing arguments. Constrained reasoning showed participants’ emphasis on surface features of evidence on GCC rather than its scientific underpinnings. In contrast, deliberative reasoning involved more sophisticated cognitive efforts in coordinating evidence and claims, and a key characteristic of this pattern was in-depth statistical and causal reasoning. The current findings added to our understanding of college students’ reasoning processes when they are faced with controversial issues like GCC. This work contributed to current efforts in using cognitive research to inform science and environmental education, and laid a foundation for future endeavours in promoting scientific reasoning and argumentation in climate change education. 相似文献
14.
The IRS Data Retrieval Tool, a financial aid simplification tool accessed by 7 million students (nearly 40% of FAFSA filers) a year, was suddenly removed during the middle of the 2017 application cycle. Exploiting variation in 1,600 institutional deadlines influencing the amount of time students lacked access to the tool, I find a null effect of its paperwork reduction properties on college access outcomes. Form simplification alone seems unlikely to have the same beneficial impacts as personal assistance in the college financial aid setting, calling into question the notion that small hassle costs by themselves meaningfully deter program take-up. 相似文献
15.
We estimate the impact of external financial support on the labor supply of students during their tertiary education. Using a dynamic labor supply model and accounting for the endogeneity of income from private transfers, we find a significantly lower likelihood of being employed for transfer recipients. Our results suggest that private transfers lead to a shift in students’ time allocation, lowering their hours devoted to working and increasing their time devoted to studying. We find evidence for a psychological component of receiving transfers through an increase in the perceived risk of failure in academic studies. 相似文献
16.
17.
Michał Krawczyk 《Assessment & Evaluation in Higher Education》2018,43(1):151-161
In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less salient and attractiveness is not observable). This provides an excellent control for actual quality of the work, which is often problematic in previous literature. Observations on nearly 15,000 students are available, of which some 2600 also have their physical attractiveness rated and are included in the analysis. It can thus be checked if the advisor–referee grade gap depends on students’ gender and attractiveness, also in interaction with their genders. Based on stereotypes discussed in the literature one can hypothesise that females are treated relatively favourably by advisors (and males by referees). Likewise, it can be expected that physically attractive individuals’ advisors award them relatively high grades. Overall, we observe some evidence that females indeed get relatively high grades from advisors and no evidence of influence of physical attractiveness. 相似文献
18.
Summary An experiment was carried out which contrasted the effectiveness of a conventional instructional methodversus a method based upon tape recorded lectures plus student-led discussions. Subjects for the pilot experiment were 36 students
enrolled in a pre-service teacher education course at San Francisco State College. The conventionally-taught section was instructed
by a standard lecturediscussion approach. The tape-taught section listened to hour-long taped lectures, and discussed the
content of the lectures with the assistance of a student discussion leader. After the initial meeting of the semester, the
instructor had no contact with the tape-taught class. On the basis of group performance on several criterion measures, no
significant differences between the conventionallytaught and the tape-taught students were found. It was concluded that the
instructional technique featuring taped lectures was effective. 相似文献
19.
Does it pay to attend an elite private college? Evidence on the effects of undergraduate college quality on graduate school attendance 总被引：1，自引：0，他引：1
Much attention has recently focused on the rapidly rising costs of a college education, and whether the benefits of attending an elite private college have kept pace with the increasing costs. In this paper we analyze whether undergraduate college quality affects the likelihood that an individual attends graduate school. Using data on three cohorts of students from the National Longitudinal Study of the High School Class of 1972 and High School and Beyond, we find that on balance attendance at an elite private college significantly increases the probability of attending graduate school, and more specifically, graduate school at a major research institution. 相似文献
20.
M.J. Clarke 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):169-178
This study set out to examine and identify differences in GCE O/A‐level performance of a sample of further education and sixth‐form college students, employing selected biographical, intellectual and dispositional measures. The sample comprised 356 two‐year, full‐time students who entered further education and sixth‐form colleges immediately after completing their fifth‐form work in schools. The results show that taking account of students’ dispositional characteristics significantly increases the explained variation in attainment beyond that accounted for by intellectual ability and previous examination performance. Also indicated are significant differences in the factors associated with examination success; these are shown to be related to students who attend different types of institution. The findings would appear to have implications for current policies concerned with the educational provision for students in the 16‐19 age range. 相似文献