- Highlights
Self-reported grades positively predict academic self-concepts of corresponding domains.
Academic self-concepts positively predict self-perceptions of effort of corresponding domains.
There are no negative cross-domain achievement effects on academic self-concepts and no cross-domain self-concept effects on self-perceptions of effort.
Academic self-concepts mediate the effects from self-reported grades to self-perceptions of effort in corresponding domains.
Use the concept of epistemic privilege to theorise the inclusion of marginalised learners in the design of learning systems, and utilise participatory action research and emancipatory methodologies to pragmatically ensure this happens;
Support young learners and teachers to understand and build their own artificial intelligence algorithms;
Develop sustainable interdisciplinary links with computer science to address digital structural violence at the algorithmic level and to make its societal implications and underlying processes more widely understood, especially by teachers.
- Highlights
Phonological awareness and rapid automatised naming explained unique variance in Chinese single character reading and procedural arithmetic.
Only phonological awareness significantly accounted for unique variance in Chinese word reading and arithmetic story problems.
The associations of phonological awareness with procedural arithmetic and arithmetic story problem were maintained even beyond other variables.
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A.Drawbacks to attending evening classes
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(i) In the group of students investigated the main drawback to attending evening classes was item 3 (the rush to get to classes from work).
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(ii) The main difference among the students was in the importance attached to item 9 (domestic commitments), married students finding it as important as item 3.
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(iii) Choices made by students in different courses were fairly homogeneous, apart from the domestic courses. This seems to indicate that the factors making for wastage are not functions of the courses taken, so much as of age, sex, marital status, etc.
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B. Incentives to attending evening classes
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(i) The main incentive was item 1 (it will be useful in getting a better job).
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(ii) Items 2 (it will help in getting promotion in my present job) and 3 (it will be of general educational value) were ranked next in importance to item 1.
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(iii) Responses to the preferred items 1, 2, and 3 were relatively homogeneous when the data were arranged to isolate sex difference, marital status, and age.
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(iv) All courses except the domestic ones made similar choices in this question.
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- it has to meet a growing demand for food in a sustainable way,
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- the international competition is increasing,
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- the increase in labour productivity is decreasing the employment opportunities in agriculture,
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- agricultural research is offering many new opportunities to increase productivity,
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- government price support for agricultural products in industrial countries is decreasing.
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- the knowledge and capabilities of farmers has become a major factor in their ability to compete in national and international markets,
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- advice is not only needed on the adoption of new technologies, but also on many other decisions farmers have to make, such as the choice of their farming system and the decision whether or not to earn an income from outside agriculture,
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- this requires a change in extension methods and in the information sources extension agents use,
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- agricultural development demands painful changes in the way of farming and of living for many farm families. It is a challenge for extension agencies to help farm families to realise this,
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- a major task for leaders of extension organisations is to manage a process of change in agricultural extension. Often the role extension has to play in agricultural development can not be performed by one extension organisation, but only by a pluralistic extension system.
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— The need for an Automated Instructional Design
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— The integration of learning theory, instructional design and technology
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— Some approaches for automating instructional design
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— An exploration of ID Expert, ? an intelligent computer‐based multimedia instructional development system (beta version 1.0).
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the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;
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gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.
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intelligence is the major determinant of school achievement;
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bright children tend to come from smaller families than dull children;
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relatively unstable children have a better level of school achievement than stable children;
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extraversion‐introversion had no effect on school achievement.
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-redefinition of the role and function of managers in the agricultural and food economic sector;
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-replacement of a production-oriented approach by a more comprehensive approach to the problem of rural development;
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-recognition of the educational value of biological sciences as both models and tools for the acquisition of knowledge and the management of complex systems.
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(i)Adequate budget to allow for expenditure on models, visual materials, acquisition of background information, etc.
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(ii)Secretarial staff for typing and administration
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(iii)Laboratory technicians
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(iv)Visual aid staff
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(v)All resources available to the industrialist viz: information library, telephone, typing, stationery, workspace, storage, etc.
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(vi)The active cooperation of academic and technical staff
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(vii)Flexibility in timetabling and room allocations
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(viii)Seminar members who will command the respect of the students and will readily adapt to role playing where necessary
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(ix)Studio masters who are totally committed to the group analysis method of teaching and are, therefore, willing to allot substantial proportions of their time to student consultation
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(x)A cooperative administrative staff.
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general information on the education system in Rumania
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teacher training in the utilization of educational media
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teacher training with a view to the improvement of teaching‐learning systems
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teacher training in the new information and communication technologies
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(1) voluntary submission to inspection could not be counted on;
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(2) local forms of inspection were completely ineffective;
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(3) a strong central government inspectorate was much more effective but made mistakes in its formative years;
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(4) the absence of any tradition of schooling and all that went with it added to the great educational responsibilities imposed upon the factory inspector;
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(5) some influence may be traced in negative and positive ways upon Her Majesty's inspectors of schools.
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(a) both the mother and child were able to maintain a continuous communication sequence;
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(b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;
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(c) the language used by the mother was ‘restricted';
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(d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues
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Media don't matter
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Research doesn't matter
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Policy doesn't matter
This paper discusses possible relationships between the three null hypotheses. Media is used here as an example. Other examples might be teaching paradigms, staff development, etc. The general argument can apply to any activity: neither the activity itself, nor research on it nor policy on it matter. If the triple null hypothesis is true then there is a vacuum of pressure for action, research and policy. Practitioners, researchers and policy makers construct beliefs to fill the vacuum. 相似文献
Background
Children’s interest in science is known to decline around the upper primary age, and botanical topics are unpopular with students. Drama in education has the potential to increase motivation and interest in school science. 相似文献Practitioner notes
What is already known about this topic- Proper assessment is the basis of individualised support.
- Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten.
- In German-speaking countries, digitalisation has barely reached kindergarten.
- The print version of GraWo-KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year.
- GraWo-KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version.
- GraWo-KiGa is practical in use for both children and kindergarten teachers.
- Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids.
- Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes.
- In kindergarten, the use of GraWo-KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically.
- Digital assessments enable rapid and targeted allocation of children to support programmes.
Purpose: This qualitative case study investigates a primary science teacher’s TPACK development in the context of two interdependent learning spaces: a joint-school and a within-school professional learning community. The school’s organizational and sociocultural influences on teacher learning are also examined.
Participant: Teacher Sean (pseudonym) embarked on a science innovation project after two years of teaching in a Singapore mainstream school. He was tasked to integrate mobile-based inquiry learning and visible thinking pedagogical approaches, and to pilot the designed lessons for a primary three class.
Design and methods: A case-study approach involving multiple sources of data with cultural historical activity theory as the analytical lens was employed, to unpack the complementary and contradictory interactions across different interrelated activity systems. The purpose was to understand the (mis)alignments within and between the two professional learning communities.
Results: The findings indicate that Sean’s (subject) learning from the joint-school professional learning community to the within-school professional learning community faced multiple tensions that hindered his TPACK development (object). He faced difficulty in manipulating tools (technology and visible thinking routines) to translate the joint-school co-designed lessons into classroom implementation. Additionally, the volatility of the school’s organizational routines (rules) and the lack of communicative leader–teacher partnership (division of labor) did not afford sufficient infrastructure or instructional support.
Conclusions: Interactions between the teacher’s personal and contextual factors inhibited the designed TPACK from being implemented successfully. For ambitious pedagogical undertakings as illustrated in this case, more perceptive and synergistic organizational design thinking is needed to support beginning teachers’ TPACK development. 相似文献
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Students’ own ways of reasoning may be taken into account, either as provisional steps towards more elaborate views or as obstacles to be confronted.
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The epistemological framework of episodes using an experimental set‐up may be used. This can take different forms, ranging from simple inductions to searches for consistency between given laws or hypotheses and experimental facts.
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1. Theoretical knowledge and understanding is essential to being competent. But scant attention is paid to this in the specification of NCVQ competences. The value of knowledge and understanding is reasserted in this paper.
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2. Being competent in the workplace usually involves the ability to engage fully in teamwork. But NCVQ actually adopts an individualistic orientation by emphasising personal competences. In fact, the required capacity for teamwork is hardly analysable in individual terms.
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3. Competences are based on a strictly behavioural analysis. While this looks attractive from the point of view of assessment, it tends to support both the biases above, being individualistic and ignoring relevant mental activity.