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71.
72.
The Urban Review - The decision to rescind Deferred Action for Childhood Arrivals (DACA) will have major repercussions amongst beneficiaries, especially in terms of employment. One of the sectors... 相似文献
73.
Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level 相似文献
74.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
75.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献
76.
Morgan Chitiyo Plaxedes Makweche‐Chitiyo Meungguk Park Lawrence K Ametepee Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177
Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw . 相似文献
77.
James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献
78.
Barry Biddlecomb Martha Carr 《International Journal of Science and Mathematics Education》2011,9(1):1-24
The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic
supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught
algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children
were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the
fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed
in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies
children use independent of underlying schemes. 相似文献
79.
80.
Technology is a dominant mediating factor impacting on current human behaviour and social change, which both acts on and is acted upon by other phenomena. This changing social landscape, along with new expectations and requirements, drives our educational priorities and curriculum agenda. There is no denying the prevalence of technology found in the statements and guidelines of the national Australian Curriculum. Further, the National Review of School Music Education identified the importance of technology in school music education in 2005. The curriculum guidelines illustrate an understanding of technology in Music and the Arts that is both vague and limiting. In 2015 we are at a point of curriculum stasis, an equilibrium that highlights a disconnect between music, technology and Australian music education. This article investigates current secondary school Years 7–10 (ages 11–15 years) Music and Arts curriculum statements concerning the use of technology and compares this to the general capability information and computer technology (ICT) curricula. There is wide recognition that digital technology is essential in teaching and learning, but this is not reflected in contemporary Australian Arts and Music curricula. 相似文献