Does Student–Teacher Thinking Style Match/Mismatch Matter in Students’ Achievement?     

Li‐fang Zhang 《教育心理学》2006,26(3):395-409

This study concerns the contingent nature of the relationships of student–teacher style match (or mismatch) to students’ academic achievement. Participants were 135 (59 male and 76 female) students (average age of 21.5 years) from three academic disciplines (mathematics, physics, and public administration) who responded to the Thinking Styles Inventory and rated their own abilities (analytical, creative, and practical). The academic achievement scores in two subject matters for each student were also used. The students’ subject matter teachers responded to the Thinking Styles in Teaching Inventory. Three major findings were obtained. First, the effects of style match/mismatch upon students’ achievement vary as a function of academic discipline and subject matter. Second, the statistical procedures used to analyse the data play an important role in the relationships under investigation. Third, students’ self‐rated abilities make a difference in the tested relationships. Findings have implications for both researchers and teachers.  相似文献   

Attainment at 16+: the French Perspective     

Valerie Dundas‐Grant 《比较教育学》1975,11(1):13-22

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THE IMPACT OF THE CATHOLIC‐LIBERAL ANTITHESIS ON TEACHER TRAINING POLICY IN BELGIUM, 1842‐1884     

An Bosmans‐Hermans 《Journal of educational administration and history》1982,14(2):7-13

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The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination     

Natoya H. Haskins  Jolie Ziomek‐Daigle  Cheryl Sewell  Lonika Crumb  Brandee Appling  Heather Trepal 《Counselor Education & Supervision》2016,55(1):60-75

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.  相似文献   

The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities   总被引：1，自引：0，他引：1  

Obed Mfum‐Mensah 《比较教育学》2005,41(1):71-85

Many ‘alternative primary education’ programmes operating in the developing parts of the world use children’s first language as the medium of instruction. Programme sponsors often base their vernacular language policy on literature that highlights the cognitive and other benefits that accrue from using children’s first languages as the medium of instruction during their early stages in school. Working within a postcolonial discursive framework the paper examines the attitudes of community members, parents, school authorities and schoolchildren toward the use of the vernacular as a medium of instruction in the Shepherd School Programme, an alternative primary education programme, that has been implemented to provide improved educational access for schoolchildren in seven rural northern Ghanaian agri‐pastoral communities.  相似文献   

The Age Factor in the Prediction of Tertary Academic Success     

Sun‐Mook Hong 《高等教育研究与发展》1984,3(1):61-70

This study examined the predictive power of age in the academic performance of Behavioural Science students at the Darling Downs Institute of Advanced Education. Other predictor variables included were study methods, Tertiary Entrance score, personal problems, satisfaction with college, self‐concept, locus of control and flexibility of thinking. 79 students, 93% of the total population, responded to the questionnaire containing scales measuring the above variables. Results from multiple regression analyses showed that the contribution of age outweighed by far that of any other variable. The next best predictors were study methods and environment factors. The contribution of personality traits and T.E. score was minimal. A high correlation between age and study methods was also noted. A greater acceptance of older age students into Behavioural Science courses was suggested.  相似文献   

The Use of Behavioural Self‐management in Primary School Settings: a review     

Anthi Panagopoulou‐Stamatelatou 《教育心理学》1990,10(3):207-224

The present paper attempts to review the studies which employed behavioural self‐management technology as a means of improving aspects of children's academic and social behaviour. The review is limited to those studies which involve primary school children attending mainstream schools. Studies are divided into three categories: those where the treated target behaviour(s) is academic, those where it is behavioural, and those which combine academic and behavioural target behaviours or are collections of two or more studies, some of which are academic and some behaviour‐ally oriented. Special attention was given to the problem of the absence of a ‘common’ language underpinning this area of research, which is considered to be one of the reasons that some of the results reported are equivocal. Finally, the orientation of future research in behavioural self‐management is discussed.  相似文献   

Bridging inquiry‐based science and constructionism: Exploring the alignment between students tinkering with code of computational models and goals of inquiry          下载免费PDF全文

Aditi Wagh  Kate Cook‐Whitt  Uri Wilensky 《科学教学研究杂志》2017,54(5):615-641

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Cyber Safe Curricula and Online Harassment     

Heather Greenhalgh‐Spencer 《Educational theory》2019,69(1):73-89

In this article, Heather Greenhalgh‐Spencer analyzes three examples of curricula aimed at cultivating good cyber behavior and countering online harassment. These curricula are branded as addressing civic needs, cultivating civic duty, and developing skills to help students understand and react to online threats. Here, Greenhalgh‐Spencer offers two critiques of these, and other similar, cyber safe curricula. First, current cyber safe curricula do not adequately address the ways that identity — particularly gender and sexuality — shape one's experience of online spaces and exposure to online threats. Second, current cyber safe curricula do not adequately consider nuances of how to “react” to online threats. The preponderance of cyber curricula teach students that all forms of offensive speech online should be abolished or pushed against. These curricula miss the opportunity to cultivate conversations around the tensions between the need to feel safe and the need to protect freedoms of speech.  相似文献   

UNIVERSITIES AFTER 1945: GLOBAL POWER OR UNENDING CRISIS?     

Andrzej Radziewicz‐Winnicki 《Higher Education in Europe》1991,16(4):31-41

In addition to its traditional task of generating and transmitting knowledge in all fields, the university has been called upon to shoulder the tasks, of economic and social development. Although these tasks have only recently been formally recognized and clearly stated, they have always been implicit. That this is so is proved by the fact that as European societies democratized and industrialized themselves in the nineteenth century, increasing numbers and varieties of non‐traditional higher education institutions came into being, directed at the aims of the self‐promotion of students from non‐élite backgrounds. Increasingly, all aspects of science and society are intertwined with an increasingly varied assortment of higher education institutions and programmes. A major question faced by all planners of higher education, particularly of under‐graduate curricula, is that of specialized training versus general education. Given the rapid pace of technological change, the latter seems better as a means of preparing graduates for a lifetime of coping with change. Still the traditional role of universities of creating and advancing knowledge has not been neglected, for universities or at least their graduates who are employed in specialized academies or research centres are still the intellectual and scientific pace‐setters of the world.  相似文献