A students’ take on student–staff partnerships: experiences and preferences     

Samantha E. Martens  Annemarie Spruijt  Ineke H. A. P. Wolfhagen  Jill R. D. Whittingham  Diana H. J. M. Dolmans 《Assessment & Evaluation in Higher Education》2019,44(6):910-919

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Determinants of Primary School Choice in Malaysia: School Proximity and Ethnicity-Related Reasons     

Su-Hie Ting  Diana Phooi-Yan Lee 《Journal of School Choice》2019,13(2):228-254

The study examined determinants of primary school choice among parents in Malaysia, and the decision maker and social influences in the school choice. It draws on qualitative data from semi-structured interviews with 43 middle-class parents from three ethnic groups (Chinese, Malay, and Indigenous). Results showed that school proximity and ethnicity-related reasons are leading factors influencing parental school choice. Medium of instruction, school academic reputation, and feeder to a preferred secondary school appear to be separate reasons but act as a proxy to ethnicity as the primary factor determining the choice of Chinese- or Malay-medium primary school by parents. The results also showed that mothers are more likely to make school choice decisions than fathers, but the reasons for school choice are similar. The primary social influences on their school choice come from friends and education personnel in preschools and schools. The Indigenous parents tend to be more subject to social pressure in making school choices than the Chinese and Malay parents, who mostly enroll their children in Chinese- and Malay-medium primary schools, respectively. However, these findings on school choice and ethnic segregation are limited to this sample and constrained by the socio-political context of the education system.  相似文献   

Science Teachers’ Perceptions: Similarities and Differences in the U.S., England,Singapore and Japan     

Toh Kok Aun  Ho Boon Tiong  Wan Yoke Kum  Diana Ang 《Asia Pacific Journal of Education》2004,24(1):1-11

The prospect of using internationally generated comparative data, augmented with practice patterns, to provide useful information from which countries can learn from each other, is gaining acceptance from the increasing popularity of such an approach (Stigler and Hiebert, 1999). Using the survey data from TIMSS we examine the beliefs of teachers in the U.S., England, Singapore and Japan, and find little national variation in many teachers’ perceptions of core practices in science teaching, indicating that science teachers the world over share the same common core practices. However, there is one key difference among their practices, which signals a departure in the way teachers in Japan and Singapore operate vis‐à‐vis those in the U.S. and England. This key difference is attributed to cultural differences in the U.S. and England, when compared to Japan and Singapore.  相似文献   

Balancing the Media     

Diana Laurillard 《Learning, Media and Technology》1993,19(2):81-93

This paper outlines a ‘conversational framework’ for describing the essential elements of the learning process. The framework is used to elaborate the kinds of learning activities students need to carry out in order to arrive at a conceptual understanding of the topic they are studying. The framework is then applied to contrasting learning media: print, video, computer‐based tutorial and teacher‐student discussion, to determine which learning activities each is capable of supporting. These combinations of ‘multiple media’ are then compared with the new ‘multi‐media’ systems for their likely pedagogical benefits.  相似文献   

Subject competency of teachers and level of dependence on resource packs to teach levers,gears and pulleys     

Tina Jarvis  Sue Cavendish 《Research in Science Education》1994,24(1):166-172

This pilot study set out to ascertain whether the level of dependence on resource material is related to teaching experience, existing understanding in mechanics, and perceived self confidence in science and technology. Details of teaching experience and qualifications were obtained from 11 experienced teachers and 10 initial teacher trainees, and understanding of mechanics was assessed by a written test. Each teacher worked through one commercially produced inservice pack about levers, pulleys or gears, and then prepared a 30 minute session for 4 ten year old children. Videos of the sessions were analysed with respect to the extent to which the pack was the sole focus; the amount of integration with other teaching aids and approaches; and the extent individual children's needs were satisfied. Although science qualifications influenced teacher confidence, they were not accurate predictors of relevant knowledge and teaching competence. As the majority of teachers followed pack instructions closely, the children's needs were not always well matched. Specializations: primary science and technology, teacher education. Specialisations: science education.  相似文献   

Community support programme: support for Chinese trans* students experiencing genderism     

Diana Kan Kwok 《Sex education》2018,18(4):406-419

Abstract

Previous research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students.  相似文献   

Computers and the emancipation of students: giving control to the learner     

Diana Laurillard 《Instructional Science》1987,16(1):3-18

The paper considers two basic models of the teaching-learning process, described as the didactic and the communication model. These are applied to Computer Assisted Learning (CAL) in order to demonstrate that CAL has generally embodied a didactic model of teaching and learning. This imposes an unnecessary restriction on the student's freedom to choose their (Note 1) learning style, and the paper discusses how it is possible for CAL to support a less didactic model and to give more control to the student.  相似文献   

Author index     

Diana H.J.M. Dolmans  Henk G. Schmidt 《Higher Education》2004,47(4):531-562

Authors Index

Author index  相似文献   

Systemic change invited address: What it is,why we need it,how it works     

Diana E. Ryan 《TechTrends》1995,40(4):39-40

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What's in a name? A comparison of methods for classifying predominant type of maltreatment     

Lau AS  Leeb RT  English D  Graham JC  Briggs EC  Brody KE  Marshall JM 《Child abuse & neglect》2005,29(5):533-551

OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history.  相似文献