Development and validation of an instrument to assess student attitudes toward science across grades 5 through 10          下载免费PDF全文

Ryan Summers  Fouad Abd‐El‐Khalick 《科学教学研究杂志》2018,55(2):172-205

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Understanding key drivers affecting students’ use of artificial intelligence-based voice assistants     

Al Shamsi  Jawaher Hamad  Al-Emran  Mostafa  Shaalan  Khaled 《Education and Information Technologies》2022,27(6):8071-8091

Education and Information Technologies - Artificial intelligence (AI)-based voice assistants have become an essential part of our daily lives. Yet, little is known concerning what motivates...  相似文献   

Feedback-seeking behavior in second language writing: motivational mechanisms     

Papi  Mostafa  Bondarenko  Anna Vitalyevna  Wawire  Brenda  Jiang  Chen  Zhou  Shiyao 《Reading and writing》2020,33(2):485-505

Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford & Cummings, 1983) to the field of second language writing and examines its motivational mechanisms using Dweck’s (1999) theory of mindsets and an overarching cost-value analysis framework (e.g., Ashford & Cummings, 1983; Anseel et al., 2015). Questionnaire data were collected from 128 foreign language writers from a major public university in the United States. Multiple regression and mediation analyses showed that a growth language mindset predicted the value of feedback, which, in turn, was a strong predictor of both feedback monitoring and feedback inquiry. A fixed language mindset, on the other hand, predicted the cost of feedback seeking, which, in turn, negatively predicted feedback monitoring. The findings offer new venues for second language writing research and pedagogy.

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School leadership practices that promote effective whole school behaviour management: a study of Australian primary schools     

John De Nobile  Mariam El Baba  Teola London 《School Leadership & Management》2016,36(4):419-434

When considering the management of student behaviour issues, a substantial body of literature, as well as logical common sense, points to the advantages of whole school policy over the individual efforts of teachers. Less is known, however, about the direct or indirect role school leadership plays in the development of well-implemented whole school behaviour management (WSBM) systems and policy in primary schools. This article explores elements of leadership practice likely to promote well-implemented WSBM, using an initial framework developed from related literature and applying it in a study of primary schools. The sample comprised 52 staff members from 31 government and non-government primary schools in 5 states and territories of Australia. Data were obtained from interviews which sought to gather information about how well each school’s WSBM was implemented. Results confirmed the theorised framework of leadership practices that encourage well-implemented WSBM. The article concludes with implications for future research and school leadership.  相似文献   

Exclusion and integration in the maghreb countries: The role of education     

Ahmed Chabchoub  El Mostafa Haddiya 《Prospects》1995,25(3):469-479

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“Growing together”: A Latvian retrospective of learning opportunities created in the cooperation among Nordic and Baltic adult educators     

Antra Carlsen  Elīna Maslo 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):489-518

This article tells the extraordinary story of the cooperation among adult educators in five Nordic and three Baltic countries (NB8) which began in 1991 – the year when Latvia regained its independence. According to individuals who experienced the evolution of this cooperation from the beginning and were actively involved in the process of developing contemporary theories, policies and practices of adult education in Latvia, this cooperation resulted in the creation of a range of unique opportunities for learning and development. Latvian adult educators were engaged in many activities; they learned themselves, taught others, did research on adult education and developed a new system of adult education. What had started out as a “donorship” grew into a “partnership”. With hardly any published information about this cooperation to rely on, the authors of this article build their case using (1) their own memories of participation; (2) the information gained through interviews with key experts; and (3) a number of largely unpublished documents indicated in these interviews. Tracing the evolution of this cooperation, their study seeks to understand how learning opportunities were created and how they were used by adult educators in Latvia. Adopting an ecological (in terms of learning environment, relationships, agency, motivation and identity) sociocultural perspective on learning and learning opportunities, the authors analyse the quality of the learning opportunities created in the context of Nordic-Baltic cooperation, aiming to identify what makes international cooperation successful.  相似文献   

The teaching practicum as a locus of multi-leveled,school-based transformation     

Michele Salles El Kadri  Wolff-Michael Roth 《Teaching Education》2013,24(1):17-37

The teaching practicum is often considered as a compulsory activity for enculturating new members into the teacher community by providing opportunities to experience teaching in action. However, the practicum is rarely conceptualized in terms of its transformative potential. In this study, we report the results of a two-year ethnography study of a teaching practicum in Brazil based on the {coteaching | cogenerative dialoguing} model. Our study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself. The results show the potential of the practicum to transform individual and collective agency. Implications are discussed for reorganizing the teaching practicum.  相似文献   

The role of written formative feedback in inducing non-formal learning among masters students     

Alireza Mirzaee  Mostafa Hasrati 《Teaching in Higher Education》2013,18(5):555-564

This article adds to the existing literature on nonformal learning in education in general and the role played by written feedback in providing the space for such learning in particular. The study was conducted in an English as a Foreign Language context in which the participating students received written feedback on their English writings. Employing qualitative interviews and stimulated recall methodology, we explored interstudent interactions, cross-cultural understanding, and initiation into communities of practice, and categorized these as reactive and deliberative types of nonformal learning. Drawing upon Eraut's typology of nonformal learning, we would argue that formative written feedback provided on students' writings could lead to nonformal learning because it encourages them to act upon it.  相似文献   

One professoriate,or many?: Assessing aspects of differentiation among academics     

Elaine El‐Khawas 《Tertiary Education and Management》2013,19(2):146-152

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Citizens as consumers: Profiling e-government services’ users in Egypt via data mining techniques   总被引：1，自引：0，他引：1  

Mohamed M. Mostafa  Ahmed A. El-Masry 《International Journal of Information Management》2013

This study uses data mining techniques to examine the effect of various demographic, cognitive and psychographic factors on Egyptian citizens’ use of e-government services. Data mining uses a broad family of computationally intensive methods that include decision trees, neural networks, rule induction, machine learning and graphic visualization. Three artificial neural network models (multi-layer perceptron neural network [MLP], probabilistic neural network [PNN] and self-organizing maps neural network [SOM]) and three machine learning techniques (classification and regression trees [CART], multivariate adaptive regression splines [MARS], and support vector machines [SVM]) are compared to a standard statistical method (linear discriminant analysis [LDA]). The variable sets considered are sex, age, educational level, e-government services perceived usefulness, ease of use, compatibility, subjective norms, trust, civic mindedness, and attitudes. The study shows how it is possible to identify various dimensions of e-government services usage behavior by uncovering complex patterns in the dataset, and also shows the classification abilities of data mining techniques.  相似文献