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41.
The study compared teachers’ and parents’ views about elementary school children’s psychosocial adjustment with and without a history of early grade retention. The sample included retained and non-retained students currently in Grades Two and Four (age range 7.5 to 11.6 years) in Cypriot public schools. The retained students experienced early grade retention either in kindergarten or Grade One and, therefore, were one year older than their current classmates. Both parents and teachers of all children completed a psychosocial adjustment inventory designed to assess social, emotional, and school competence as well as behaviour problems. The findings indicated important differences between teachers and parents in their evaluation of children’s psychosocial adjustment, but notable similarities in consistently evaluating early-retained children lower on all aspects of adjustment. Teachers evaluated all students lower than parents in terms of behaviour, school, and social competence. Both groups, however, considered retained students lower in social and school competence regardless of grade level. The implications of these findings in relation to evaluation aspects of psychosocial adjustment and the practice of early-grade retention are discussed. 相似文献
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Eleni Prokou 《比较教育学》2018,54(4):530-547
ABSTRACTComparative education was established in Greek universities in the 1980s, with the creation of pedagogical departments and two laboratories, and the publication of a journal. There was an early emphasis on education policy analysis, in terms of assumptions about the ‘semi-peripherality’ of Greece within Europe. Later, the emphasis shifted to what was also called ‘modernisation’ – framed by entry to the European Economic Community. There was an emphasis on education policies in other European countries, and the educational policy of Europe, in contrast with Greece which had not yet absorbed what was becoming ‘a European discourse’. There was a continuing motif – reflections on methodology – but the changing concepts of modernisation, the more or less permanent anxiety about reforming Greek education, and the theme of education within the European Union dominated academic work in comparative education in Greece – even after 2010 and the major new economic crisis. An optimistic view is that comparative education will continue to develop in the Greek university through teaching and research. There is, however, a question to be asked about the silences within Greek comparative education. 相似文献
43.
Eleni Oikonomidoy Lynda R. Wiest 《International Journal of Research & Method in Education》2017,40(1):53-65
Drawing on insights from reflective research accounts in the social sciences, this paper attends to the complexities of conducting cross-boundary educational research. Cross-boundary research is defined as any type of inquiry that is conducted across cultural and/or structural boundaries, including but not limited to race, class, gender, language, religion, age, sexual identity, and national origin. The authors present dilemmas they have faced in conducting educational research and offer three intersecting recommendations for those who wish to conduct research across boundaries. 相似文献
44.
Rachel Forrester‐Jones Eleni Hatzidimitriadou 《Assessment & Evaluation in Higher Education》2006,31(6):611-624
The aim of this research was to explore why workers in health and social services embarked on a Certificate in Community Care Practice and the extent to which they felt knowledge learnt related to their every‐day work practice. The objective was to indicate how useful more academic courses are for health and social care staff, and to find out the kinds of barriers to practicing theory learnt in the classroom students face in their ‘real world’ of work. Data was collected from 25 mature students (over half were between the ages of 41–50 years), 3 of whom were men from a range of professional backgrounds including; support staff working in residential and domiciliary services and informal (unpaid) carers for people with learning disabilities, mental health difficulties as well as older people. Quantitative (an adapted questionnaire) and qualitative (focus group session which was an integral part of classroom learning about research methodology) methods were employed. Data was analysed using SPSS and thematic analysis. Findings indicated that the main motivators for study was to gain a qualification and for personal development. Students reported their increased desire to link theory learnt which they found highly relevant to their everyday practice, but organisational barriers sometimes precluded them from doing so. The paper ends with policy and practice recommendations. 相似文献
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46.
Greek teachers' perspectives on behaviour problems: implications for policy-makers and practitioners
In the course of the 1990s, many education systems in the developed world reported an increase in the number of pupils presenting emotional and behavioural problems. For countries such as Greece on the point of economic development, it is interesting to examine whether as they seek to ‘reform’ their education systems in line with those of more ‘developed’ countries, they are experiencing a similar phenomenon. An analysis of the findings of a survey is presented on the views of over 600 Greek primary school teachers in Athens on the nature and incidence of emotional and behavioural problems. The findings confirm that Greek teachers are facing a deteriorating situation in which they are reporting a greater incidence of behavioural problems compared to the past. Although many of the patterns of behaviour are similar to those reported in other European countries, a number of interesting differences emerge over the levels of reporting of emotional problems. In the course of the analysis of these similarities and differences, a number of implications are identified which, it is suggested, can inform the development of national policy leading to a greater level of support for schools and teachers. 相似文献
47.
The study models the development of students’ multiple-representation flexibility and the use of problem-solving strategies and representations in fraction addition. A test administered three times, with breaks of 3–4?months between successive measurements to 108 students at a transition within primary school (Grade 5–6), 132 students at a transition from primary to secondary education (Grade 6–7) and 148 students at a transition within secondary school (Grade 7–8). Multivariate analysis of variance for repeated measures and dynamic structural equation modelling were carried out in order to analyse the data. Findings suggested that students’ performance improve through measurements. Dynamic modelling provided evidence for the strong interrelation between representational flexibility and problem solving at the three measurements. The results indicated the students’ established pre-existent knowledge and the important role the initial state of the aforementioned cognitive parameters plays on their advancement. Didactical implications are discussed. 相似文献
48.
Cognitive development of any concept is related with affective development. The present study investigates students’ beliefs about the use of different types of representation in understanding the concept of fractions and their self‐efficacy beliefs about their ability to transfer information between different types of representation, in relation to their performance on understanding the concept. Data were collected from 1701 students in Grade Five to Grade Eight. Results revealed that multiple‐representation flexibility, ability on solving problems with various modes of representation, beliefs about the use of representations and self‐efficacy beliefs about using them constructed an integrated model with strong interrelations in the different educational levels. Confirmatory factor analysis affirmed the existence of differential effects of multiple‐representation flexibility and problem‐solving ability in respect to cognitive performance and the existence of general beliefs and self‐efficacy beliefs about the use and the role of representations. Results suggested the invariance of this structure across primary (Grades Five and Six) and secondary education (Grades Seven and Eight). However, there are interesting differences concerning the interrelations among those cognitive and affective factors between primary and secondary education. 相似文献
49.
Mary E. Bratsch-Hines Robert Carr Eleni Zgourou Lynne Vernon-Feagans Michael Willoughby 《Child development》2020,91(6):1854-1864
This study considered the quality and stability of infant and toddler nonparental child care from 6 to 36 months in relation to language, social, and academic skills measured proximally at 36 months and distally at kindergarten. Quality was measured separately as caregiver–child verbal interactions and caregiver sensitivity, and stability was measured as having fewer sequential child-care caregivers. This longitudinal examination involved a subsample (N = 1,055) from the Family Life Project, a representative sample of families living in rural counties in the United States. Structural equation modeling revealed that children who experienced more positive caregiver–child verbal interactions had higher 36-month language skills, which indirectly led to higher kindergarten academic and social skills. Children who experienced more caregiver stability had higher kindergarten social skills. 相似文献
50.
Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs' teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self-investment in developing as teachers. The results presented herein contribute to an understanding of GTAs' teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development. 相似文献