The tale of academic practice in a rising knowledge society: focus on a university in South Africa     

Ndibuuza  Florence  Langa  Patricio 《Tertiary Education and Management》2020,26(1):117-130

Tertiary Education and Management - This paper is based on a study conducted to establish if academic practice in a university designated as Azania is aligning or diverting from the expectations of...  相似文献   

If it's going to be,it's up to me: first-year psychology students’ experiences regarding academic success     

Luzelle Naude  Lindi Nel  Ronel van der Watt  Florence Tadi 《Teaching in Higher Education》2016,21(1):37-48

Student life is marked by substantial growth in areas such as self-regulation abilities. In this article, the experiences of first-year Psychology students are explored through the lenses of the self-determination theory. Both content and thematic analyses were done with 79 students’ reflections on the aspects they regarded as facilitating/preventing success in their studies. Responses ranged from complete external control (amotivation and external regulation) to high levels of internal control (integration). While many participants articulated their perceptions of incompetence, other participants took ownership of their behavior and articulated how an interest in and enthusiasm for Psychology as a discipline moved them toward feelings of competence, autonomy, and relatedness. High value was placed on a well-structured but warm and responsive educational context.  相似文献   

The HPT model applied to a kayak company's registration process     

Florence Martin  Herman A. Hall  Amanda Blakely  Matthew C. Gayford  Erin Gunter 《Performance Improvement》2009,48(3):26-35

This case study describes the step‐by‐step application of the traditional human performance technology (HPT) model at a premier kayak company located on the coast of North Carolina. The HPT model was applied to address lost revenues related to three specific business issues: misinformed customers, dissatisfied customers, and guides not showing up for tours or lessons at the kayak company. The case study includes problem statements, organizational analysis, environmental analysis, gap analysis, cause analysis, and proposed interventions.  相似文献   

Family Concerns Surrounding Kindergarten Transition: A Comparison of Students in Special and General Education     

Laura Lee McIntyre  Tanya L. Eckert  Barbara H. Fiese  Florence D. DiGennaro Reed  Leah K. Wildenger 《Early Childhood Education Journal》2010,38(4):259-263

Kindergarten transition is considered an important developmental milestone for children and families. Children with disabilities may be especially vulnerable during transition and may lack academic and behavioral readiness skills essential for kindergarten. Family concerns surrounding children’s transition were explored in 132 students (n = 29 special education; n = 103 general education) preparing to enter kindergarten. Caregivers responded to a survey on family experiences and involvement in transition and reported on the degree to which they were concerned about kindergarten transition. Caregivers of special education students reported significantly more concerns surrounding their child’s behavior, communication, academic readiness, and overall readiness for kindergarten than did caregivers of general education students. Implications for supporting children and families during transition are discussed.  相似文献   

Variations in Reading Achievement Across 14 Southern African School Systems: Which Factors Matter?     

Njora Hungi  Florence W. Thuku 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,8(3):63-101

In this study the authors employed a multilevel analysis procedure in order to examine the pupil and school levels factors that contributed to variation in reading achievement among Grade 6 primary school pupils in 14 southern African school systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, and Zanzibar). The data for this study were collected in 2002 as part of a major project known as the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) that sought to examine the quality of education offered in primary schools in these countries. The most important factors affecting variation in pupil achievement across most of these school systems were grade repetition, pupil socioeconomic background, speaking the language of instruction at home, and Pupil age. South Africa, Uganda and Namibia were among the school systems with the largest between-school variation while Seychelles and Mauritius had the largest within-school variation. Low social equity in reading achievement was evident in Mauritius, Seychelles and Tanzania. Policy implications of the findings are discussed.  相似文献   

Behavioral synchronization and affiliation: Dogs exhibit human-like skills     

Charlotte Duranton  Florence Gaunet 《Learning & behavior》2018,46(4):364-373

Behavioral synchronization is evolutionary adaptive, fostering social cohesion. In humans, affiliation between partners is associated with a high level of behavioral synchronization; people show increased affiliation towards people who synchronize with them. Surprisingly, until recently, little was known about these phenomena at an interspecific level, which is, however, essential to better understand the respective roles of evolution and ontogeny. After presenting why dog–human dyads are a relevant biological model to study this field of social cognition, we review the recent findings about dog–human behavioral synchronization. We summarize recently published findings on behavioral synchronization and affiliation between dogs and humans. We also review results showing that genetic selection modulates behavioral synchronization propensity in dogs, emphasizing the role of genetic selection on dog’s social behaviors towards humans. Finally, we discuss the possible evolutionary influences and proximate mechanisms of this phenomenon. We conclude that, as in humans, behavioral synchronization acts as a social glue between dogs and humans. After dogs’ ability to use human-directional cues or to produce referential cues towards humans, we evidenced a new human-like social process in the dog, at the interspecfic level with humans.  相似文献   

Students’ formative assessment perceptions,feedback use and mathematics performance in secondary schools in Tanzania     

Florence Kyaruzi  Jan-Willem Strijbos  Stefan Ufer  Gavin T. L. Brown 《Assessment in Education: Principles, Policy & Practice》2019,26(3):278-302

This study investigates the impact of secondary school students’ perceptions of mathematics teachers’ formative assessment practices and feedback delivery on their feedback use, and mathematics performance. The sample consisted of 2767 Form 3 (Grade 11) students from 48 secondary schools in Tanzania. Surveys and focus group discussions were used to measure students’ perceptions of formative assessment, feedback delivery, and feedback use. Structural Equation Modelling (SEM) of survey data showed that students’ perceptions of the quality of teacher feedback delivery and perceived scaffolding positively predicted students’ feedback use whereas perceived monitoring negatively predicted feedback use. In turn, students’ feedback use positively predicted their mathematics performance to a small extent. Content analysis of focus group discussions illustrated that most students valued their mathematics teacher’s assessment practices. The findings imply that in Sub-Saharan African educational systems the quality of teacher feedback delivery and promotion of student feedback use can improve students’ mathematics performance.  相似文献   

Developing Children's Understanding of Fractions: An Intervention Study     

Florence Gabriel  Frédéric Coché  Dénes Szucs  Vincent Carette  Bernard Rey  Alain Content 《Mind, Brain, and Education》2012,6(3):137-146

Fractions constitute a stumbling block in mathematics education. To improve children's understanding of fractions, we designed an intervention based on learning‐by‐doing activities, which focused on the representation of the magnitude of fractions. Participants were 292 Grade 4 and 5 children. Half of the classes received experimental instruction, while the other half pursued their usual lessons. For 10 weeks, they played five different games using cards representing fractions (e.g., Memory and Blackjack). Wooden disks helped them represent and manipulate fractions while playing games. Our results showed an improvement in the conceptual understanding of fractions. The findings confirmed that the usual practice in teaching fractions is largely based on procedural knowledge and provides only minimal opportunities for children to conceptualize the meaning and magnitude of fractional notations. Furthermore, our results demonstrate that a short intervention inducing children to manipulate, compare, and evaluate fractions improves their ability to associate fractional notations with numerical magnitude.  相似文献   

Evaluating web usability     

Jean Snider  Florence Martin 《Performance Improvement》2012,51(3):30-40

Web usability focuses on design elements and processes that make web pages easy to use. A website for college students was evaluated for underutilization. One‐on‐one testing, focus groups, web analytics, peer university review and marketing focus group and demographic data were utilized to conduct usability evaluation. The results indicated that an organization's mission, policies, user capabilities, and competitive environment all affect usability. The recommended interventions included interface redesign and update.  相似文献   

Focus on Educational Psychology     

Florence H. Lee 《College Teaching》2013,61(4)

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