Does parental homework involvement mediate the relationship between family background and educational outcomes?     

Hanna Dumont  Ulrich Trautwein  Oliver Lüdtke  Marko Neumann  Alois Niggli  Inge Schnyder 《Contemporary educational psychology》2012

This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes.  相似文献   

The Refined and Further Defined Freedom Paradigm: A Response to Ottens and MacCluskie     

Fred J. Hanna 《Counselor Education & Supervision》2012,51(3):222-234

The proposed freedom paradigm is briefly reviewed as an overarching framework that may provide a structure for integrating the counseling profession and counseling theories. Freedom is defined and discussed in terms of four modalities: freedom from, freedom to, freedom with, and freedom for. This is followed by a response to comments on Hanna's (2011) article and addresses such topics as the nature of practice, the value of techniques, hypnotherapy, and the applicability of the paradigm for mental health professionals in general. A further clarification of counseling toward object orientation and internal control is also included.  相似文献   

Cooperative Learning and the Organization of Secondary Schools     

Hanna Shachar  Shlomo Sharan 《School Effectiveness & School Improvement》2013,24(1):47-66

This article describes the inter‐relationship between school organization and classroom instructional style. Two distinct models of school organization, the bureaucratic and open‐systems models, are characterized in terms of three major dimensions of school life; a. the behavior of administrators, teachers and students, b. work design and tasks, and c. space‐time allocations. It is shown that the bureaucratic model of school organization parallels, and sustains, the traditional whole‐class method of teaching in all of the three dimensions. An open‐systems model of staff organization at the school level is required to sustain an alternative form of classroom instruction such as cooperative learning. The approach presented here emphasizes the inter‐relatedness of all three dimensions of schooling at the organizational and classroom levels. It also claims that the implementation of genuine instructional change, that entails new patterns of interpersonal relations in the classroom, is contingent upon similar changes being made at the level of the school as an organization. Lack of attention to school organizational change may explain why efforts at changing instruction at the classroom level frequently fail to yield results.  相似文献   

Patterns in elementary school students′ strategic actions in varying learning situations     

Jonna Malmberg  Hanna Järvenoja  Sanna Järvelä 《Instructional Science》2013,41(5):933-954

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A Critical Examination of Three Factors in the Decline of Proof     

Gila Hanna 《Interchange》2000,31(1):21-33

Proof seems to have been losing ground in the secondary mathematics curriculum despite its importance in mathematical theory and practice. The present paper critically examines three specific factors that have lent impetus to the decline of proof in the curriculum: a) The idea that proof need be taught only to those students who intend to pursue post-secondary education, b) the view that deductive proof need no longer be taught because heuristic techniques are more useful than proof in developing skills in reasoning and justification, c) the idea that deductive proof might profitably be abandoned in the classroom in favour of a dynamic visual approach to mathematical justification. The paper concludes that proof should be an essential component in mathematics education at all levels and compatible with both heuristic techniques and dynamic visual approaches.  相似文献   

TOO GOOD TO BE TRUE: NOTES ON THE ISRAEL ELECTIONS OF 1988     

Katz  Elihu; Levinsohn  Hanna 《Int. Journal of Public Opinion Research》1989,1(2):111-122

The Israeli elections of 1988 split the Jewish vote evenly betweenthe two major parties (almost 80% of the electorate), thus reinforcingthe pattern established in the mid-70's when the Likud overcamethe entrenched Labour lead of the '50s and '60s. Survey resultsshow that both parties strongly depend on ethnic support: morethan two-thirds of those of European origin vote Labour, andmore than two thirds of those of African/Asian origin vote Likud.That the campaign ignored these pluralistic interests in favorof issues of peace and security helps explain the surprisingshow of strength (15%) by the ethnic-religious parties. Thatthe crass demands of these fundamentalist parties proved unacceptableboth to Likud and Labour helps explain the reconstitution ofa national-unity coalition. During the election, a majorityof the electorate disapproved of the prospect of another Governmentof the two parties, but became reconciled, apparently, followingthe post-election bargaining.  相似文献   

The built heritage in England: Grants,earnings and employment     

Max Hanna Sightseeing Research 《Cultural Trends》1998,8(32):5-24

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From Short- to Long-Term: Studying Science Education Longitudinally     

Hanna J. Arzi 《Studies in Science Education》2013,49(1):17-53

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BOOK REVIEWS     

Michael A. Vickers  Elaine Shaw  Sean Cameron  Lindsay Towns  Hanna Hancock  Rachel Woodford 《Educational Psychology in Practice》2007,23(3):283-297

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Learning through inquiry: a Global Health Hackathon     

Hanna Kienzler  Carolyn Fontanesi 《Teaching in Higher Education》2017,22(2):129-142

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