排序方式： 共有101条查询结果，搜索用时 31 毫秒
31.
Stephan Kr?ner Elisabeth M. Schüller Marcus Penthin Eva S. Fritzsche Marcus C. G. Friedrich Magdalena M. Krol 《Zeitschrift für Erziehungswissenschaft》2012,15(4):707-726
Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N?=?31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category ??attitude?? was deductively subdivided into ??motivation in the course of action/intrinsic value??, ??results and consequences regarding own interests?? and ??results and consequences regarding others/altruistic motivation??. ??Subjective norm?? was inductively differentiated into ??other parents??, ??teachers and leadership team?? and ??other persons/perceived general expectations??; ??perceived behavioural control?? was differentiated into the subcategories ??assertiveness and freedom from anxiety??, ??language competence??, ??socioeconomic background??, ??availability of time??, ??setting in school and school district?? and ??field expertise and know-how??. Additionally, ??habit?? was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of ???=?0.82. Implications for working with parents in an intercultural context are discussed. 相似文献
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The paper examines how teachers’ attitudes towards tracking (separating pupils into groups with different curricula on the basis of their abilities and results) differ among various generations of teachers. Fundamental and quick changes in the educational system occurred in the Czech Republic after the Velvet Revolution in 1989 as a unified educational system moved to a system strongly accenting tracking practices. We use this ‘policy discontinuity’ to validate teacher socialization theory and test three alternative socialization hypotheses based on different key periods in teachers’ development: the pupil experience hypothesis, the pedagogical preparation hypothesis and the pedagogical experience hypothesis. We work with a data-set from 2009 covering 1002 Czech teachers. The mean tests and the logistic regression analysis support the socialization theory, however only the pedagogical experience hypothesis was found to be most influential. 相似文献
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Magdalena García Noemí Victory Alicia Navarro-Sempere Yolanda Segovia 《Anatomical sciences education》2019,12(5):541-549
The aim of this study was to provide a better understanding of the main difficulties hindering undergraduate biology students in learning histology. The study utilized a self-administered questionnaire which included three closed-ended and two open-ended questions: (1) if students had difficulty in learning about each tissue type; (2) what might be the problem in learning about the tissue at hand; (3) which topics were the most difficult; (4) what were the possible reasons that made image identification of tissue types difficult; and (5) how to improve the course curriculum from a student perspective. The survey was administered to 139 undergraduate biology students enrolled in a histology course, of which 101 surveys were completed and analyzed both qualitatively and quantitatively. The topics that students experienced the most difficulties with were: nervous tissue, plant tissues, bone tissues, and glandular epithelial tissue. The main reasons students experienced difficulties with these tissue types, according to the students themselves, were the nature of the topic, grasping the terminology used, and insufficient teaching time. Students suggested the adoption of strategies such as: teaching based on practical tasks; reducing the content of the histology curriculum; adding anatomy subjects; and making histology education more interesting. 相似文献
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J. Enrique Hinostroza Carolina Matamala Christian Labbé Magdalena Claro Tania Cabello 《Learning, Media and Technology》2015,40(1):43-63
This paper presents the results of an analysis of secondary students’ computer use, aimed at understanding how different factors influence the profile of activities carried out by students with computers. The analysis is based on the data from a national study aimed at measuring students’ Information and Communication Technology (ICT) skills for learning. A factor analysis was carried out to categorize students’ activities with computers and several indexes were constructed to define the comparison groups. Finally, a multiple linear regression analysis was performed to explain the frequency of the activities. Results show that students with access to computers at home mainly perform activities categorized as Socializing, Academic, Gaming and Production and that although the absolute frequency of these activities differs across groups, the profiles of computer use are surprisingly similar for groups based on students’ socio-economic group, experience with ICT, and self-confidence in the use of ICT. The only variable that discriminates user profiles is gender. Based on these findings, it can be claimed that Chilean secondary students with access to computers at home tend to show a rather homogenous computer-use profile, once access is equated. 相似文献
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Magdalena L. Barrera 《Journal of Latinos & Education》2014,13(3):212-221
Recent studies show that many college instructors still believe that Latino students lack the “school smarts” for academic success. This essay challenges the notion of school smarts in order to highlight Latino students’ numerous strengths. I share my model for a mentorship program that facilitates better student–faculty communication and deepens a student-centered learning environment in a large general education course. Establishing the program led me to reflect on how the enduring belief in school smarts affected my own academic training. Directly challenging deficit thinking, I argue that Latino students contribute to a transformative educational process in which faculty are also learners. 相似文献
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This article examines how university presidents who led their institutions to achieve Carnegie “R1 Highest Research Activity” managed policy tensions created by prestige priorities and worked with groups and coalitions internally and externally. Striving to achieve R1 status requires U.S. universities to re-calibrate their focus, resources, and messaging both internally and externally. Using four elements of policy entrepreneurship (PE), the three cases included in this article illustrate the critical role of university presidents as PE in maintaining a sustained effort over an extended period. University leaders displayed their social acuity and built teams by cultivating their social and political capital with influential constituents and groups. As PE, university presidents were deliberate and thoughtful about the language they used to define and describe policy problems and solutions. The findings expand our understanding of the role of university presidents as PE. 相似文献
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Determinants of Students' Quality of School Life: A Path Model 总被引：3，自引：0，他引：3
This study examined factors contributing to the quality of school life of secondary school students. A path model, expressing
interrelationships between students' background characteristics, their expectations of schools, the perceived quality of both
the formal and the informal school curriculum, the classroom environment and students' quality of school life, was developed
and tested. The sample comprised 8265 Grade 12 students from 70 schools in New South Wales, Australia. Analysis indicated
that, after controlling for other variables in the model, students' experience of the classroom environment was the single
most important factor explaining their quality of school life.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Educational Assessment, Evaluation and Accountability - Students’ feedback is usually gathered in institutions of higher education to evaluate the teaching quality from the students’... 相似文献