Motivation of Emirati males and females to study at higher education in the United Arab Emirates     

Marion Engin  Kara McKeown 《Journal of Further & Higher Education》2017,41(5):678-691

This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying.  相似文献   

Excerpts from Barriers to Excellence: Our Children at Risk     

Harold Howe II  Marion Wright Edelman 《Equity & Excellence in Education》2013,46(4-6):111-114

The following excepts from Barriers to Excellence are reprinted by permission of the National Coalition of Advocates for Students. In this issues's Reviews, Sonia Nieto comments on this book, which, technically speaking, is authored by the Board of Inquiry. Howe and Edelman were the Board's co‐chairs and wrote part of the book.  相似文献   

Student perceptions of high-achieving classmates     

Marion Händel  Wilma Vialle 《High Ability Studies》2013,24(2):99-114

The reported study investigated students’ perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in particular school subjects lead to negative reactions in the peer group whereas high achievements in other school subjects result in positive peer reactions. In contrast, the respondents’ gender and the gender of the successful classmates had little influence on student perceptions of high achievers. The results are discussed in regard to their implications for gifted education.  相似文献   

Regulation     

Marion Davidson  Martha Blues  Charles O. Jones  Duncan MacRae Jr.  James A. Wilde  Larry B. Hill 《Communication Booknotes Quarterly》2013,44(6):123-125

Marion Davidson and Martha Blues Making it Legal: A Law Primer for. the Craftmaker,Visual Artist and Writer,(New York: McGraw-Hill 1979-$8.95 paper)

An Introduction to the Study of Public Policy by Charles O. Jones (this one is 1917. and a 2nd ed. 258 pp, –price not given. paper)

Policy Analysis for Public Decisions by Duncan MacRae Jr. and James A. Wilde (325 pp..—$9.95, paper)

Essentials of Public Administration: A. Text with Readings by Larry B. Hill and F. Ted Hebert n 432 pp. —price not given, paper)  相似文献   

Stress responses and decision making in child protection workers faced with high conflict situations     

LeBlanc VR  Regehr C  Shlonsky A  Bogo M 《Child abuse & neglect》2012,36(5):404-412

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Developing a Sustainable Educational Process in Indonesia: A Project of the Global Dialogue Institute     

Laurie Marion 《Higher Education in Europe》2002,27(3):197-209

This article describes the happy intersection of a philosophy of life and its recommended approach to teaching and learning and the need for educational reform in Indonesia. The philosophy is called Deep-Dialogue/Critical-Thinking and is the fruit of two professors, Ashok Gangadean and Leonard Swidler, who have set up the Global Dialogue Institute in Philadelphia to teach and to propagate the philosophy. In collaboration with UNICEF, this Institute is working with the Indonesian government to develop a programme whereby primary school teachers will learn to apply the principles of Deep-Dialogue/Critical-Thinking to their work. Given the cultural and religious diversity of this country, this approach to teaching will serve the aims of non-coercive national unity.  相似文献   

‘Zip’: An adhesive plastic film in architectural drawings     

Marion Cinqualbre  Maroussia Duranton  Jéromine Baudin  Stéphane Bouvet  Olivier Cinqualbre  Emilie Le Bourg 《文物保护研究》2016,61(3):283-285

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The relation between mastery goals and intrinsic motivation among university students: a longitudinal study     

Sonja Bieg  Marion Reindl  Markus Dresel 《教育心理学》2017,37(6):666-679

The present work broadens previous research on students’ mastery goals and intrinsic motivation by exploring their reciprocal effects using a longitudinal approach. To this end, a study using four measurement points was conducted during 10 weeks of one semester. The sample comprised 1156 students enrolled in psychology courses at a medium-sized university in Germany who completed questionnaires. The findings showed that both constructs were intra-individually stable over the course of one semester although the rank-order stability of mastery goals was higher than the rank-order stability of intrinsic motivation. Cross-lagged structural equation models revealed that students’ mastery goals predicted their intrinsic motivation throughout the semester. However, intrinsic motivation did not predict mastery goals. Results are discussed in terms of a potential integration of achievement goal theory and self-determination theory and their practical implications.  相似文献   

Menus for toddlers in Day Care: Part I     

Marion O'Brien  Emily Herbert-Jackson  Todd R. Risley 《Early Childhood Education Journal》1978,6(1):48-53

In this and the next three issues of Day Care and Early Education,we will provide a total of four weeks' worth of menus for toddlers. Some findings of the Living Environments Group at the University of Kansas were described in the last issue (“Facts and Fancies about Children's Foods,” by Marion O'Brien). This installment's introductory section explains how the menus were developed and how the recipes can be used. Additional advice and information will be included with the future sections. Tood R. Risley is Professor of Human Development and Director of the Living Environments Group at the University of Kansas. Emily Herbert-Jackson managed the nutrition research project described here in her capacity as Research Associate in the Bureau of Child Research at the University of Kansas. She is now associated with Children's Behavioral Services, Reno, Nevada. Marion O'Brien is a writer for the Living Environments Group. The authors wish especially to thank Kathy Erwin for her contribution to the development of these menus, as well as all the staff and children at the Toddler Center.  相似文献   

Ndebele culture of Zimbabwe's views of giftedness     

Constantine Ngara  Marion Porath 《High Ability Studies》2007,18(2):191-208

This study explored Ndebele culture of Zimbabwe's views of giftedness. Using questionnaire narratives, data were collected from thirty Zimbabwean teachers and lecturers of Ndebele cultural background. The study established that Ndebele culture views giftedness as an unusually outstanding ability blessed in an individual from birth, which manifests in extraordinary performances and expertise including creativity and inspirational power. The hallmarks of Ndebele culture's views of giftedness are achieving exceptionally outstanding success, creativity, ability to solve problems and inspirational power. Indigenous views warrant attention since contemporary psychology now recognizes multiple views of giftedness. The study therefore recommends considering the implications of indigenous views in planning and implementing broad‐based culturally sensitive gifted programs in Zimbabwe.  相似文献