Secondary-school students' motivation for portfolio reflection     

H.L. De Bruin  A.E. Oosterbaan  F.J. Prins 《Irish Educational Studies》2013,32(4):415-431

Several studies concluded that deep reflection is infrequently reached in student portfolios. An explanation for these disappointing conclusions might be that motivation for portfolio reflection determines the quality of reflection. This study aimed to examine the relationship between motivation for using digital portfolios and reflection. Participants were 156 eleventh-grade students in secondary education, whose motivation for composing a digital portfolio was measured by the motivation part of the Motivated Strategies for Learning Questionnaire. Portfolios of 37 of the 156 students were examined in terms of the amount and nature of reflection by means of a coding scheme based on Mezirow's model of transformative learning. On average, one-fifth (19.5%) of the paragraphs in a portfolio contained reflection, and paragraphs with deep reflection were hardly found (0.8%). It was concluded that motivation for composing a portfolio was fair, but not related to the amount and nature of reflection. This exploratory study gives rise to further research into factors that might influence the quality of portfolio reflection.  相似文献   

The National Curriculum and Standards in Primary Schools: A comparative perspective     

R. J. Campbell  L. Kyriakides 《比较教育学》2000,36(4):383-395

A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised.  相似文献   

A history of leisure activities at SANAE,an antarctic research base (1970–93)     

Floris J.G. Van Der Merwe 《国际体育史杂志》2013,30(1):188-193

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Aerobic dance and physical self-perceptions in female adolescents: some implications for physical education.     

A J Daley  J Buchanan 《Research quarterly for exercise and sport》1999,70(2):196-200

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III. Science and science education in developing countries     

J. Ronald Gass 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(1):77-84

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A longitudinal study of relations between outer-directedness and IQ changes in preschoolers.     

T M Achenbach  J R Weisz 《Child development》1975,46(3):650-657

The study was designed to determine whether outer-directedness, measured by glances at E during object assembly tasks administered according to the Turnure and Zigler (1964) procedure, predicts changes in preschoolers' Binet IQs over 6 months. With MA as a covariate to control for the small but significant relationship betweeen glances and developmental level, an ANOCOVA showed a significant interaction resulting from increases in the IQs of non-outer-directed Ss and declines in the IQs of outer-directed Ss. Glances at E's puzzle while S assembled his own were unrelated to glances at E or to IQ changes, but, unlike glances at E, were significantly related to improvements in performance from puzzle 1 to puzzle 2.  相似文献   

Satellite programs: a status report     

J M Rotberg 《Exceptional children》1968,35(3):279-286

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Aristotle's First Principles     

C.J.F. WILLIAMS 《Philosophical Books》1990,31(3):138-141

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The formation and reversal of an attitude as functions of assumed self-concept, race, and socioeconomic class     

M E Bernstein  F J Di Vesta 《Child development》1971,42(5):1417-1431

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Educational Inclusion and Raising Standards     

Michael Farrell 《British Journal of Special Education》2000,27(1):35-38

Michael Farrell, Education Inspector with the London Borough of Hillingdon Education Services, suggests that the term 'mainstream inclusion' should be replaced by 'educational inclusion' in order to avoid the implication that venues other than mainstream schools are inferior. He argues that the placement of pupils with SEN in mainstream schools should be informed by a consideration of the effectiveness of the venue in raising academic and personal and social standards.  相似文献