Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis,Ghana     

Boateng  Simon  Ampofo  Eric Twum  Sefah  Elizabeth Adoma  Baah  Akosua  Azewara  Moses Azerimi 《Educational Research for Policy and Practice》2021,20(3):247-262

Educational Research for Policy and Practice - The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis....  相似文献   

Inferring False Beliefs from Actions and Reactions   总被引：1，自引：0，他引：1  

Louis J. Moses  John H. Flavell 《Child development》1990,61(4):929-945

Current evidence suggests that young children have little understanding of false belief. Standard false belief tasks, however, may underestimate children's ability for 2 reasons. First, the only cue to belief in these tasks is a protagonist's lack of perceptual access to some critical event, and this may not be a very salient cue for young children. Second, the standard tasks require children to make forward-looking predictions from the causes of a belief (e.g., from what a protagonist has or has not perceived) to either the protagonist's belief or the protagonist's action, and children may not be very skilled at making such predictions. In 2 experiments we investigated whether 3-year-olds would do better on tasks in which the belief cues were stronger, and in which they could reason backward to the belief from its effects (e.g., from a protagonist's actions and reactions). Even on these easy tasks, however, they did not perform well. These findings provide strong support for the view that children of this age do not fully understand the representational nature of belief.  相似文献   

Educational development units: A cross-cultural perspective     

Ingrid Moses 《Higher Education》1987,16(4):449-479

This paper examines the institutionalisation of educational development in universities in Australia, Britain, USA, West Germany and Sweden. Centres for staff, instructional, educational or academic development were established in these countries in the sixties and seventies, following expansion of the higher education systems. But the triggers for the establishment in each country were different, as are the institutional integration of centres and provisions in general. The institutional reward systems in all of these countries favour research performance over excellence in teaching, regardless of whether the universities see themselves as research or teaching centred.In Australia, educational development has been institutionalised to the highest degree; most of the universities have centres with permanent staff, some of whom are tenured faculty with a research and development function. In Britain there has been strong national support for training of university teachers and individual universities are providing this in a larger variety of settings. In the USA institutionalisation has taken many forms. But educational development is also funded on a short term basis, and due to the ample availability of grants there is continuous experimentation and influx of new people. In Germany the original connection between university reforms and educational development centres and the strong research orientation of universities has put these centres into a vulnerable position and limits their effectiveness. In Sweden central legislation provides for compulsory teacher training in the universities, but much of the general educational development work is organised centrally. The importance of educational development is generally acknowledged in these countries, its effectiveness largely accepted in faith.  相似文献   

SELF AND STUDENT EVALUATION OF ACADEMIC STAFF     

Ingrid Moses 《Assessment & Evaluation in Higher Education》1986,11(1):76-86

At the University of Queensland a questionnaire to students for their evaluation of tutors’ and lecturers’ classroom presentation and classroom management has been in (increasing) use since 1982. The introduction of the evaluation questionnaire and the management of the evaluation system are based on the research lieterature on change. Student evaluations per se do not induce change. However, self evaluations focus staffs attention on their own perception as teachers, and possible discrepancies between self and student evaluation may then motivate staff to change.

Therefore self evaluation has been used in the evaluation of teaching schemesto facilitate change. Overall, there was no relationship between student ratings and staff self ratings on the question, “All things considered, how would you rate this staff member's overall effectiveness as a university teacher?” Both highly and poorly rated lecturers showed large discrepancies between their self perception and student perception. This emphasises the importance of using more than one source of evaluative information for decision makeing. An interview study found that nearly all those evaluated had implemented changes and felt positive about evaluation.  相似文献   

Education in and for the Belt and Road Initiative:     

Michael A. Peters  Ogunniran Moses Oladele  Benjamin Green  Artem Samilo  Hanfei Lv  Laimeche Amina 《Educational Philosophy and Theory》2020,52(10):1040-1063

Abstract

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandri?, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a 3000-word paper of publishable quality. As part of this writing process we decided to engage in the experiment of collective writing where we aimed to produce a single paper consisting of the abstracts. This collective paper was developed in 7 steps. (1) Students submitted their 250-word abstracts. (2) Students were introduced into the methodology of collective writing, and 2 student-editors – Ogunniran Moses Oladele and Benjamin Green – volunteered to work on the paper. (3) Michael Peters wrote the introduction. (4) Abstracts were expanded to 500 words and integrated into a single document. (5) Petar Jandri? began to edit the paper and write a conclusion. (6) Students presented their abstracts in the class, where Michael Peters and Petar Jandri? provided direct feedback. (6) Revised abstracts were again integrated into a single document by student editors, and proofread / copy-edited in several exchanges with the instructors (7) The paper was subject to the process of open review, and the reviewer's comments were included in the paper. Resulting from months of collective work, the final paper provides a wide range of views ad perspectives to the question of education as a part of the BRI initiative.  相似文献   

Free primary education policy and pupil school mobility in urban Kenya     

Moses Oketch  Maurice Mutisya  Moses Ngware  Alex C. Ezeh  Charles Epari 《International Journal of Educational Research》2010,49(6):173-183

This paper examines pupil school mobility in urban Kenya using African Population and Health Research Centre (APHRC) household survey data which contain information on pupil transfers between schools. The aim is to identify which school characteristics attract the greatest demand for incoming transfers. The analysis reveals that there are frequent transfers in the slums than in the non-slum settlements; that transfer are in favour of private schools; and that quality is the main motivation for the transfers. Quality schools are perceived to have good discipline and better teacher performance. Given these results, should the Kenya government recognise the ‘low cost’ schools found in the slums which serve nearly half of the pupils and devise mechanisms of funding them?  相似文献   

Teaching Methods and Student Unrest     

Michael J. Masucci  Harold A. Moses 《College Teaching》2013,61(3)

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Specialist Pastoral Care in the Primary School: A Case Study     

Diana Moses  Paul Croll 《Pastoral Care in Education》2013,31(2):33-38

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Teaching History Survey Courses     

Moses Stambler 《College Teaching》2013,61(4):238-241

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Debating Affirmative Action: Politics,Media, and Equal Opportunity in a “Postracial” America     

Christina H. Paguyo  Michele S. Moses 《Peabody Journal of Education》2013,88(5):553-579

This article explores how race-conscious education policy is interpreted in the political landscape of a “postracial” America. Based on a qualitative media analysis of the press coverage surrounding Amendment 46, an antiaffirmative action initiative, we examine language, statistics, and messages leveraged by advocates and critics of the ballot measure. We argue that despite using some of the same data sources, terms, and concepts, proponents and opponents of Amendment 46 proposed divergent policies. We analyzed this phenomenon vis-à-vis the framework of conflicting racial projects (Omi &; Winant, 1994 Omi, M. and Winant, H. 1994. Racial formation in the United States: From the 1960s to the 1990s, New York, NY: Routledge.  [Google Scholar]), moral paradigms of race (Loury, 2002 Loury, G. 2002. The anatomy of racial inequality, Cambridge, MA: Harvard University Press.  [Google Scholar]), and interpretations of equality of educational opportunity (Howe, 1997 Howe, K. 1997. Understanding equal educational opportunity: Social justice, democracy and schooling, New York, NY: Teachers College Press.  [Google Scholar]). Arguably, the public's understanding of race-conscious education policies relies in part on opportunities for researchers, journalists, and the public to deliberate about issues related to race. We conclude with some recommendations for fostering more communication and understanding based in deliberative democratic theory (Gutmann &; Thompson, 1996 Gutmann, A. and Thompson, D. 1996. Democracy and disagreement, Cambridge, MA: Belknap.  [Google Scholar], 2004).  相似文献