Problematising School-Based Mentoring for Pre-Service Primary English language Teachers     

Stella Kourieos 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):272-294

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Personal Bias or Government Bias? Testing the Hostile Media Effect in a Regulated Press System     

Chia  Stella C.; Yong  Shing Yew Joel; Wong  Zi Wen Diana; Koh  Wei Ling 《Int. Journal of Public Opinion Research》2007,19(3):313-330

This study examines the hostile media effect in relation topartisans’ perception of the slant of news coverage ina highly regulated press environment—Singapore. We foundthat partisans in Singapore perceived unbiased news to be infavor of the other side, while the nonpartisans perceived thesame news to be neutral. Our findings show that hostile mediaeffects can persist in a restricted press environment wherepeople are aware of the government's control of media coverage.We also found that partisans’ awareness of the government'scontrol of media information contributed to their perceptionof the article slant as well. Received for publication May 9, 2006. Accepted for publication December 5, 2006.  相似文献   

LIFE OF DR. LYMAN SPALDING     

Hurd HM 《Bulletin of the Medical Library Association》1919,8(3):29-38

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高校排名   总被引：3，自引：0，他引：3  

安东尼·斯特拉  大卫·伍德豪斯 《高教发展与评估》2006,22(3):23-32

介绍全球各主要媒体和学术机构的排行榜,收集归纳各方面对排行榜的反应和评论,分析排行榜对各方面的作用和影响。着重剖析各排行榜所存在的问题,以及由于排行榜引发的各校之间的不健康竞争等。并列举各种原因,说明为什么各个质量保证机构一般都不做排行榜。同时,也指出公众对质量保证机构及其工作非常陌生,质量论证对公众的作用极小。而排行榜却以通俗的形式容易为公众所接受。如果大学的质量靠排行榜设置的标准来评判其好坏,并力求符合这些标准的话,那么,这样发展下去,我们究竟是离开优质教育更近了,还是更远了呢?  相似文献   

Reviews     

Andrew Braid  Stella Pilling  Alastair Dryburgh  Judy Watkins 《Learned Publishing》2000,13(4):261-264

Making Sense of Standards and Technologies for Serials Management: A Guide to Practice and Future Developments for Librarians, Publishers and Systems Developers edited by Rosemary Russell. London: Library Association Publishing, in association with the UK Office for Library and Information Networking, University of Bath, April 2000. Pp. 192. Hardback, £39.95. ISBN 1‐85604‐338‐X Blown to Bits: How the New Economics of Information Transforms Strategy by Philip Evans and Thomas S. Wurster. Harvard Business School Press, 2000. Pp. 274, Hardback, £18.99. ISBN 0‐87584‐877‐X The Legal and Regulatory Environment for Electronic Information, 3rd edn by Charles Oppenheim. Infonortics In‐depth Briefings, 1999. Pp. 231. Hardback, £55.00. ISBN 1‐873699‐53‐0  相似文献   

ERIC/CUE: Urban education research information     

Eva Oppenheim  Stella Torgoff 《The Urban Review》1980,12(2):109-115

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Childhood Revisited: possibilities and predicaments in new research agendas     

Stella M. Joseph 《British Journal of Sociology of Education》1993,14(1):113-121

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Immersion education in China: Teachers�� perspectives     

Stella Kong  Philip Hoare  Yanping Chi 《Frontiers of Education in China》2011,6(1):68-91

This paper investigates the views of immersion teachers in Hong Kong and Xi’an towards the immersion curriculum they are teaching. Teachers are important stakeholders in any curriculum implementation and their views are significant in both evaluating progress and determining future directions. The teachers’ views were gathered from questionnaires and interviews. Topics include their understanding of the objectives of immersion education, their preparedness for their roles as immersion teachers, the main challenges in immersion teaching they identify and the support they receive from their schools. The responses are discussed to identify areas of concern which may be future priorities for professional development.  相似文献   

A model of factors affecting independent learners’ engagement with feedback on language learning tasks     

María Fernández-Toro  Stella Hurd 《Distance Education》2014,35(1):106-125

In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it.  相似文献   

Natural mentors, racial identity, and educational attainment among african american adolescents: exploring pathways to success     

Hurd NM  Sánchez B  Zimmerman MA  Caldwell CH 《Child development》2012,83(4):1196-1212

The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.  相似文献