排序方式： 共有93条查询结果，搜索用时 343 毫秒
31.
In an attempt to build a more comprehensive and holistic understanding of the complexity, dynamics and idiosyncrasies involved in becoming a teacher, this study focussed on the experiences of 295 student teachers. Their feelings, cognitions and perceptions regarding teaching practice were analysed using the short version of the Inventory of Experiences and Perceptions of the Teaching Practice. Results emphasise some of the difficulties experienced during this period (e.g., stress, sense of weariness and ‘vulnerability’), as well the positive perceptions of these student teachers regarding their growing knowledge and skilfulness, as well as their sense of efficacy, flexibility and spontaneity in their performance and interactions. Their perception of their accomplishments in achieving reasonable levels of acceptance and recognition within the school community and their positive evaluation of the guidance and support provided by their supervisors are also emphasised. Differences were found – in terms of gender and graduate course background – in the way these student teachers experienced some aspects of teaching practice. 相似文献
32.
Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom 总被引：1，自引：1，他引：0
Katherine Strasser Susana Mendive Daniela Vergara Michelle Darricades 《Early education and development》2018,29(1):104-124
Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers’ use of language and on children’s language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they offered children. Research personnel used the checklists to elaborate a monthly summary of the language opportunities offered to each child in that month and discussed this information with teachers. Results revealed a significant advantage for intervention teachers in frequency of book readings and word discussions but not on children’s language growth. Dosage analyses showed that children identified by the self-monitoring device as receiving more language-learning opportunities improved significantly more from beginning to end of the school year in receptive vocabulary. Practice or Policy: Contextual barriers such as large numbers of children and unawareness of the impact of some language interactions can prevent teachers from engaging in important practices. Reminding teachers of the importance of those practices and helping them monitor their frequency may be a low-cost way of improving language opportunities for children in contexts where more intensive professional development is not possible. 相似文献
33.
Susana Mendive Mayra Mascareño Lara Daniela Aldoney J. Carola Pérez José P. Pezoa 《Child development》2020,91(6):2042-2062
This study used Latent Class Analysis to identify groups of children exposed to similar Home Language and Literacy Environments (HLLE) and explored whether belonging to a given HLLE group was related to children’s language and early literacy growth from prekindergarten to kindergarten. Participants were 1,425 Chilean mothers and their children (Mage = 52.52 months at baseline) from low-socioeconomic status households. Four HLLE groups were identified, which were associated with different trajectories of language and early literacy development. Children from groups whose mothers either read and talk about past events with them or teach them letters in addition to reading and talking about past events, showed higher relative vocabulary and letter knowledge. Implications for research and interventions are discussed. 相似文献
34.
The general aim of this study was to examine the relationship between teachers' perceptions of control and their causal attributions for behaviour problems. Elementary teachers ( n = 305) were asked to rate each of 12 factors as the possible cause of the behaviour problem described in a vignette and they also completed the Spheres of Control Scale. Teachers seemed to agree that family and pupil-related factors might cause behaviour problems, while they rejected school and organic factors. Overall, teachers seemed to have a high perception of control in three distinct spheres of life, i.e. personal efficacy, interpersonal relationships and sociopolitical behaviour. Nevertheless, only perceived control in the area of interpersonal relationships was found to be significantly correlated with 4 causal attributions. Results are discussed in the framework of in-service training for regular education teachers. 相似文献
35.
Hélia Jacinto Susana Carreira 《International Journal of Science and Mathematics Education》2017,15(6):1115-1136
This study offers a view on students’ technology-based problem solving activity through the lens of a theoretical model which accounts for the relationship between mathematical and technological knowledge in successful problem solving. This study takes a qualitative approach building on the work of a 13-year-old girl as an exemplary case of the nature of young students’ spontaneous mathematical problem solving with technology. The empirical data comprise digital records of her approaches to two problems from a web-based mathematical competition where she resorted to GeoGebra and an interview where she explains and describes her usual problem solving activity with this tool. Based on a proposed model for describing the processes of mathematical problem solving with technologies (MPST), the main results show that this student’s solving and expressing the solution are held from the early and continuing interplay between mathematical skills and the perception of the affordances of the tool. The analytical model offers a clear picture of the type of actions that lead to the solution of each problem, revealing the student’s ability to deal with mathematics and technology in problem solving. By acknowledging this as a case of a human-with-media in solving mathematical problems, the students’ efficient way of merging technological and mathematical knowledge is portrayed in terms of her techno-mathematical fluency. 相似文献
36.
The purpose of this study was to evaluate the dietary practices of soccer players of different ages. The diets of the members of four soccer teams (mean ages of 14.0, 15.0, 16.6 and 20.9 years, respectively) were examined. Our results show that the caloric intake per kilogram of body mass was significantly higher among the youngest players when compared with the adult players (P < 0.05). The contribution of carbohydrates to total energy intake was lower than that recommended for athletes. This contribution decreased with age from 47.4% of total energy intake for the 14-year-olds to 44.6% for the adult players. No significant differences in protein or total fat intake were detected among the teams examined. Overall, our results show that the nutritional intake of the soccer players was not optimal, and that this intake was poorer among the adult players than among the adolescents. On the basis of our results, we recommended that nutritional education should be given to soccer players at an early age and should continue throughout adolescence, not only with a view to improving performance but also to promoting more healthy dietary practices in the long term. 相似文献
37.
Susana Martínez Guillem Christopher C. Barnes 《Critical Studies in Media Communication》2018,35(3):286-299
In this article we locate, interpret, and critique the figure of the “bad” white mother, focusing on the critically acclaimed AMC drama, Mad Men. Advancing feminist and postcolonial approaches to myth, we uncover a prevailing “white consciousness” that relies on racializing logics in, first of all, Mad Men’s representations of (white) motherhood through the character of Betty Draper, and second, public discussions of the show in academic and media outlets. Drawing on Black feminist thought, we propose that these discourses rely on and feed underlying assumptions that support post(racial)feminism—an ideological location that allows for the explicit embracement of “bad” mothering as a progressive, even transgressive act that, at the same time, implicitly relies on expectations for (good) mothering shaped by white privilege. This cross-pollination between postfeminism and whiteness, we argue, is especially important to engage, since it carries potentially limiting implications for our collective imagination about what anti-racist and feminist struggles should entail. 相似文献
38.
In this article we elaborate on the relationship between morality, moral development, moral education and capitalism. Based on Narvaez’s correct critique of the Western way of life, which is destroying the environment and may one day lead to extinction of life on Earth, we argue that this critique should not be stripped of its political side, meaning that it will not be complete if does not explicitly include capitalism as one of its roots. In the remainder of our commentary, we will try to show that in addition to heart, reason has a strong place in indigenous peoples’ life that is frequently misunderstood. Finally, and taking all this into account, we maintain that moral and citizenship education need to be critical and intercultural, and explicitly discuss economic and political issues that underlie and affect human moral development. 相似文献
39.
Mingyan Hu Susana A. Eisenchlas Sue Trevaskes 《Journal of Higher Education Policy & Management》2019,41(3):306-321
In response to the increasing literature on transnational higher education in host countries, this paper aims to identify prominent factors affecting the quality of transnational higher education in China, as perceived and reported by Chinese host universities. A qualitative data analysis was conducted on 122 self-appraisal reports on transnational higher education programmes submitted to China’s Ministry of Education in 2017 by 112 Chinese host universities. The analysis identified and examined relationships between four interrelated factors: low foreign language proficiency among students, shortage of a sustainable supply of highly qualified teachers, low quality of curriculum design and implementation and deficiencies in institutional regulations. The findings are discussed in the context of the literature, revealing two issues in transnational higher education in China: using local Chinese teachers to teach the imported foreign courses and outsourcing foreign language teaching. The paper concludes with some limitations of the study and implications for future research. 相似文献
40.