Exploring the educational beliefs of primary education student teachers in the Chinese context     

Guoyuan Sang  Martin Valcke  Jo Tondeur  Chang Zhu  Johan van Braak 《Asia Pacific Education Review》2012,13(3):417-425

Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)??developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319?C331, 2004)??was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.  相似文献   

Doing,knowing, caring and feeling: exploring relations between nature-oriented teaching and preschool children's learning     

Susanne Klaar  Johan Öhman 《International Journal of Early Years Education》2014,22(1):37-58

Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers' teaching and children's learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey's pragmatic philosophy. Here, epistemological move analysis (oriented towards teachers' guiding processes as moves) and substantive learning quality analysis (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.  相似文献   

The role of teacher behavior in adolescents’ intrinsic reading motivation     

Jessie De Naeghel  Martin Valcke  Inge De Meyer  Nele Warlop  Johan van Braak  Hilde Van Keer 《Reading and writing》2014,27(9):1547-1565

Given the weak intrinsic reading motivation of many adolescents on the one hand and the importance of this type of motivation for reading competence on the other hand, the aim of the present study is to identify the related role of teacher behavior. To pursue this aim, a secondary analysis was carried out on PISA 2009 data. More particularly, data of a subsample of 4,269 Flemish 15-year olds were examined by means of multilevel modeling. In line with self-determination theory, the results provide evidence for the significance of perceived autonomy-supportive, structured, and involved teacher behavior. Teacher involvement was most strongly associated with adolescents’ intrinsic reading motivation. Further, students’ perception of teachers’ autonomy support was particularly related to girls’ intrinsic reading motivation.  相似文献   

Positioning in Market Space: The Evaluation of Swedish Universities' Online Brand Personalities   总被引：3，自引：3，他引：0  

Robert A. Opoku  Magnus Hultman  Esmail Saheli-Sangari 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):124-144

The paper extends Aaker's previous empirical work on brand personality by exploring whether Swedish Universities communicate distinctive brand personalities in cyberspace. Employing a multistage methodology, data are drawn from the English Web sites of 17 Swedish universities and analyzed by using a combination of computerized content and correspondence analyses. Results indicate that some universities appear to have clear brand personalities, others take on a new face with regard to the obvious personality one would have initially associated them with, while others fail to communicate their brand personalities in any distinct manner. While illustrating a powerful but simple and relatively inexpensive way for institutions for higher education and brand researchers to study communicated brand personalities, this study also highlights the growing importance of brand positioning issues in internationalization and globalization of higher educational institutions.  相似文献   

Ice hockey shoulder pad design and the effect on head response during shoulder-to-head impacts     

Darrin Richards  B. Johan Ivarsson  Irving Scher  Ryan Hoover  Kathleen Rodowicz  Peter Cripton 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(4):385-396

Ice hockey body checks involving direct shoulder-to-head contact frequently result in head injury. In the current study, we examined the effect of shoulder pad style on the likelihood of head injury from a shoulder-to-head check. Shoulder-to-head body checks were simulated by swinging a modified Hybrid-III anthropomorphic test device (ATD) with and without shoulder pads into a stationary Hybrid-III ATD at 21 km/h. Tests were conducted with three different styles of shoulder pads (traditional, integrated and tethered) and without shoulder pads for the purpose of control. Head response kinematics for the stationary ATD were measured. Compared to the case of no shoulder pads, the three different pad styles significantly (p < 0.05) reduced peak resultant linear head accelerations of the stationary ATD by 35–56%. The integrated shoulder pads reduced linear head accelerations by an additional 18–21% beyond the other two styles of shoulder pads. The data presented here suggest that shoulder pads can be designed to help protect the head of the struck player in a shoulder-to-head check.  相似文献   

Relationships between student cognitions and their effects on study strategies     

Johan Ferla  Martin Valcke  Gilberte Schuyten 《Learning and individual differences》2008,18(2):271-278

Using Vermunt's model [Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational psychology, 68, 149–171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating causal relationships between three student cognitions which feature prominently in the research literature: self-efficacy, conceptions of learning and attributions for academic success and by (2) researching both the direct and indirect effects of these student cognitions on first year university students' study strategies. To that end a model was developed, respecified, tested, and cross validated using path analyses. Results show that within an educational context learning conceptions are fundamental student cognitions since they directly and/or indirectly influence students' self-efficacy, attributions for academic success, and study strategy.  相似文献   

Non-fiction as a literary genre     

Johan Goudsblom 《Publishing Research Quarterly》2000,16(1):5-12

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A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden     

Johan Samuelsson 《Education 3-13》2017,45(4):477-489

The topic of this article is how primary school students express ideas about the ‘origins of the nation’. The study is based on texts written by Swedish students aged 12–13 about a historical event well embedded in Swedish national mythology, the rise to power of Swedish ‘founding father’ Gustav Vasa. The analysis is inspired by James V. Wertsch's concept of schematic narrative templates. The main finding of the study is that the students mainly structure their answers along one of two different narrative templates; either a kind of historical master narrative with strong foundations in traditional Swedish history culture, or a more generic story about the founding father as a ruthless or corrupt politician, which is arguably influenced by presentism.  相似文献   

The sociology of intellectual life: the career of the mind in and around the academy     

Johan Muller 《British Journal of Sociology of Education》2011,32(1):147-153

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The gap between educational research and practice: Views of teachers,school leaders,intermediaries and researchers     

Ruben Vanderlinde  Johan van Braak 《British Educational Research Journal》2010,36(2):299-316

The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised with teachers, school leaders, researchers, and intermediaries. Questionnaire data were obtained from educational research professors in Flanders. Results indicate that the gap between educational research and practice should be approached as a complex and differentiated phenomenon. All participants agreed that more cooperation between researchers and practitioners is necessary. This could be achieved by establishing ‘professional learning communities’ or by promoting a ‘design‐based research’ model.  相似文献