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101.
Causal modeling was applied to data collected in a naturalistic setting in an attempt to validate a conceputal model of teaching. These data, collected on 44 student teachers, included supervisory ratings of the variables: specifying performance objectives, diagnosing learners, selecting instructional strategies, and interacting with learners. Additionally, the mean number of objectives achieved by the classes of each of the student teachers was used as a measure of the fifth variable in the model, evaluating the effectiveness of instruction. A recursive causal model which described the relationship of these variables was developed and analyzed, using four linear equations. Examination of the path coefficients from these equations revealed that the variables, specification of performance objectives, and diagnosing learners account for over one-half the variance in selecting instructional strategies. Other results indicated there were low to moderate amounts of variance shared by the variables in the model. This study illustrates the application of causal modeling techniques in testing theoretical models in education using data collected in naturalistic, nonexperimental settings. 相似文献
102.
This essay discusses how Wesker conveys his central intuition about the limitations of language by employing verbal and visual games and rituals that function as narrative, analogue, symbol, and subtext in The Trilogy. These games take the form of playfulness to indicate emotional solidarity, of everyday rituals with archetypal or religious undertones, or of games about the acquisition of language itself. 相似文献
103.
Mitchell R. Hammer Richard L. Wiseman J. Lewis Rasmussen Jon C. Bruschke 《Communication quarterly》2013,61(3):309-326
Anxiety/Uncertainty Management theory, as formulated by Gudykunst and Hammer (1987a), proposes that intercultural adaptation outcomes are based on the two mediating dimensions of uncertainty reduction and anxiety reduction and sixteen secondary variables that systematically influence uncertainty and anxiety reduction. In this paper, the sixteen variables originally identified are categorized into four “fundamental factors”; (interpersonal saliencies, intergroup saliencies, communication message exchange, and host contact conditions). The present study examines this revised Anxiety/Uncertainty Management (AUM) theory of intercultural adaptation. A total of 291 international students at two universities in the United States participated in the study. The study found overall fit of the revised AUM theory vis‐a‐vis the two mediating factors of uncertainty and anxiety reduction, the importance of interpersonal saliencies for uncertainty reduction, and the importance of host contact conditions for facilitating feelings of comfort and reducing anxiety. Intergroup saliencies were significantly related to uncertainty reduction but not, contrary to expectation, to anxiety reduction. Communication message exchange (which consists of information gathering strategies and second language proficiency) was, again contrary to expectation, not significantly related to either uncertainty or anxiety reduction. Finally, cultural identity showed a small though significant negative relationship to intergroup saliencies, suggesting a stronger, ingroup identity was associated with increased uncertainty. The paper concludes by proffering explanations for the findings and suggestions for future research. 相似文献
104.
Jon Baggaley 《Distance Education》2013,34(1):119-128
Inaccurate predictions about educational technology are discussed, and the tendency for them to go unchallenged. Their global generalizability is questionable when the expertise underlying them is restricted to local contexts or is unknown. The limitations of futuristic studies need to be stressed to prevent their conclusions from being applied out of context. Problems arise when studies inaccurately claiming to represent developing-world needs and conditions are used for educational planning in those nations. The article analyzes the predictions made by the annual Horizon Reports and the One Laptop Per Child project. It suggests that these projects are currently responding to criticism in a manner similar to that described in the classic study When Prophecy Fails. 相似文献
105.
Ruth Chamberlain 《Pastoral Care in Education》2013,31(2):29-35
Teachers in a large, all-male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such ‘disruption’ to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken. 相似文献
106.
107.
Jon Swain 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):358-364
The first part of this short report looks at the problems of using the term ‘bullying’ across different cultures; and the difficulties in arriving at a definitive definition of what constitutes bullying among professional researchers and other adults. The second part looks at young children's perception of what bullying means to them, and draws on a small‐scale piece of recent research that formed part of an MA dissertation on the incidence of bullying in a junior school in Essex. The results suggested that pupils (and teachers) found the term ‘bullying’ rather ambiguous and difficult to define. Younger pupils were found to have a more extensive definition of the term, and a hypothesis was proposed that this might account for the higher levels of being bullied found in the lower school. 相似文献
108.
Jon Swain 《British Journal of Sociology of Education》2000,21(1):95-109
This paper looks at the influential part played by the game of football in the social construction of hegemonic masculine practices among a group of Year 6 boys in an English junior school, which is an area that remains under-researched. Football forms a large part of school life for many children (the majority of whom are boys) and is sated with masculinising associations: this paper argues that football acts as a model for the boys, and they use the game as a way of constructing, negotiating, and performing their masculinity. Football is seen as a key signifier of successful masculinity, and its practices are a major influence on hegemonic masculinities, which are performed and defended in relation to other masculinities and femininities that become subordinated and marginalised. Girls are excluded from the games, along with some of the boys in the subordinated group who become feminised by their lack of skill and competence, and are subjected to homophobic abuse, as the hegemonic group acts within the 'cultural imperative' of heterosexuality. The games of playground football are viewed as a series of ritualised and fantasised performances, and this paper proposes that the body plays an essential role in the formation of masculine identities, with competitive displays of skill and strength. The school policies and organisation of football are also considered, and the power struggles and tensions this causes, not only between pupils, but also between teachers and pupils, and between teacher and teacher. 相似文献
109.
110.