South-east Asian students at Australian universities: A reappraisal of their tutorial participation and approaches to study   总被引：5，自引：0，他引：5  

Peter D. Renshaw  Simone E. Volet 《The Australian Educational Researcher》1995,22(2):85-106

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I. Introduction     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):1-14

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How children and mothers express gender essentialism     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):33-63

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Career Counselling in the Emerging Post-Industrial Society     

Tractenberg  Leonel  Streumer  Jan  van Zolingen  Simone 《International Journal for Educational and Vocational Guidance》2002,2(2):85-99

International Journal for Educational and Vocational Guidance - What are the major changes that characterise the emerging post-industrial society? More specifically, what are the changes in the...  相似文献   

Competencies in Geriatric Nursing: Empirical Evidence from a Computer-Based Large-Scale Assessment Calibration Study     

Roman Kaspar  Ottmar Döring  Eveline Wittmann  Johannes Hartig  Ulrike Weyland  Annette Nauerth  Michaela Möllers  Simone Rechenbach  Julia Simon  Iberé Worofka 《Vocations and Learning》2016,9(2):185-206

Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program.  相似文献   

Technology as saint or sinner     

DanielV. De Simone 《Journal of The Franklin Institute》1975,300(2):103-105

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Content Familiarity: Differential Impact of Effective Teaching on Student Achievement Outcomes     

Dieter J. Schönwetter  Rodney A. Clifton  Raymond P. Perry 《Research in higher education》2002,43(6):625-655

Improving the quality of higher education for all students requires researchers to focus on factors that potentially influence learning. Of particular interest are student entry characteristics and effective teaching behaviors. Accordingly, structural equation modeling was used to examine the relationships between student differences, prior experience with the subject material, past performances, teaching behaviors, and perceived learning and achievement. A theoretical model containing 8 variables was formulated and tested on students who were either experienced or inexperienced with the course material. The data were gathered at a large midwestern university fitting the Carnegie classification as a research institution. Overall, student achievement is affected by test anxiety and high school GPA. Prior experience with the course content revealed that content-unfamiliar students' perception of learning is more positively influenced by instructor organization than by instructor expressiveness, whereas for content-familiar students, expressiveness is much more influential than organization. Additionally, content-unfamiliar students are more sensitive to both teaching behaviors than content-familiar students. These findings have important implications for administrators, instructors, and researchers.  相似文献   

Common Misconceptions about Students from South‐East Asia Studying in Australia     

Denise Chalmers  Simone Volet 《高等教育研究与发展》1997,16(1):87-99

International students from South‐East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South‐East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South‐East Asia are surface learners, passive non‐participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South‐East Asia.  相似文献   

Pathways from maternal depressive symptoms to children’s academic performance in adolescence: A 13-year prospective-longitudinal study     

Laura Bechtiger  Annekatrin Steinhoff  Jessica M. Dollar  Simone E. Halliday  Susan P. Keane  Susan D. Calkins  Lilly Shanahan 《Child development》2022,93(2):388-404

The pathways through which exposure to maternal depressive symptoms in early childhood are linked to academic performance during adolescence are poorly understood. This study tested pathways from maternal depressive symptoms (age 2–5) to adolescent academic performance (age 15) through cumulative parenting risk (age 7) and subsequent child functioning (age 10), using multi-informant data from a prospective longitudinal community study spanning 13 years (N = 389, 47% male, 68% White). Structural equation models testing indirect effects revealed small associations between maternal depressive symptoms and increased cumulative parenting risk and poorer child functioning, and, via these pathways, with poorer academic performance. Thus, childhood exposure to maternal depressive symptoms may be associated with pathways of risk that could limit children's educational opportunities.  相似文献   

Local university students and intercultural interactions: conceptualising culture,seeing diversity and experiencing interactions     

Cassandra Colvin  Simone Volet  Farida Fozdar 《高等教育研究与发展》2014,33(3):440-455

This paper examines the intercultural interaction experiences of local, first-year students (n?=?25) in their first few weeks at university. The focus on local students complements existing intercultural interaction literature, which has tended to concentrate on the experience of the ‘cultural other’ student. Employing qualitative analysis, the study revealed relationships between how students conceptualise culture, see diversity and experience their initial intercultural interactions on campus. A link between students' cultural backgrounds and the depth of their intercultural interaction experiences emerged.  相似文献