ACHIEVEMENT MOTIVATION OF INTELLECTUALLY GIFTED STUDENTS WHEN CONFRONTED WITH CHALLENGING AND UNCHALLENGING TASKS     

Colleen Neitzke  Una M. Röhr‐Sendlmeier 《High Ability Studies》1992,3(2):197-205

Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level  相似文献   

Collaborative research for sustainable learning: the case of developing innovation capabilities at Volvo Cars   总被引：1，自引：1，他引：0  

Sofia Börjesson 《Action Learning: Research and Practice》2011,8(3):187-209

This paper aims to make a contribution to the stream of literature on action research by describing a longitudinal collaborative research project which evolved out of a long-term, participation partnership with Volvo Cars. The collaboration was aimed at developing innovation capabilities in the company and accumulating knowledge on how capabilities are developed. The paper provides insights into the design of collaborative research projects to enable mutual, sustainable learning. It draws on key notions in the literature on collaborative management research and action learning, highlighting the research design of the project at Volvo Cars and its relations to action learning. The paper describes how the research design opened the way to establishing a learning system at Volvo Cars while simultaneously generating new scientific knowledge within the area of innovation capabilities. The paper provides rich and detailed data on a collaborative research setting and highlights key aspects related to organizing and undertaking collaborative research.  相似文献   

The Multiple Faces of Visual Arts Education     

Lars Lindström 《The International Journal of Art & Design Education》2011,30(1):7-17

This article identifies recent, mainly Nordic, research approaches to visual arts education. A concept map was developed as a heuristic tool in order to highlight salient traits and blind spots. Contemporary research typically has its origin either in education or in the art world, with an emphasis either on art as language or on art as text. These two dimensions were used to organise the studies and to select representative exemplars in different domains. The framework helped to chart the knowledge base of, and research approaches to, visual arts education. However, the result of blending subject matter and pedagogy tended to be a ‘mixture’ of viewpoints rather than emerging domains of subject‐specific pedagogical knowledge (Lee Shulman: an ‘amalgam’).  相似文献   

Excellence of analysis to diversity of advocacy: The multiple roles of the Leverhulme study into the future of higher education     

Björn Wittrock 《Higher Education》1984,13(2):121-138

The Leverhulme programme of study into the future of higher education is an impressive analytical effort carried through with expediency and allowing for wide participation. However, the programme is not only an ambitious exercise in policy analysis and unorthodox planning. It also involves processes of bargaining and policy advocacy. But the demands of these different roles have not been openly examined. Thus the programme has unnecessarily rendered itself open to criticism. In particular, many of the recommendations echo a consistent plea for new institutional arrangements for central co-ordination and top-down management and control. These recommendations, however, have received little or no underpinning and are actually at odds with some of the most qualified studies of the Leverhulme programme itself. Furthermore, the programme has tended to neglect two of the most urgent tasks of policy analysis, namely to outline a range of available options - rather than to produce a broad consensus view - and to clearly spell out major value tradeoffs involved - rather than to assure that there are no significant drawbacks attached to the options being advocated.Prepared when the author was a Visiting Scholar of the Comparative Higher Education Research Group, University of California, Los Angeles. The author is indebted to the Director of the Group, Professor Burton Clark, for incisive comments on some of the issues raised by the Leverhulme Programme and to Dr. Gary Rhoades of the same Group for helpful comments on a previous draft of the article.  相似文献   

The changing role of schooling in society     

O. K. Kyöstiö 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):339-352

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Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors     

Eve Kikas  Piret Soodla  Katrin Mägi 《Scandinavian Journal of Educational Research》2018,62(5):783-797

The purpose of the study was to examine whether students’ linguistic skills and task-avoidant behavior (i.e., the child-related factors) and the mean level of academic skills (reading comprehension and math) of classmates (i.e., the class-related factor) are associated with teacher judgments of children’s reading comprehension and math skills. The participants were third-grade Estonian-speaking students (n?=?656; age 9?11 years) and their classroom teachers (n?=?51). The results of the structural equation modeling path analyses indicated that teachers tend to judge students showing higher academic and linguistic skills and lower avoidance behavior as higher on the reading comprehension and math skills. In contrast, the classmates’ higher academic skill level was related to lower judgments of individual children’s reading comprehension and math skills by teachers.  相似文献   

Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction     

Lauri Heikonen  Janne Pietarinen  Kirsi Pyhältö  Auli Toom  Tiina Soini 《Asia-Pacific Journal of Teacher Education》2017,45(3):250-266

Teachers’ capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers’ turnover intentions, perceived inadequacy in teacher–student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers’ sense of professional agency was completely mediated by perceived inadequacy in teacher–student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher’s capacity for adaptive reflection and active transformation of instruction.  相似文献   

Adolescents’ Social Networks: Exploring Different Patterns of Socio-Digital Participation     

Shupin Li  Lauri Hietajärvi  Tuire Palonen  Katariina Salmela-Aro  Kai Hakkarainen 《Scandinavian Journal of Educational Research》2017,61(3):255-274

The purpose of the study was to assess adolescents’ participation in various socio-digital activities by using a self-report questionnaire, a social networking questionnaire, and interviews. The participants (n?=?253) were grade 6–9 students from a multicultural lower-secondary school in Finland. Three profiles of socio-digital participation were identified: friendship oriented basic participators (n?=?161), gaming-oriented participators (n?=?61), and creative participators (n?=?31) intensively engaged in diverse socio-digital practices. The analyses revealed systematic differences in social networking relations as a function of adolescents’ social-digital participation profile and gender. The reciprocal values in hanging out, liking, and media multiplexity were highest for creative participators, whereas gaming-oriented participators were less socially active than their peers. The socio-digital expertise of creative participators was socially recognized by a larger group of peers than that of the other groups. The study produces methodological tools suitable for collecting systematic longitudinal data of socio-digital practices of larger groups of adolescents in future.  相似文献   

Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom     

Angela M. Wiseman  Marita Mäkinen  Reijo Kupiainen 《Early Childhood Education Journal》2016,44(5):537-544

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Selection for special education services: the role of gender and socio-economic status     

Marianne Nilsen Kvande  Jay Belsky  Lars Wichstrøm 《欧洲特需教育杂志》2018,33(4):510-524

Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages.  相似文献