Belief in a just world,teacher justice,and student achievement: A multilevel study     

Felix Peter  Nils Kloeckner  Claudia Dalbert  Matthias Radant 《Learning and individual differences》2012,22(1):55-63

The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement.  相似文献   

Making a world of difference: Collaboration.Excellence for intercultural teams     

Luise Schneider  Claudia Romberg 《Performance Improvement》2011,50(2):44-48

Cultural awareness training that emphasizes communication delivers only a partial solution to the challenges that intercultural work teams face. Improving collaboration requires a strong foundation of performance management before a work team can determine how they will cooperate to perform to excellence. Against the backdrop of the authors' experiences, the program Collaboration.Excellence offers a three‐phase approach that performance improvement professionals can take to build effective intercultural work teams.  相似文献   

The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students     

Ansell E  Pagliaro CM 《Journal of deaf studies and deaf education》2006,11(2):153-170

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.  相似文献   

Improving learning competence in schools—what relevance does empirical research in this area have for teacher training?     

Claudia Solzbacher 《欧洲师范教育杂志》2006,29(4):533-544

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