Investigating the relationships among PSTs’ teaching beliefs: are epistemological beliefs central?     

Eralp Bahçivan 《Educational studies》2016,42(2):221-238

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Can Pre-entry Characteristics Account for the Ethnic Attainment Gap? An Analysis of a Flemish University     

Lens  Dries  Levrau  François 《Research in higher education》2020,61(1):26-50

Research in Higher Education - Discussions about social justice imply discussions about higher education. After all, a whole set of literature has illustrated how ethnic minority students face all...  相似文献   

Tradutore,traditore: Can the aect code of ethics “speak” across cultures?     

Annette?SherryEmail author  R.?W.?Burniske  Candido?Manuel?Varela?de?Fretas  José Diaz de Rabago?S.?J.  Abbas?Johari  Clarence?Chu  Fran?ois?Marchessou 《TechTrends》2003,47(6):19-25

Conclusion Although many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT Web site to ensure that access to the principles is offered in languages other than English. As they become available, more translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations will be saved as PDF files to retain the unique characters of each language. Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional conduct around the world. Authors’ Note: This article expands on earlier work published in the (2002) Proceedings of the Annual Meeting of the Association for Educational Communications and Technology, edited by M, Simonson.  相似文献   

Instruction in basic concepts and first-grade achievement     

Fran Moers  Jerry Harris 《Psychology in the schools》1978,15(1):84-86

First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to the concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur as a function of instruction, but a significant treatment effect did occur on a transfer measure, the Stanford Achievement Test. Results are discussed in terms of the sensitivity of the BTBC, possible nonlinguistic effects of the instructional program, and the practical significance of the treatment effect.  相似文献   

Dynamics of GeoGebra ecosystem in mathematics education     

Gökçe  Semirhan  Güner  Pınar 《Education and Information Technologies》2022,27(4):5301-5323

Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed...  相似文献   

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research     

Akın  Ayça 《Education and Information Technologies》2022,27(6):8015-8040

Education and Information Technologies - Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the...  相似文献