Low expectations equal no expectations: Aspirations,motivation, and achievement in secondary school     

Frank H. Walkey  John McClure  Luanna H. Meyer  Kirsty F. Weir 《Contemporary educational psychology》2013

Underachievement and failure to complete school have long-term negative consequences for students. Aspirations regarding completion of secondary school that predict achievement outcomes are related to factors amenable to intervention. This study investigates relationships between academic achievement and self-reported educational aspirations, motivation, affiliation with peers and teachers, and attributions. Survey participants were 5369 Year 10 and Year 11 students at 19 nationally representative secondary schools in New Zealand, and available achievement records were sourced for 2439 Year 11 students. Survey data were factor analyzed followed by further examination of relationships across demographic factors, self-reported aspirations, motivational factors (Doing My Best and Doing Just Enough), attributions, and interpersonal affiliations (Teacher and Peer). For Year 11 students, relationships between different factors and subsequent achievement were also analyzed. Students who indicated no aspiration to complete a school qualification were indistinguishable from those with low or moderate aspirations, and the analyses supported only two divergent groups comprising students with either low or high aspirations to complete qualifications. Aspirations were significantly related to different patterns of motivation, affiliation, and attributions predictive of academic achievement. Students of different ethnicity and gender also fell unequally across the two groups. These results suggest that promoting low or even moderate expectations and aspirations for student achievement may actually reinforce lower academic achievement. Instead, teachers and schools should communicate high expectations to prevent school failure and effective interventions to enhance student outcomes.  相似文献   

Rethinking the Globalization Movement: Toward a Cultural Theory of Contemporary Democracy and Communication     

Kirsty Best 《传播与批判/文化研究》2013,10(3):214-237

How can we understand and evaluate the relationship between democracy and recent global protests in response to economic globalization? Criticisms of this type of activism understand democratic communication to be primarily a public process. I argue that instead, we need to develop a more fully cultural understanding of democracy and communication, one which would take into account important characteristics of contemporary democratic practice and experience. That is, as a resonant but unstable compound of meanings, democracy is integrated into individual subjectivities and collective identities through a whole variety of lived experiences, particularly in relation to mediated and symbolic practice.  相似文献   

A Review of “Education and Social Change: Contours in the History of American Schooling”     

Jayne R. Beilke 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):606-610

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Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction     

Asha K. Jitendra  Jon R. Star  Kristin Starosta  Jayne M. Leh  Sheetal Sood  Grace Caskie  Cheyenne L. Hughes  Toshi R. Mack 《Contemporary educational psychology》2009

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.  相似文献   

Information behavior of people in the fourth age: Implications for the conceptualization of information literacy     

Kirsty Williamson  Terryl Asla 《Library & information science research》2009

The information literacy (IL) needs of people in the fourth age, a stage of increasing dependence and disability, have not been considered in the research literature. Based on the premise that there are relationships between information seeking and IL, this article begins to bridge this gap by focusing on the information-seeking behavior of the group in an attempt to identify IL needs. It does this through a literature review, particularly drawing on two pieces of human information behavior research, one a new study focused specifically on the group in question. It also examines existing definitions of IL in order to gauge how relevant they appear to be. The reasons for studying this group include that all stages of a person's lifespan deserve to be studied and that the population size of this group increases dramatically in the developed world. Although information needs and sources used are fewer in the fourth age, they are still important to the people involved, thus making IL a relevant concept. The researchers draw implications for IL from the particularities of the information context where disability and frailty impede purposeful information seeking. The resulting emphasis on incidental information acquisition increases the role for social networks and communication, again with implications for IL. Information grounds, where people congregate for purposes other than information sharing, including artificially created ones, will also be important for information dissemination. The role of the Internet, including assistive technology for its use, is also relevant. The conclusion is that IL is crucial to the well-being of people in the fourth age but that existing definitions need to be adjusted to the specific informational context.  相似文献   

Ancient science/modern machines (A workshop about electronic records)     

Jayne Bellyk 《Archives and Museum Informatics》1993,7(4):17-19

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Erratum to Review of “The Sage Handbook of Qualitative Research, 3rd ed.” [Library and Information Science Research, 28 (2006) 467–468]     

Kirsty Williamson  Joy McGregor 《Library & information science research》2007

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Education as philosophies of engagement     

Michael A. Peters  Tina Besley  Jayne White 《Educational Philosophy and Theory》2018,50(5):444-447

Abstract

This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.  相似文献   

从关联的角度理解数学课堂上学生的思维活动——一堂美国数学课堂教学分析     

Thomas E.Ricks  吕联芳  Jayne M.Fleener 《数学教育学报》2008,(6)

对同一数学问题,学生会产生不同甚至相互矛盾但却都合理的解释,并由此产生不同的解题方法、不同的答案;学生不同的观点隐含着不同的思维方式;.学生思维的动态变化挑战了传统意义上的线性教案在数学课堂教学的合理性.在数学教学中,我们应认识到:学生的思维方式是丰富多彩的;学生的思维是相互关联、动态变化的,老师必须给予学生充分的自主性;不能用孤立、片面的观点分析学生的解题思路,而应该在各种解题思路的联系中加以分析.  相似文献   

Academic progress from the perception of children with SEND: an IPA study     

Kirsty Wagner  Helena Bunn 《Educational Psychology in Practice》2020,36(1):52-68

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