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131.
132.
Classroom discourse patterns were examined in the morning news sessions of a primary school classroom. The effects of reducing teacher questions and increasing rates of teacher pauses, praise and directives were investigated. Child words spoken and child expansions were recorded, as well as class call‐outs and teacher control statements. Frequencies of child words spoken showed no significant changes across the phases of the study. However, reducing teacher questions and increasing teacher pauses significantly decreased child expansions, while reducing teacher questions and increasing teacher praise significantly increased child expansions. Replacing teacher questions with directives had no significant effect upon child expansions. Class call‐outs and teacher control statements showed no significant changes across the intervention phases. The results of this study suggest that, for this teacher and class, teacher questions may be decreased without adversely affecting either child utterances or class behaviour, and that replacing questions with praise may increase children's contributions — particularly in the form of verbal expansions — to morning news talks. 相似文献
133.
This paper reveals the complex diversity that underpins ostensibly similar transnational education programmes (TNE), through a comparison of UK TNE in Malaysia and Hong Kong. It draws on data from two different yet cognate studies on the role of UK universities in delivering higher education in Asia. Some fine-grained and informative differences between the ways in which ‘value’ in TNE is constructed in different host contexts is revealed. The paper brings to light the ‘voices’ of TNE students and graduates, which are very seldom heard. The arguments adapt and extend the concepts of education as a positional good, and as cultural capital. For various instrumental, intrinsic and personal reasons the authors discuss in detail, UK TNE is more highly valued in Malaysia than in Hong Kong. The paper makes a wider contribution to knowledge on the changing landscape of international higher education and the impact on social and personal (dis)advantage. 相似文献
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Dr. Richard W. Thoreson CarolAnne M. Kardash David A. Leuthold Kelly A. Morrow 《Research in higher education》1990,31(2):193-209
This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career. 相似文献
137.
Thomas E. Sappington 《Innovative Higher Education》1984,9(1):19-29
This paper addresses the adult educator's responsibility to establish an emotionally safe learning environment. Such a climate enables students to address constructively the fears they bring to the learning event. This empowers the learner to risk change-the goal of adult education. The research of Maslow, Rogers, Knowles, and Freire supports an atmosphere of mutual respect as the key to adult learning. Trainers/Teachers of adults were interviewed to identify the kinds of fears that adults bring to the learning event. This paper explores the attitudes and techniques used by the facilitator to create an atmosphere of respect. 相似文献
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Thomas A. Flint 《Research in higher education》1992,33(6):689-708
This study examines a model of college choice by parents on behalf of their eighth-grade children. A sample of 931 Illinois parents nominated 154 identifiable institutions in a 1986 survey. Multivariate multiple regression is used to predict preferred institutional characteristics, including selectivity, highest degree offering, proximity, enrollment, and tuition. Results indicate that socioeconomic, familial, and college planning characteristics explain 35 percent of the variance in selectivity of colleges in the choice sets, with lesser (but significant) percentages of explained variance for the other institutional characteristics. These parental college nominations parallel previously reported matriculation behaviors. 相似文献
140.