Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis,Ghana     

Boateng  Simon  Ampofo  Eric Twum  Sefah  Elizabeth Adoma  Baah  Akosua  Azewara  Moses Azerimi 《Educational Research for Policy and Practice》2021,20(3):247-262

Educational Research for Policy and Practice - The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis....  相似文献   

Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers     

Goodchild  Simon  Apkarian  Naneh  Rasmussen  Chris  Katz  Brian 《Journal of Mathematics Teacher Education》2021,24(3):231-252

Journal of Mathematics Teacher Education - This paper reports a study of university students’ experiences of learning mathematics in an introductory differential equations course that takes...  相似文献   

Space, time and relativity     

S. Chaturvedi  R. Simon  N. Mukunda 《Resonance》2006,11(7):14-29

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Book reviews     

E. Vermeer  M. J. Langeveld  E. Probst  U. M. Gallusser  R. L. Krans  J. C. van der Steen  A. H. Syswerda  Ernst Simon  Margaret B. Sutherland  Hans Kirchhoff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(1):93-105

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Long‐term Effects of a Staff Development Programme on Effective Instruction and Classroom Management for Teachers in Multigrade Classes     

Simon Veenman  Jan Raemaekers 《Educational studies》1995,21(2):167-185

This study describes the long‐term effects of a staff development programme based on selected findings from teaching effectiveness research in schools with multigrade or mixed‐age classes. The short‐term effects of this programme were examined in two studies directed at schools with multigrade classes. The first improvement study was conducted in the school year 1986/87; the second improvement study was conducted in 1989/90. In the latter study, the effects of coaching in addition to participation in the staff development programme were also evaluated. In the school year 1992/93, a retention or follow‐up study was conducted. A quasi‐experimental, treatment‐control group design was used to test the long‐term effects of the programme ‘Dealing with multigrade classes’ and the effects of coaching. Based on pre‐ and post‐training classroom observations, the follow‐up study revealed a significant treatment effect for the time‐on‐task levels of the pupils in the multigrade classes and for the instructional and classroom management skills of the teachers. No significant differences were found between the coached and uncoached teachers and between the teachers who followed the programme either 2 or 5 years ago. No significant differences were found between the post‐test and the retention test. This suggests that the training results were quite stable. No indication of further growth in the executive control of the selected instructional and classroom management skills was found. No significant differences in achievement were found between the pupils in classes with trained teachers and the pupils in classes with untrained teachers.  相似文献   

Policies for higher education in Latin America: The context     

Simon Schwartzman 《Higher Education》1993,25(1):9-20

Latin American higher education developed since the nineteenth century from the tensions between the Catholic tradition of Iberian colonization and the enlightenment, rationalistic and predominantly French views present in the independence movements, and embodied in the Napoleonic institutions established throughout the region. This article discusses how this system evolved, facing the problems of enlarged enrolment, diversification, and the current problems of reform, as alternatives among the poles of bureaucratic, oligarchic and market mechanisms of coordination.  相似文献   

Social class and educational decision-making in a choice-driven education system: a mixed-methods study     

Marie Seghers  Simon Boone  Piet Van Avermaet 《British Journal of Sociology of Education》2019,40(5):696-714

Social class differences in educational decision-making form an important explanation for persisting educational inequalities, particularly in choice-driven systems with early tracking. Nevertheless, little is known about the process preceding these choices, especially when school and track choice are interrelated. Building on school choice literature, this study aims to explore how parents from different social backgrounds shape their decision-making process at the transition from primary to secondary education in Flanders (Belgium). To this end, we adopt an explanatory mixed-methods design. Quantitative findings from a parent survey conducted in 36 primary schools were complemented with 32 in-depth interviews with parents. Our findings show two parental profiles regarding educational decision-making, which can be traced back to differences in social and cultural capital. Although effective navigation of the complex field of educational decision-making proved to be strongly class related, parents’ educational and immigrant biographies led to specific approaches, transcending the middle class versus working class binary.  相似文献   

How L.A.T.E. it was, how L.A.T.E.   总被引：1，自引：0，他引：1  

Simon Gibbons 《English in Education》2008,42(2):118-130

The London Association for the Teaching of English is a subject group that was founded in 1947 to ‘provide a live forum for the exchange of ideas, and to undertake the practical study of problems connected with the teaching of English’. The early history of this Association, its influence on the development of English pedagogy and practice is the subject of my current PhD research. Within this work are key questions about the nature of subject English, the curriculum, and the ways in which members of a subject community work together to effect change. This article gives some background to the research project, and begins to point towards some potentially important questions about the subject and ways of working together. After two decades of top down, centralised government initiatives around English pedagogy, curriculum and assessment, and teachers’ professional development, these questions are worth addressing.  相似文献   

Nation-building universities in a global environment: The case of Australia   总被引：5，自引：0，他引：5  

Simon Marginson 《Higher Education》2002,43(3):409-428

The mass system of higher education in Australia is a product of the publicly financed nation-building strategies of the 1955–1990 period. The nation-building university is now undergoing a three way crisis brought on by the governmental retreat from nation-building and from the funding that sustained it, the stand-off between corporateand academic practices inside universities, andthe need for new strategies in a globalisingenvironment, in which national policies arerelativised but remain important. The crisis isexacerbated by Australia's location on theAmerican `periphery', associated with globalvulnerability and fluctuating economic andcultural dependence. In response the primarystrategy should not be to imitate Americanuniversities, a course of action which islikely to deliver modest returns, but tostrengthen the academic identity andplace-based identity of Australianinstitutions, enabling them to make adistinctive contribution to global highereducation underpinned by a renewed partnershipbetween nation and university.  相似文献   

The effect of light reflections from the snow on kinematic data collected using stereo-photogrammetry with passive markers     

Niels Jensby Nedergaard  Frederik Heinen  Simon Sloth  Kim Hébert-Losier  Hans-Christer Holmberg  Uwe G. Kersting 《Sports Engineering》2014,17(2):97-102

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