教师专业发展中的冲突及其化解     

杨小秋 《当代教师教育》2011,(3)

教师要在职场中安身立命,就不能不遭遇专业发展中的冲突。明了冲突的相关属性。透视冲突的现实表现,不断化解冲突,教师由此可以换一种眼光看教育,从更深的层面感悟教育、提升专业品质、促进人生的和谐。  相似文献   

Motivation and transfer in professional training: A meta-analysis of the moderating effects of knowledge type, instruction, and assessment conditions     

Andreas Gegenfurtner 《Educational Research Review》2011,6(3):153-168

This meta-analysis (148 studies, k = 197, N = 31,718) examined the relationship between motivation and transfer in professional training. For this purpose, motivation was conceptualized in the following nine dimensions: motivation to learn, motivation to transfer, pre- and post-training self-efficacy, mastery orientation, performance orientation, avoidance orientation, expectancy, and instrumentality. Population correlation estimates ranged between −0.11 and 0.52. Three moderator effects were estimated. First, correlations were higher when the training focused on declarative and self-regulatory, rather than on procedural, knowledge. Second, learner-centered environments tended to show greater numbers of positive correlations than did knowledge-centered environments. Third, when compared with external, supervisory, or peer assessment, self-assessment of transfer produced upwardly biased population estimates irrespective of the transfer criterion. These findings are discussed in terms of their implications for theories of training effectiveness and their significance for the practice of training evaluation.  相似文献   

明中晚期的徽州社会秩序及儒家伦理价值整合     

陈林  徐路英 《安庆师范学院学报(社会科学版)》2015,(4):107-109

明朝中晚期,徽州底层社会动荡不安。在对失序的社会进行整合的过程中,官府通过革新诉讼制度,将国家权力再次渗透到基层社会;富于士大夫精神的行政长官励精图治,抚恤受灾百姓,推行乡约,神道设教,以儒家纲常伦理价值规范社会秩序,以民间信仰约束百姓行为;乡绅牺牲自我,提倡克己复礼,整齐风俗,凝聚地方人心,维持地方秩序。儒家传统价值在时代的变局中发挥了重要的稳定作用。  相似文献   

Revisiting the occupational aspirations and destinations of Anglo-Australian and Chinese-Australian high school students     

Ranbir Singh Malik 《Asia Pacific Journal of Education》2015,35(1):27-39

Evidence from Australia lends support to the “Asian high achieving syndrome” in Chinese-Australian students and “self-deprivation syndrome” in Anglo-Australian students. Applying ethnographic case studies approach for doctoral thesis the author collected data on a longitudinal basis from homes and school of these students. All of these students attended the same school located in a predominantly middle class suburb of Perth Metropolitan area in Western Australia. Chinese-Australian families had settled in Perth from Malaysia, Singapore and Hong Kong, whereas Anglo-Australian families had been residing in Perth for three generations. Impetus to revisit these students (now young adults with their own families) 10 years later came from an urge to test the validity of the prediction the author had made in the concluding chapter of his doctoral thesis. The author had claimed that “if Anglo-Australian parents keep on dwelling in the era of 1950s and 1960s and do not change their laid-back attitude about education, their children could eventually be under-privileged in their own country”. Ten years later, the author undertook a follow-up study on these young adults from six of the eight original families in order to find out their occupational destinations and future aspirations. Data for the follow-up study were collected from these young adults and their parents. These research cases were interviewed twice, each time approximately for two hours and their parents were interviewed once for two to three hours. The purpose of this paper is to report the findings of the follow-up study which reveals a remarkable relationship between the attitude towards schooling and academic performance with their subsequent occupational destination.  相似文献   

Higher education teachers’ professional learning: Process and outcome     

《Studies in Educational Evaluation》2015

In this paper, we first offer an analytic perspective on the papers in this volume, framing our discussion within the context of academic development as a discipline and highlighting common lines that cut across the nine contributions. We then offer insights about the current state of research on the evaluation of academic development and suggest directions that are likely to advance our theoretical and empirical knowledge in this area and anchor us firmly in evidence-based practice. We suggest that clarifying the mechanisms of change when professional learning occurs and measuring the changes in student learning outcomes that are associated with professional learning are important avenues for future research.  相似文献   

Examining relationships among work ethic,academic motivation and performance     

John P. Meriac 《教育心理学》2015,35(5):523-540

In this study, work ethic was examined as a predictor of academic motivation and performance. A total of 440 undergraduate students completed measures of work ethic and academic motivation, and reported their cumulative grade point average. Results indicated that several dimensions of work ethic were related to academic motivation and academic performance. Differences between correlations were examined, and work ethic dimensions were more strongly related to hypothesised dimensions of motivation than other dimensions of motivation. In addition, structural equation modelling was used to examine the mediating effect of academic motivation. These findings provide additional evidence for the importance of work ethic in academic settings, as well as important construct-related validity evidence for work ethic. Implications of these study findings, limitations and future directions are discussed.  相似文献   

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools     

《Teaching and Teacher Education》2015

Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.  相似文献   

Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes     

《Contemporary educational psychology》2023

Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated strategy development (SRSD), an evidence-based writing intervention, to support student persuasive and informational writing as well as performance on the state standardized writing exam. This multi-site cluster randomized controlled study evaluated the effectiveness of SRSD on student writing outcomes including prompt adherence, elements, and holistic quality. Multilevel modeling analysis was used to evaluate data from 418 fourth -grade students (256 treatment, 162 control) nested across 33 classes (n = 17 treatment taught by 8 departmentalized teachers; 16 control, 9 departmentalized teachers) within 11 schools randomly assigned to condition. Teachers implemented SRSD with high fidelity (M = 92%; range 91–100%). SRSD had a statistically significant and large effect on prompt adherence (p < .001; Hedges’ g = 1.87), elements (p < .001; Hedges’ g = 0.84) and holistic scores (p < .001; Hedges’ g = 0.87), while holding gender and pretest scores constant. Effects of SRSD on all writing measures were not significantly moderated by students’ gender, students’ pretest scores, or schools’ pretest scores. There were complications with teacher observations, especially related to technology. Limitations and future directions are discussed.  相似文献   

国内图书馆内刊内报的现状调查分析——以2014中国图书馆阅读推广类十佳内刊内报为例     

林晓青 《新世纪图书馆》2014,(11):36-39

随着图书馆事业的蓬勃发展,我国各级各类图书馆自编自印的阅读推广类报刊已日益成为深入而广泛地开展全民阅读推广工作的重要载体。结合2014年十佳图书馆阅读推广类内刊内报开办的具体实践,论文对国内图书馆内刊内报的现状进行全面调查,探析其特点,剖析其成功经验及存在的问题,以期引起同行的关注,为探求适合我国图书馆内部期刊发展的新路提供一些借鉴。  相似文献   

排舞对高校校园体育文化建设的影响研究     

陈丽波 《搏击·武术科学》2014,(8):100-101

排舞作为一项新兴的休闲体育项目,集运动、娱乐、艺术于一体,简单易学,广受欢迎。大学生富有时代气息,更有一份激情和活力去学习和感受它。排舞为高校课余生活注入新的元素,并能有效促进大学生的身心健康发展,对培养学生的团队意识,加强组织纪律性,协调人际关系都有积极的作用。文章从排舞促进高校校园体育文化建设三方面即促进高校校园体育物质文化的建设、促进高校校园体育行为文化的发展及推动着高校校园体育精神文化的建设进行了详细论述,突出排舞在丰富校园生活内容,提高大学生的综合素质,提高体育文化内涵的同时对促进高校校园体育文化的建设影响的积极作用,并对其具体促进措施提出建议。  相似文献