Cheating Behaviors among Undergraduate College Students: Results from a Factorial Survey     

Tina L. Freiburger  Danielle M. Romain  Blake M. Randol  Catherine D. Marcum 《Journal of Criminal Justice Education》2017,28(2):222-247

Using a factorial survey administered to college students at two Universities, this study examines students’ tendencies to engage in academic misconduct. The relation of strain, self-control, and deterrence theories to likelihood of cheating are further explored. The results suggest that increasing the severity of the punishment for cheating does not deter academic misconduct; however, several variables indicating an increased certainty of being caught did decrease the likelihood of cheating behaviors. Only the strain variables that indicated a student had an ill family member or that the student found the course difficult significantly increased academic misconduct. Although self-control did not have a direct effect on cheating it indirectly affected cheating behaviors through students’ perceptions of getting caught and their perception of wrongfulness of the cheating behavior. Policy and future research implications of the findings are further discussed.  相似文献   

2007年度金牌培训师30强揭晓——第二届国际职业培训师节日庆典圆满落幕     

Tina 《职业技能培训教学》2008,(1):72-72

锣鼓声声迎节日,人才济济风云会。讲坛新锐今揭晓,江湖代有人才出。 2007年12月1日-12月2日,由国际职业培训师行业协会、劳动保障部《职业》杂志主办,国师管理咨询（上海）有限公司承办的第二届国际职业培训师节日庆典在上海科学会堂隆重举行,三百多人参加了盛会。  相似文献   

Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance     

Chen  Juanjuan  Wang  Minhong  Dede  Chris  Grotzer  Tina A. 《Instructional Science》2021,49(3):287-312

Instructional Science - Higher-order thinking is crucial to inquiry learning. It is important to investigate how students think in inquiry contexts. Given the tacit nature of higher-order thinking,...  相似文献   

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement     

Schnitzler  Katharina  Holzberger  Doris  Seidel  Tina 《European Journal of Psychology of Education - EJPE》2021,36(3):627-652

European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by...  相似文献   

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program     

Kathleen Stürmer  Tina Seidel  Doris Holzberger 《Instructional Science》2016,44(3):293-309

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Learning and knowing songs: a study of children as music teachers     

Tina Kullenberg  Niklas Pramling 《Instructional Science》2016,44(1):1-23

In this study we analyze how learners constitute what it means to learn and know a song. This is investigated in the context of four 9- to 10-year-old children in dyads teaching each other to sing a song of their own choosing. How the children take on this task is studied in terms of how they dialogically co-construct pedagogical and musical values throughout the collaborative tasks. The empirical data consist of video observations of the children engaged in dyads. Informed by a sociocultural perspective, with an emphasis on mediational means, scaffolding and appropriation, the study seeks to examine how young people’s instructional methods are facilitated and constrained by communicative resources of different kinds. The empirical data is analyzed as interactively unfolding activity. The study shows that the children make a distinction between learning and knowing a song, in terms of tool use. In teaching, learning is communicated as supported by mediational means in the form of external visualization tools, while knowing the song, from the participants’ point of view means to be able to sing the song without any such mediational means. From a sociocultural theoretical perspective, this difference is conceptualized as the gradual learning process of moving from a materialized practice, based on external artifacts, to an embodied practice, that is, a change in mediational means rather than developing musical knowing without tools.  相似文献   

The Effect of Cognitive Style and Cognitive Skills on School Subject Performance     

Richard Riding  Tina Agrell 《Educational studies》1997,23(2):311-323

Two hundred and five 14-16 year olds from two Anglophone Canadian schools (99 females and 106 males) were given the Canadian Test of Cognitive Skills (an intelligence-type test) and the Cognitive Styles Analysis and their grade 9 scores in the subjects of French, English, mathematics, geography and science were obtained. The study first looked at the relationship between cognitive skills and cognitive style. The correlation between cognitive skills and cognitive style approached zero suggesting their independence. Having confirmed the independence of cognitive skills and cognitive style, their interactive effect, including gender, on subject performance was investigated by means of analysis of variance. There was a significant interaction between sex and subject; females were superior to males in all five subjects, but particularly so in French and English. There was also a significant interaction between skill, style and subject in their effect on performance. This was discussed in terms of the role of style in learning and the effect of skill/intelligence on strategy development.  相似文献   

Subject competency of teachers and level of dependence on resource packs to teach levers,gears and pulleys     

Tina Jarvis  Sue Cavendish 《Research in Science Education》1994,24(1):166-172

This pilot study set out to ascertain whether the level of dependence on resource material is related to teaching experience, existing understanding in mechanics, and perceived self confidence in science and technology. Details of teaching experience and qualifications were obtained from 11 experienced teachers and 10 initial teacher trainees, and understanding of mechanics was assessed by a written test. Each teacher worked through one commercially produced inservice pack about levers, pulleys or gears, and then prepared a 30 minute session for 4 ten year old children. Videos of the sessions were analysed with respect to the extent to which the pack was the sole focus; the amount of integration with other teaching aids and approaches; and the extent individual children's needs were satisfied. Although science qualifications influenced teacher confidence, they were not accurate predictors of relevant knowledge and teaching competence. As the majority of teachers followed pack instructions closely, the children's needs were not always well matched. Specializations: primary science and technology, teacher education. Specialisations: science education.  相似文献   

Early feelings about school and later academic outcomes of children with special needs living in poverty   总被引：1，自引：0，他引：1  

Penny Hauser-Cram  Tina M. Durand  Marji Erickson Warfield 《Early childhood research quarterly》2007

In this investigation we examined the relation of children's reported feelings about school during kindergarten or first grade to their academic achievement at the end of fifth grade. Participants were children (N = 103) who lived in poverty during early childhood and who were placed on individualized education programs (IEPs) during their elementary school years. Results indicated that early feelings about school predicted fifth-grade outcomes above and beyond predictions based on an assessment of receptive language at age 5. Specifically, general positive feelings about school predicted higher fifth-grade literacy skills whereas feelings of greater competence in academics predicted higher fifth-grade math skills. The findings have implications for interventions with young children who have special learning needs, live in poverty, and report early ambivalent or negative feelings about school.  相似文献   

Caregiver perceptions of inclusive playgrounds targeting toddlers and preschoolers with disabilities: has recent international and national policy improved overall satisfaction?          下载免费PDF全文

Tina L. Stanton‐Chapman  Eric L. Schmidt 《Journal of Research in Special Educational Needs》2017,17(4):237-246

The purpose of the current study was to survey and interview caregivers of children with disabilities (ages 2–5 years) to obtain their input as to whether current playground equipment meets their child's needs. A total of 149 participants agreed to participate. Caregivers (i) indicated that their child with a disability could not fully participate in the playground's offerings, (ii) felt that the playground was not appropriate for their child with a disability and (iii) dreamed of a fully inclusive playground that met their child's needs. The results also demonstrate that social participation barriers continue to remain for families who have children with disabilities despite the passing of international human rights standards targeting individuals with disabilities and a global focus in improving the overall well‐being of children with disabilities.  相似文献