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Frank Shushok Jr., T. Laine Scales, Rishi Sriram, and Vera Kidd share some initial thoughts about responses to their Campus Residential Experience Survey. Do you recognize your institution? 相似文献
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Leena Rao 《Resonance》2007,12(8):65-75
This article deals with various ‘supported’ acid catalysts developed as alternatives for the conventional ones in organic
synthesis. They have advantages such as producing less toxic waste and using less energy. 相似文献
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In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education. 相似文献
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We report a multidimensional test that examines middle grades teachers’ understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers’ and students’ reasoning in this content area. We administered the test to a national sample of 990 in‐service middle grades teachers and analyzed the item responses using the log‐linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery. 相似文献
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Nabulsi Leena Nguyen Amy Odeleye Oluwatobi 《Journal of Science Education and Technology》2021,30(1):31-39
Journal of Science Education and Technology - Online homework systems have been shown to help student achievement in chemistry courses. This study sought to compare the levels of knowledge... 相似文献
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Marjaana Kangas Kaisa Kopisto Krista Löfman Laura Salo Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91
ABSTRACTThis case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts. 相似文献
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Leena Thorat 《Resonance》2018,23(11):1313-1316
The first part carries the answers to the crossword on cell that appeared in the October 2018 issue of Resonance while the second part contains a new crossword on nucleic acids. 相似文献
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Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants’ educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education. 相似文献
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Leena Holopainen Airi Taipale Hannu Savolainen 《International Journal of Disability, Development & Education》2017,64(1):88-103
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers. 相似文献