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Sebnem Kandil lngec Serap Aga Mina Sahingoz 《美中教育评论》2014,(12):823-841
This study aims to measure girls＇ technical and vocational high school students＇ information and communication technology （ICT） skills and to investigate these in terms of different variables. The singular and relational survey model was used in this study. The sample composed of 119 technical and vocational high school students. The data were collected through a paper-based survey composed of two parts. In the first part of the survey, there are 15 items about personal information and demographic information about the participating students. In the second part, there is a scale about ICT skills. The data were analyzed by Statistical Package for Social Sciences （SPSS） Version 21.0 by means of percent, frequency, mean, mode, median, Mann-Whitney U, and Kruskall-Wallis test. The results showed that there were no significant differences in the technical and vocational high school students＇ ICT skills with respect to gender, class level, experience in the use of computers, frequency of using the Internet, working style, learning style, and motivation style. As for the ＂number of aim using the Internet＂ variable, a significant difference in the ICT skills scale was observed. 相似文献
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Firdissa Jebessa Aga 《Educational Action Research》2017,25(2):203-222
This study intended to investigate the motivating and/or de-motivating environments for teachers of English as a foreign language (EFL) to conduct action research. Data were generated through a questionnaire, interviews, and focus group discussions. The results showed that there were both motivating and de-motivating factors. The motivating factors were more extrinsic and insignificant, and emanated from impediments which, with the scantily available opportunities, triggered few EFL teachers to be vigilant of their professional practices. On the other hand, the de-motivating factors were pervasive, stemmed from different sources, and ranged from policy to practice, from internal to external, and from individual to institutional – requiring empowerment of EFL teachers and shortening of bureaucratic journeys for endorsing research fund requests. The teachers should also bear proper attitude and commitment, and take initiatives to enhance their practical skills and to deliberate with pertinent stakeholders on creating a favorable environment to conduct action research for the betterment of themselves and their practices. 相似文献
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文化的社会性决定了只有制度化文化才能得到生存和发展,而我国的少数民族教育没有为少数民族文化以制度形式的存在提供空间,民族文化在学校教育中的缺失,造成了民族文化的边缘化。文化的价值在于它的归属价值,文化的归属价值体现在增强民族认同感,为所属民族提供了有意义的选择背景,因此少数民族教育必定有义务传承自己的文化,为自己民族做出有意义的选择提供丰富的文化土壤。 相似文献
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