Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials?          下载免费PDF全文

Heather Lea Harvey  Sanjai Parahoo  Mohammad Santally 《Higher Education Quarterly》2017,71(2):141-158

The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy.  相似文献   

Lecturers on teaching within the ‘supercomplexity’ of Higher Education     

Susan J. Lea  Lynne Callaghan 《Higher Education》2008,55(2):171-187

While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement of learning for students.

Susan J. LeaEmail:

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Concurrent and longitudinal predictors of calculation skills in preschoolers     

Valentina Tobia  Paola Bonifacci  Gian Marco Marzocchi 《European Journal of Psychology of Education - EJPE》2016,31(2):155-174

Early calculation abilities in preschoolers are predictive of mathematics achievement in subsequent grades (e.g., Jordan et al. 2009). Two studies were conducted to evaluate concurrent and longitudinal predictors of early calculation skills. In the first study, 102 preschoolers (57.8 % female; mean age?=?60.57?±?8.66 months) were given vocabulary, language comprehension, and verbal working memory tasks and a test battery that evaluated components of early number competence (quantity comparison, counting, number line, size seriation, semantic knowledge of digits, visual-spatial memory). The children were also asked to complete early calculation tasks, including addition and subtraction calculations. The results of this task constituted the dependent variable. The results showed that vocabulary, size seriation, and visual-spatial memory were significant concurrent predictors of early calculation competence. In the second study, 43 children completed the early number competence battery at time 1 (53.5 % female; mean age?=?59.30?±?3.46 months) and the linguistic and early calculation tasks at time 2, about 10 months later (mean age?=?69.43?±?3.31 months). The analysis of the longitudinal predictors of early calculation showed significant effects for counting and size seriation. The implications for preschool assessment and intervention are discussed.  相似文献   

Space Scale: Models in the History of Science and Students Mental Models     

Josef Feigenberg  Lea Valentina Lavrik  Vladimir Shunyakov 《Science & Education》2002,11(4):377-392

This paper deals with the problem of relating distance and scale by way of alternative models of perception taken from the history of science.The intuitive patterns of modern school children in evaluating the Solar System are then compared with those in the history of science. Immediate experience and intuition by children often contradict scientific understanding. The children in this study, for example, do not see the rays of the Sun as being parallel and ignore the curvature of the Earth. The authors argue that children's understanding of the rays of the Sun as not being parallel as well as their ignoring the curvature of the Earth is due to the limitation resulting from the students' `actual activity zone', and not to their insufficient knowledge. This study makes specific suggestions to broaden the scientifically based `actual activity zone' of students. We suggest that laboratory work based on historical experiments using elementary geometry – as, for example, the determination of the radiusof the Earth by Eratosthenes – promotes a scientific understanding of astronomicalmeasurements....The scale of space and time, which we customarily observe on Earth, and which is part of time, we become aware of the vastness of our universe, we are awed and humbled. But if astronomers spent all their time speculating about the immensity of the cosmos and the prodigious interval of time necessary for the evolution of the stars, their accomplishments would be few. The primary concerns of the astronomer when studying the cosmos are physical and mathematical interpretations of observations, predictions of future observations, and the development and refinement of his instruments for such interpretation and prediction. To help him in the conceptualization of his problem, astronomer may, consciously or unconsciously, visualize a small model representing the cosmic system under investigation. Using this method, we can arrive at an understanding of the relative dimensions of the system and an understanding of the time intervals involved.Shklovskii I.S. and Carl Sagan (1966)Intelligent Life in the Universe  相似文献   

Teacher capacity for and beliefs about data-driven decision making: A literature review of international research     

Amanda Datnow  Lea Hubbard 《Journal of Educational Change》2016,17(1):7-28

Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning.  相似文献   

Writing for children: A social engagement?     

Gillian Avery  Alec Lea  Joan G Robinson  Roy Brown 《Children‘s Literature in Education》1971,2(3):17-30

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Challenges in embedding numeracy throughout the curriculum in three Queensland secondary schools     

Merilyn Gladys Carter  Valentina Klenowski  Christina Chalmers 《The Australian Educational Researcher》2015,42(5):595-611

The Australian Curriculum identified seven General Capabilities, including numeracy, to be embedded in all learning areas. However, it has been left to individual schools to manage this. Whilst there is a growing body of literature about pedagogies that embed numeracy in various learning areas, there are few studies from the management perspective. A social constructivist perspective and a multiple case study approach were used to explore the actions of school managers and mathematics teachers in three Queensland secondary schools, in order to investigate how they meet the Australian Curriculum requirement to embed numeracy throughout the curriculum. The study found a lack of coordinated cross-curricular approaches to numeracy in any of the schools studied. It illustrates the difficulties that arise when teachers do not share the Australian Curriculum cross-curricular vision of numeracy. Schools and curriculum authorities have not acknowledged the challenges for teachers in implementing cross-curricular numeracy, which include: limited understanding of numeracy; a lack of commitment; and inadequate skills. Successful embedding of numeracy in all learning areas requires: the commitment and support of school leaders, a review of school curriculum documents and pedagogical practices, professional development of teachers, and adequate funding to support these activities.  相似文献   

CHALLENGING THE WESTERN APPROACH TO CULTURAL COMPARISONS: YOUNG PUPILS’ AFFECTIVE STRUCTURES REGARDING MATHEMATICS IN FINLAND AND CHILE     

Laura Tuohilampi  Markku S. Hannula  Leonor Varas  Valentina Giaconi  Anu Laine  Liisa Näveri  Laia Saló i Nevado 《International Journal of Science and Mathematics Education》2015,13(6):1625-1648

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Student perceptions of interpersonal justice,engagement, agency and anger: a longitudinal study for reciprocal effects     

Mameli  Consuelo  Grazia  Valentina  Passini  Stefano  Molinari  Luisa 《European Journal of Psychology of Education - EJPE》2022,37(3):765-784

Based on the premise that classroom interactions unfold through a complex series of circular influences between teacher and students, the aim of this longitudinal study was to test a reciprocal effects model connecting students’ perceptions of interpersonal justice, on the one hand, and student engagement, agency and anger, on the other. Self-report measures of interpersonal justice, student engagement, agency and anger were collected from 454 Year Nine students from Northern Italy in a 3-wave longitudinal research design. Structural equation modelling with latent variables indicated that interpersonal justice in wave 1 had a negative effect on both student agency and anger in wave 2, while interpersonal justice in wave 2 only negatively predicted student anger in wave 3. With respect to the reciprocal effects, student engagement in wave 2 was found to positively predict interpersonal justice in wave 3, while a negative effect close to statistical significance was observed from student agency in wave 2 to interpersonal justice in wave 3. These results are discussed in terms of their implications for teacher practice, as they emphasize that (a) the two main facets of student participation, namely engagement and agency, are differently interconnected with the learning environment, and (b) the perception of being treated fairly is important to the point that its deficiency triggers a persistent feeling of anger in students.

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English education in the Indian multi-lingual classroom     

Valentina Vitali 《Inter-Asia Cultural Studies》2013,14(2):282-288

In Britain, film studies came on the agenda in the 1970s, when it served as a terrain for the formulation of a critical understanding of how cinema functioned within the broader context of industrial capitalism and the nexus between that and the reshaping of people's habits and lives. However, during that decade, a different agenda was also at work, which, from the early 1980s, began to receive support from neo‐liberal ‘free‐market’ ideologues. Over a period of 30 years, the overall direction of the inquiry into cinema, now firmly sealed into institutional networks, has become such that the critical language of ‘film theory’ has been hollowed out and the industrial agenda of British national television and cinema wrapped around it. Today, with the opening of film studies departments across Asia, the question is not whether outside Britain the language of film studies will became available for instrumentalization by the forces of an expanding Euro‐American capital, but how it will do so. This paper argues that the recovery of film from the bureaucratization of its study and its rediscovery as one of the modalities of modernization require both a framework of analysis that is fully conscious of its own historicity and critical role, and a new topography of cinema.  相似文献