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This research examined how rural high school teachers’ beliefs and perceptions of themselves, their students and the challenge of motivation influence their strategic classroom and interpersonal motivating practice. Participants were 13 teachers in three rural, public high schools in two US states. Teachers’ beliefs about motivation generally, and their students’ motivation specifically, reflect a position favouring need and willingness to intervene for unmotivated students. However, their self-perceptions reflect a relatively weak efficacy to intervene successfully. Generally, teachers’ prevalent choice of strategies aligned with their perceptions of reasons that students were undermotivated. In contrast, some teachers’ narratives of actual efforts to motivate a specific student were inconsistent with their self-reported philosophies and style of motivation, and with their general statements of how they would motivate students who needed it. These findings suggest implications for design of teacher education and inservice teacher professional development. 相似文献
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A sample of 60 children in Grade 3 was followed over one year. In the first year, an extensive battery of assessments was
used including aspects of reading, arithmetic, and working memory. Teachers rated the children on 7-point scales on various
motivational dimensions summarized to a total score tentatively called task orientation. In the follow-up assessment one year
later, the testing and teacher ratings were repeated. The cross-sectional correlations between reading, arithmetic, and task
orientation were all high (about +.70). The high correlation between reading and arithmetic decreased significantly when task
orientation was partialed out, and it was further reduced when working memory as assessed by backward digit span was added
to the controlling factors. Also, teacher ratings of cognitive ability and language development accounted for some of the
common variance between reading and arithmetic. The correlation between task orientation and school achievement cannot be
causally interpreted in cross-sectional designs. Some support for a “causal” hypothesis, however, was obtained in crosslagged
correlation analyses indicating that task orientation in Grade 3 may have a causal impact on the level of performance in reading,
and in arithmetic in Grade 4. Most likely, however, there is also a reciprocal relationship. 相似文献
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Every country – and even every community – has populations of students who severely underperform relative to other groups and to their own potential. These performance differences are generally called achievement gaps, and they tend to focus on gaps at basic levels of academic proficiency. But such gaps also exist among the highest levels of achievement, a problem labeled excellence gaps. Recent research provides evidence that these differential achievement effects are due – at least in part – to debilitating contextual factors, such as poverty, negative peer pressure, and discrimination. Given the increasingly recognizable “digital turn” in the classroom, access to and thoughtful use of emergent technologies could play a role in shrinking excellence gaps. Unfortunately, research shows such technologies disproportionately exist in relatively wealthy, predominantly white schools. We identify the potential relationship between lack of availability to technology and widening excellence gaps. 相似文献
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Vouchers,tests, loans,privatization: Will they help tackle corruption in Russian higher education? 总被引：1，自引：0，他引：1
Ararat L. Osipian 《Prospects》2009,39(1):47-67
Higher education in Russia is currently being reformed. A standardized computer-graded test and educational vouchers were
introduced to make higher education more accessible, fund it more effectively, and reduce corruption in admissions to public
colleges. The voucher project failed and the test faces furious opposition. This paper considers vouchers, standardized tests,
educational loans, and privatization as related to educational corruption. Many criticize the test for increasing educational
corruption, but it is needed to replace the outdated admissions policy based on entry examinations. This paper also considers
the growing de facto privatization of the nation’s higher education system as a fundamental process that should be legalized and formalized. It
suggests that the higher education industry should be further restructured, and decentralized and privatized, and sees educational
loans as a necessary part of the future system of educational funding. 相似文献
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这篇作文行文流畅、短小精悍、紧扣标题。小作者通过对姐姐的外貌，特别是姐姐对自己学习的帮助，表现出自已对姐姐的无比热爱之情。 相似文献
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Sonja van Putten Gerrit Stols Sarah Howie 《Journal of Mathematics Teacher Education》2014,17(4):369-392
In this case study, the professional mathematics teacher identity (PMTI) of final year mathematics education students is investigated in terms of their self-perceived and actualised identity. These prospective teachers were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and-learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. The participants’ perceptions of their own PMTI and the actualisation of that PMTI in the classroom were found not to be congruent. While their self-perceptions regarding their prowess as Mathematics Specialists were accurate, since this is concretely tested as part of their studies, their self-perceptions as teaching-and-learning specialists and particularly as Carers, were not verifiable in their classroom practice. Espoused theory, theory that the individual perceives as true and valid, and which may thus be seen as intrinsic to their PMTI’s, is not necessarily enacted. 相似文献
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LiLy 《小学生导刊(中年级)》2007,(Z1)
放假了,小辣椒想去找朋友们玩。可是,她发现朋友们都没空。瞧,他们正忙着呢!原来,同学们正在为社区的春节晚会排练节目。4.She is()a piano.5.They are().卡通形象:录音机tape recorder学英语椒辣6.They are().1.He is()a book.3.She is()pictures.73本期“小辣椒学英语”答案K 相似文献
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This paper provides detailed evidence regarding the nature of selection into a school voucher system. We use micro-data on scholarship applications matched with state student-level records on test scores, schools attended, and demographic background characteristics to describe the attributes of students who choose to participate in Florida's Corporate Tax Credit Scholarship Program, a means-tested scholarship program that is the largest of its type in the United States. We find evidence that those who choose to participate in the program tend to be lower-performing students from poorly performing schools, and that students of different backgrounds tend to choose different types of private schools. Students participating in the program tend to select schools that have more white students and fewer minority students, regardless of student race. 相似文献
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Alexander S. Yeung Rhonda G. Craven Gurvinder Kaur 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):469-482
Background:?Students’ motivation is known to influence academic outcomes. However, there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose:?The study investigates the relative influences of motivational factors – mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes – rule acceptance, identity, general self-efficacy and achievement. Sample:?Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N = 979). The ages of the participants varied from 8 to 13 years (mean = 9.78). Design and methods:?Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modelling was used to examine the paths from four predictors to four outcomes. Results:?Whereas all four predictors were positively associated with all four outcomes, students’ mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence and affect were found to influence outcomes in different ways – positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on rule-acceptance and identity. Conclusion:?Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for short-term outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention. 相似文献
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Four friends live in a small town. Their names are:Cook, Miller, Smith and Garter.They have different jobs. One is a policeman; one is a worker;one is a farmer; one is a doctor.One day Cook's son breaks(摔断) his leg, and Cook takes him to the doctor. The doctor's sister is Smith's wife. The farmer isn't married (结婚). He has a lot of chicks. Miller often buys eggs from Garter. The policeman's house is near Smith's, so he sees Smith every day. 相似文献
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A farmer has five sons.They are Ted,Bob,Tom,John and Bill.John has no elder brother.He was four-years old when his younger brother was born.The number of Tom's elder brothers is equal (相等)to his younger brothers.Bill will 相似文献
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While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them. 相似文献
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Liat Kulik 《International journal for the advancement of counseling》2000,22(1):43-56
The study examined the impact of gender identity ongender role ideology and occupational sex typing among166 Israeli adolescents. The findings indicate thatgender identity affects occupational sex-typing.Specifically, androgynous respondents provided moreliberal evaluations of feminine-typed occupations thandid the undifferentiated group.Regarding gender role ideology, gender identity wasonly found to have an impact among the malerespondents. Specifically, sex-typed andundifferentiated males expressed more traditionalevaluations of feminine-typed roles than did theandrogynous and cross-sex-typed respondents. Inaddition, an effect was found for gender regardless ofgender identity, i.e., the females expressed lesssex-typed evaluations of occupations and lesstraditional perspectives of gender roles than did themales. 相似文献
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