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1.
The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes, and a substantial number are apprentices at the workplace. With these high drop-out rates and the ensuing personal, social and economic consequences, it is vital to address how upper secondary education systems can keep students connected throughout the programmes. By thoroughly analyzing learning environments and the experiences, interactions and processes which youth deal with during vocational education, insights into how characteristics of the learning environments relate to dropping-out and connectedness may be brought into educational discussions. The case study presented in this article explores how workplaces constitute learning environments and how apprentices participate in the learning environments of work according to their dispositions, aims and life plans. The findings show that the apprentices had different agencies and that they were involved in two distinct participation patterns at the workplace： a collaborative pattern and an executive pattern. Our findings also suggest that strong agency for the vocation may keep apprentices connected throughout the educational programme, although they are aftbrded an executive participation pattern. Based on our findings, it is appropriate to raise questions as to whether an unclear agency for the vocation, together with affordance of executive participation patterns, may suggest one possible answer for the high drop-out rate among apprentices. 相似文献
2.
Lise Фen Jones Rune Krumsvik 《美中教育评论》2008,5(3):58-67
The topic in this paper is how former special needs students with academic competence from upper secondary school succeed in education on a higher level. The study concentrates on students who at their start in upper secondary education were registered with problems of concentration, difficulties in reading, writing or mathematics. The main part of this paper will base on qualitative interviews with nine former special needs students. Seven out of the nine informants were registered with reading and writing difficulties. However, it is also possible to compare these informants with longitudinal data from a larger group of students who have been followed prospectively since spring 1996. Theoretically the study is based on life course research with special emphasis on social transitions. In transitional processes between different educational arenas gatekeepers＇often play important roles. This study will examine how such gatekeepers, e.g. teachers, may facilitate or obstruct these transitions for a vulnerable group like former special needs students. 相似文献
3.
Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
4.
Evangelia Marinakou 《美中教育评论》2014,(8):536-547
Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate＇the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States （U.S.） amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students＇ course evaluation forms of the instructor＇s teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor＇s preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor＇s overall performance and the overall student satisfaction from the course. The instructor＇s performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies. 相似文献
5.
The objectives of the present study were： （a） to identify the teaching beliefs of an ecology teacher when teaching an ecology course; and （b） to determine the influences of these beliefs on students＇ learning performance. The present study employed a case study research method to conduct a year-long observation, focusing on the teacher＇s teaching beliefs, research representations, and the students＇ attitudes and changes in their ecological knowledge. The present study employed both qualitative and quantitative analyses through classroom observations, teacher and student interview questionnaires, a self-administered course comprehension questionnaire, and an ecology course attitude scale among other tools. Findings indicated that the research teacher maintained teaching beliefs that were improvement-oriented and preferred to use an integrated teaching method that was diversified and provided interdisciplinary knowledge. Through the ecology course, the students were able to rectify their misconceptions, learn to view nature from a macro-perspective, and respect life. The results obtained in the present study can be provided to other teachers as a reference and learning direction when teaching ecology courses. 相似文献
6.
Hind Al-Fadda Maha Al- Yahya 《美中教育评论》2010,7(7):100-106
This paper reports on the students＇ experiments of using blogs to encourage themselves to do pre-class reading assignment and reflections after class. The sample in the study included five ESL （English as a Second Language） graduate students in a course of teaching methods, and 90 software engineering students in an undergraduate information technology program. Results indicated that there was a positive attitude towards the use of blogs for pre-class preparation and post-class reflections. However, considering the successful experience, it is important to consider the class size, students＇ educational level, and the type of reading assignment. 相似文献
7.
One of the objectives of Malaysia Ministry of Education is to provide educational opportunities for all Malaysians. Are education opportunities given fairly to all Malaysians who come from two big regions and divided by the South China Sea？ The web infancy era, where the World Wide Web （WWW） is blooming fast, has changed the new millennium teaching and learning process tremendously. Although the online learning can reach to students regardless of their location and backgrounds, human contact is still very important in traditional face-to-face learning. Blended learning course comprising online learning and traditional face-to-face learning components is an effective teaching and learning method, where it combines the best from both worlds. Blended learning courses only started a few years ago in Malaysia higher learning institutions to give everybody equal opportunities to study. The key acceptance of blended learning approach and continuing improvement is students＇ satisfaction. This study focused on students＇ satisfaction related to the nine components of blended learning （course content, technical, flexibility, community learning, motivation, sharing, feedback, complementary learning and personalized learning） from two locations： urban and rural areas. The study employed a mixed method consisting of a survey questionnaire distributed first to collect the quantitative data and followed by the interview to refine and explain the data. The population of the study consisted of students who enrolled in the Mathematics Blended Learning Course in Sarawak state in semester July-November, 2007. Census was used in the study. The survey instrument was developed and validated using Rasch model. The semi-structured questionnaire was used in qualitative data collection. The quantitative data was analyzed by using SPSS v 14.0 whilst the qualitative data was coded by using NVivo software. Results from the quantitative data showed that students were satisfied in all nine components regardless of the location. The grand mean of all components also indicated that respondents were satisfied with blended learning course. This result was supported by the qualitative data. 相似文献
8.
Assessment reform is an indispensable component of school curriculum reform. The "English course guideline for primary and secondary school students" (2001) (Hereafter guidelines) advocates that assessment should stress on students, which means teachers, parents should pay more attention to students’ differentiae and their processes of study, but not only on the results they have got in the tests. As a result, portfolio, which has some advantages that accord the requirement of the new syllabus, is introduced as a new way of assessment, for it can help change the assessment system from quantity-oriented to quality-oriented. But unfortunately, portfolio assessment came across many difficulties in real practice. It needs some suggestions on portfolio application. 相似文献
9.
Syed Zubair Haider Athar Hussain 《美中教育评论》2014,(7):465-480
Teachers always played a significant role in the intellectual and moral development of students by using various techniques, assessments, and methods to improve student achievement in school＇s subjects. This study therefore focuses on the effect of teacher factors, such as assessment interval, communication language, the distance of residence, and the teacher＇s personal characteristics （gender, age, academic and professional qualification, designation, experience, and in-service training） on the 9th grade students＇ achievement in three subjects （English, Chemistry, and Mathematics at secondary level）. The population of the study is comprised of all ＂public sector＂ secondary schools, male and female teachers, and boy and girl students. A total number of 16 secondary schools （eight for boys and eight for girls）, 114 secondary school teachers （66 males and 48 females）, and 2,404 students （1,400 boys and 1,004 girls） were selected through purposive sampling techniques. Multiple statistical procedures, Spearman and Pearson correlation, mean, and standard deviation were employed to obtain stronger validity to the study. The results of the study identify weak and negative weak relationship between most of the teacher factors and student achievement in three subjects but the relationship between students＇ background and learning achievement in all three subjects were found positively correlated. 相似文献
10.
Jane B. Keat Jane M. Wilburne 《美中教育评论》2009,6(7):61-67
This paper presents a mixed methods study that explored how storybooks influence kindergarten children＇s mathematical achievement and approaches to mathematics learning. Teachers＇ observations and research stating primary grade children＇s lack of mathematical knowledge and negative attitudes towards mathematics served as the impetus for the study. Three kindergarten teachers taught a mathematics unit using various children＇s storybooks and the characters in the stories as the context for mathematical problems. The results of the study show an impact on students＇ mathematical achievement as well as the identification of four themes that emerged on how students＇ approaches to learning were influenced when storybooks were integrated into the mathematics unit. 相似文献
11.
Okeke Chinedu Ifedi Onochie 《美中教育评论》2010,7(6):16-30,44
The females＇ relatively low participation in higher education is discussed within the Nigerian society in a way that such issues are discursively placed in often contradictory, as well as extremely complicated contexts. Dominant discussions draw on the interplay between gender and students＇ performance across subjects, as well as on the influences of the often patriarchal school environment on students＇ overall performance, which with little or no attention given to parental and domestic agencies. This paper is an account of the stories of the experiences of schooling about some Nigerian school girls from the perspective of their families. The larger study from which this paper derives, examined the gendered perception of schooling amongst some senior secondary school students in a Nigerian suburb. A number of discussions among the 25 girls （and 25 boys） who participated in the study were analyzed to understand how gender played in their perceptions of schooling influences upon their lives. As this project was grounded in the interpretivist qualitative research paradigm, discursive interpretivist approach was employed to interrogate how parental and domestic agencies, can play upon the aspirations of young girls for higher education in both complex and subtle ways. Recommendations for changes in policy and practice are made. 相似文献
12.
Questionnaire data from the PIRLS 2006 study in Italy provided a number of indices in order to summarize factors of educational context influencing reading achievement. The aim of the present paper is to study the relationships between school factors, teacher factors, family factors, student factors and reading achievement by means of multilevel regression analysis. Results show that pupils＇ attainment in reading is significantly related to： （1） home educational resources （home/student level effect）; （2） parents＇ attitudes toward reading （home/student level effect）; （3） students＇ attitudes toward reading; （4） students＇ reading self-concept; and （5） teacher career satisfaction （school/teacher level）. 相似文献
13.
Kofi Bentum Wilson 《美中教育评论》2014,(6):387-394
This study reported the findings of a survey from a broader study conducted to： （a） find out the level to which students use computers; （b） compare which gender is more proficient in computer use; and （c） discuss the relationship between students＇ age and their computer proficiency. Activity theory was adopted as the theoretical framework to explain behavioural intentions of computer interactions. The study used self-answering questionnaires with closed-ended items to collect data from a group of teacher-trainees. A total of 1,500 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means, frequencies, standard deviation, independent sample t-test, Chi-square test, and cross-tabulation. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are： 1 Younger students have higher computer proficiency skills as compared to the older students; 2. The students use computers for various activities including listening to music, playing games, researching, chatting, and e-mailing; 3. The students get access to educational resources including electronic journals, e-books, open educational resources （OER）, educational digital video disk/compact disc （DVD/CD）, and online databases; and 4. Male students have higher technology literacy skills than female students. The study recommended that efforts should be made to provide more access time to computing facilities to increase students＇ computer usage. There is a need to bridge the computer usage gap between male and female students. Older students should be encouraged to improve their technology literacy skills. Furthermore, the results suggested that the students used technologies within the objectivist model of teaching and learning. From the findings, teacher education programs need to provide teacher-trainees with further training programs to help them enhance their skills in the use of computers as an instructional tool for teaching and learning. 相似文献
14.
陈勇 《通化师范学院学报》2005,(9):46-52
Learner autonomy has been a buzzword in foreign Language teaching in recent years. The concern with teaching and learning has shifted from the teachers‘teaching to the students＇ learning. This paper reports an experiment conducted by the author using tests, questionnaires and interviews in a senior middle school located in Hubei Province. It has proved the promotion of learner autonomy helps to improve students＇ foreign language proficiency and confidence in learning the language. 相似文献
15.
Kok Siang Tan Ngoh Khang Goh 《美中教育评论》2008,5(11):28-36
Key to renewed concern on the affective domain of education （Fensham, 2007） and on school graduates＇ readiness for a world of work （DEST, 2008; WDA, 2006） is the student＇s inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education （Dewey, 1933; Ellis, 2001）. Since the inclination-to-reflect may not be obvious even among adults at work （Seibert ＆ Daudelin, 1999）, how much more can we expect from school students？ This article presents part of a research on secondary school students＇ inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument （CLTI）. The first part seeks to characterize students＇ inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students＇ reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence mare adantable tn the world of work. 相似文献
16.
Samuel Olayinka Salami 《美中教育评论》2010,7(9):1-14
The purpose of this study is to examine the relationship of emotional intelligence with career development and the moderating role of gender in the relationship. This study adopted a survey research design. Questionnaires were used to obtain data on emotional intelligence, career development and demographic factors from 485 secondary school students （male=255, female=230） randomly selected from 5 states in southwestern Nigeria. Data analysis included regressing career decision-making self-efficacy and career maturity on emotional intelligence and gender. Results indicated that emotional intelligence and gender predicted career development and gender moderated the relationship between emotional intelligence and career development. The implication of the findings is that counseling psychologists should assess the emotional intelligence of the male and female students when conducting career counseling. In addition, the findings suggest that the students need to be exposed to counseling interventions for enhancing their emotional intelligence. This study is able to demonstrate the relationship of emotional intelligence and career development of secondary school students in Nigeria and the first to explore the moderating role of gender in the relationship. 相似文献
17.
TURAL DINCER Gvner AKDENIZ Ali Rlza 《美中教育评论》2008,5(12):54-59
There are many factors influence the level of students＇ achievement in education. Studies show that one of these factors is ＂learning approach of a student＂. Research findings generally have identified two approaches of learning： deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students＇ class and gender. The sample of this study consists of 108 student teachers from the Science Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire （R-SPQ-2F）, a scale developed by Biggs, et al （2001） consisting of 20 items on a 5 point Likert Scale. According to findings, science student teachers generally have deep learning approaches. Moreover, learning approaches of science student teachers have not changed related to gender. 相似文献
18.
With the implementation of the New Standards for English Curriculums and the reformation of the educational system,many teachers have begun to focus on students’learning process and experience.However,the phenomenon of students’passive learning also exists.Facing such situation,it is imperative to change students’learning ways.Experiential learning,as a new way of learning has been widely recognized as an effective approach in learning.Therefore,in order to change students’learning ways,improve their comprehensive English level and learning interest,it is important for teachers to apply the experiential learn ing in English teaching,thus,improving the current situation of junior middle school English teaching. 相似文献
19.
20.
Muhammad Kamarul Kabilan 《美中教育评论》2009,6(11):65-74,86
The field of Computer Assisted Language Learning （CALL） has transformed dramatically--from the days of the behaviourist approach that dominated CALL in the 1970s to the dynamism of Interactive approach in the 1990s under the immense influence of information communication technology （ICT）. Regardless of these periodic changes and improvements, successful implementation of CALL programs in schools decisively hinges on critical assessment and decisions that are undertaken by schools. As such, the responsibility of the technology adopters in this respect must reflect school＇s aspirations and understandably, students＇ abilities, interests and needs This paper attempts to clarify these issues through a case study of implementation of CALL in an urban secondary school in Malaysia. The outcome of the case study establishes critical considerations that need to be arbitrated to successfully implement CALL programs for English language teaching （ELT） at the school level. 相似文献