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1.
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
2.
Rohan Jowallah 《美中教育评论》2008,5(12):42-46
John Dewey believed that the education should educate individuals ＂not as passive recipients of educational content, but as active makers of meaning, capable of exercising independent judgement and of democratic collaboration＂ （Gregory, 2001, p. 399）. With this philosophical viewpoint, the author strongly believes that teachers should engage students in becoming actively involved and responsible for their own learning. One way in which to get students involved in their own learning is by using technology supported learning. This method is important in relation to the diverse student population now enrolling in universities. This case study was carried out to assess the implementation of technology supported learning within a first year module. Three online tasks were made available for students within this course. A questionnaire was used to solicit information on the online task. The findings suggested that there are many benefits that can be derived from the effective utilization of technology within higher education. 相似文献
3.
The leakages in secondary level education brought forward the necessity to restructure the educational system so as to address the social and individual needs and meet the requirements of Turkey; therefore, a ＂reformation＂ study became an obligation. The formal education in Turkey starts at the age of 6, when the individual is shaped within the system. Determination of the characteristics of an ideal future citizen of a country should be apprehended at all levels of education and individuals should attain these appreciated characteristics. The reformed science education programs in Turkey aim to guide the individuals to be scientifically and technologically literate. Through enabling an individual, who is in a technological media, to attain the required knowledge, skills and attitudes, the individual should have the ＂science and technology literacy and creative thinking＂ skills. Individuals should recognize the technological environment they live in as well as the dimensions and facilities of technology, and should be aware of the fact that they could make use of these opportunities. In the light of this aim, this study involves the teaching of ＂separating mixtures＂ to 9th grade students in relation with science, technology, society and environment and the examination of its possible effects on students＇ achievement as well as their career choices. The Chemistry Achievement Test and the Career Choice Questionnaire were administered as pre- and post-test to serve as data collection tools. The study concluded that chemistry education in relation with science, technology, society and environment would lead students to choosing different fields for their future careers by changing their perspectives towards science. A significant increase in students＇ chemistry achievement levels was also observed. 相似文献
4.
This paper reports on the instructional practice of teachers who have similar language and culture as their students in a bilingual cluster （Cluster A） involving three schools and seven teachers in delivering the curriculum to year 0 （5-year-old） to year 8 （12/13-year-old） students. The 30-40 minutes baseline observations conducted on teachers＇ instruction during a reading session were part of a Ministry of Education＇s （MOE） professional learning and development project （in progress） to increase student achievement in English literacy in these classrooms through evidence-based in-class facilitation. We hypothesized that teachers in these bilingual classes were perhaps not making optimal use of children＇s prior knowledge, particularly their linguistic and cultural strengths, to increase robust and in-depth oral discussions for understanding the texts during the reading lessons. The baseline observations were coded under exchanges known to enhance reading comprehension and specifically related to vocabulary, checking, incorporation, extended talk, awareness, and feedback, and were analyzed for the purposes of： （a） feeding back to teachers what their instruction looked like; （b） creating discussions around teachers＇ strengths and weaknesses that had arisen out of the instructional and student achievement data; and （c） identifying professional development needs for teachers and their students. It was found that teachers and students＇ discussions around a concept or word were limited and that students＇ oral strengths were not fully optimized for understanding. We report here the first phase involving Samoan teachers teaching Samoan students in Samoan bilingual classrooms. The second phase is in progress with the last phase starting midyear. The findings from these two phases will enable some discussions to be made around shifts in instructional practice, if any, their impact on student achievement and how these might be sustained. 相似文献
5.
This paper examines the view of Nigerian secondary school teachers on the introduction and utilization of e-learning platforms （blackboard, moodle, e-college, Web CT） to support and enhance learning. Six hundred teachers were drawn from 50 different schools in all the education districts located in Lagos state, Nigeria. A 25-item, 5-point likert scale questionnaire was validated and used for the study. The result showed that there was no significant difference in perception based on gender. However, there was significant difference as a result of the school type. Findings further showed that the teachers were of the view that e-learning platforms should be utilized in schools as soon as possible to support learning. Suggestions were given on how to make this feasible in Nigerian schools despite the challenges. 相似文献
6.
Ibrahim Demir Serpil Klllc Ozer Depren 《美中教育评论》2009,6(6):47-52,80
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and examine the contribution of each factor to the explanation of the variance in the students＇ mathematics score using multiple regression analysis. The sample was prepared from students who participated in Programme for International Student Assessment （PISA） in Turkey. These data consisted of 3765 15 year-old Turkish students in 158 schools. The results showed that four factors under study totally accounted for approximately 34 percent of the variance in mathematics achievement. All of the factors had statistically significant effects on the achievement. The findings are very important for Turkish education system because the fact that changing school climate and improving the learning strategies are much easier to achieve than changing background factors affecting students＇ performance. 相似文献
7.
This study presents an example of a music workshop which brought together pupils and students of different music schools, students of musicology, composition and classroom teaching, teachers, professors and composer on the common topics in contemporary music. The purpose of the workshop was to encourage an active and creative participation of everybody involved in a way that went beyond the usual practice used in cultural activities in education. In this respect, the workshop emphasised the importance of the creative expression of experience, ideas and emotions in the field of music. The results of the interview, which were conducted by some of the workshop participants, point out the complex occurrence of various indicators, which at the level of personal and social factors have determined the nature of communication through contemporary music and indirectly influenced the development of competence in cultural awareness and expression. Challenges identified included students＇ lack of musical experiences for contemporary music at all educational levels, the low priority given to contemporary music in schools as well as teachers＇ lack of professional knowledge in this field. The study highlights the need for more experience in contemporary musical language in general and music professional schools. 相似文献
8.
isa Korkmaz 《美中教育评论》2011,(2):177-183
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way. 相似文献
9.
Aysen Bakioglu Cigdem Geyin 《美中教育评论》2009,6(10):1-8
The purpose of this study is to find out how teachers, principals, vice principals and students perceive school safety and how that differs related to school size. 194 educators and 1420 students＇ views were elicited by two self-deviced school safety inventories conducted in 10 state high schools in Istanbul in 2008. Cronbach alpha value for educators＇ safety perception inventory Cronbach was found to be 0.941 and 0.902 for Student School Safety Perception Inventory. Frequency, percentage, t-test, Kruskall Wallis H-analysis and Man Whitney U-techniques were used as statistical analysis. After analysis, it appeared that perceived safety problems in school as disciplines, interpersonal relations, school building, school counseling differ related to school size. When the school size increases, teachers reported that safety problems increase as well. Schools with 500-1000 students were perceived less problematic in discipline and interpersonal relations. Violence, drug dealing, carrying gun, stealing, appeared as common safety problems at schools. Principals and vice principals appeared as more optimistic than teachers in safety problems at schools. Female teachers and principals perceived building related problems, counseling problems more serious then male colleagues. School principals should scrutinize school safety problems, should develop school safety plans comprehensively and should update it regularly. Standards related to school size should be developed and number of students in a particular school should be determined according to those criteria. Social and cultural facilities should be built in connection with the number of students studying at school. Arrangements related to school size should take into account students grade, sex, duty of educators. School environment＇s safety should be paid more attention. 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.
Shamsul H. Mahmud Judith R. Warchal Ayumt Masuchi Rafiq Ahmed Axel Schoelmerich 《美中教育评论》2009,6(7):29-44
The study aimed to assess and compare the values prevalent among the students and teachers of Universities in Bangladesh, Japan, USA and Germany. The sample consisted of 480 students and 236 teachers. The sample included 120 undergraduate students Japan; 120 undergraduate students from Bangladesh; 120 undergraduate students from USA, and 120 undergraduate students from Germany. The faculty sample included 60 teachers from Japan, 60 teachers from Bangladesh; 60 teachers from USA, and 56 teachers from Germany. To identify the value preferences of the individuals a list of 10 values, pro-social, achievement, power over others, security, self direction, otherworldliness, fatalism, narcissism, inner directed, and conservative, based on previous values studies by Singh and Parek were prepared. The first five values were identified in previous studies as functional （Singh, 1975） and other five were identified as dysfunctional （Parek, 1988） in the context of national development of Asian cultures. The results revealed that Bangladeshi students held stronger preferences for values identified as functional values than for those identified as dysfunctional. Japanese students indicated stronger preferences for the values identified as functional values except narcissism. The American students indicated a preference for three of the five values identified as functional but also ranked narcissism and other worldliness as third and fifth preferred values respectively. German student showed a preference for functional values, except narcissism which they also ranked as third. Bangladeshi teachers＇ preferences for functional values were higher than dysfunctional values. Japanese teachers indicated a preference for functional values except narcissism. American teachers preferred functional values except other worldliness. German teachers＇ value preferences were also functional, except for narcissism which they ranked as fifth. Students and teachers in the four countries sampled indicate preferences for values identified as functional with few exceptions. This research suggests that value preferences among university students and teachers are more similar than different, suggesting a homogenizing effect （Boli, 2005） on human values. 相似文献
12.
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
13.
Hutkemri Zulnaidi Effandi Zakaria 《美中教育评论》2010,(1):26-31
The purpose of this study was to determine the effect of information mapping strategy on mathematics conceptual knowledge of junior high school students in Rokan Hulu Riau, Indonesia. The study also examined the relationship between mathematics conceptual knowledge and mathematics achievement. Using a quasi-experimental method, the study was carried out on 132 students from one junior high school in Rokan Hulu Riau, Indonesia. It was completed in 6 weeks. Instruments used in this study were mathematics conceptual knowledge test and mathematics achievement test. The results of this study indicated that there were significant differences in mathematics conceptual knowledge between the information mapping strategy group and the traditional group. It was concluded that using information mapping strategy may impact students＇ conceptual knowledge. There was a relationships between mathematics conceptual knowledge and mathematics achievement. 相似文献
14.
15.
Arslan Selahattin Ozpinar Ilknur 《美中教育评论》2010,(3):34-41
With the reconstruction of the curricula in Turkey, important changes have existed in the activities of education and teaching. That is why it has become an important case of research to determine how much student teachers know about the process of learning-teaching. This study aims to show how are student teachers capable are of planning and applying the process of learning-teaching effectively. Thus, eighteen senior student teachers from the Department of the Primary School Mathematics Teaching at the Education Faculty of a university in Turkey were interviewed in a semi-constructed way. At the end of the study, it was determined that the student teachers knew the activities in the new primary school mathematics curricula, most of them found themselves competent enough to prepare materials and apply them, but they were not competent enough to use mathematics software although they knew them and they were insufficient in the approaches which the new primary school curricula are based on. In light of the results acquired from the study, it is suggested that the student teachers should be taught to use worksheets at the different stages of the lessons through exercises and also they should be informed of how to use the computer programs and the approaches on which the new primary school curricula are based in the environment of learning-teaching. 相似文献
16.
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
17.
Based on the requirements of college English curriculum,college students should have natural and fluent pronunciation and intonation in their oral English.Students’ability to communicate successfully has become an ultimate goal for schools.Therefore,to make some requirements on English teachers’correction strategies toward students’oral errors in the procedure of teaching becomes necessary.Through researching,analyzing the listed examples and making an investigation,the author finds out that there are some problems in English teachers’attitudes and treatment toward college students’oral errors.The author hopes that her analyses and findings could help the teachers to conduct a more appropriate correction strategies which may be helpful for the teachers to manage their classrooms effectively,thus to eliminate the frustrating feelings of the students and to facilitate an efficient interaction between the teachers and the students. 相似文献
18.
LIN Chia-jung Maigo LU Mei-yan 《美中教育评论》2010,7(5):1-11
The city of Taipei has been considered as a leading role of information technology education in Taiwan. However, many questions have been waited to be answered. The purpose of this study was to investigate the current situations and problems of primary school teachers＇ technology-instruction integration. By implementing the approach of cognitive motivators and the human performance technology （HPT） theory, this study also investigated the relationships among teachers＇ cognitive motivators （self-efficacy and task values） and their commitment and effort on technology-instruction integration. The researchers delivered 2,952 questionnaires via Internet, e-mail and airmail in January 2008. Finally, 1,549 questionnaires replied back and turned out to be ok. The findings were described as below. The situation of＂high-tech schools, low-access technology＂ also happened in Taipei primary schools. The time teachers devote to use technology into instruction is about 1-3 hour（s） per week and the level of technology implementation to use was low. Besides, teachers＇ self-efficacy and task values have impact on their commitment and effort on technology-instruction integration. Teachers＇ age and the length of teaching presented opposite correlations with their commitment and effort on technology-instruction integration. Teachers have huge difficulty on comprehending and designing computer-animation related multimedia materials to help students clear their abstract learning concept to concrete. In the future, they hope to take more workshops related with multimedia design principles, how to integrate technology with learning areas, and other multimedia related theories. 相似文献
19.
Eva Osterlind 《美中教育评论》2010,(2):16-27
Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work （100 credits）. The preceding course Special Work （20 credits） was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students＇ development over time are explored. The results throw light on the relationship between different types of projects, grades and students＇ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students＇ difficulties turn out to be more of an educational challenge. 相似文献
20.
Wan Azlinda Wan-Mohamed Mohamed Hafts Yunus 《美中教育评论》2009,6(4):56-61
Generic skills are skills which contribute towards individual＇s effective and successful participation in the workplace. For juveniles, Technical and Vocational Education （TVE） is one of the platforms that provide them generic skills which enable them to compete for job market. The purpose of this study is to investigate the level of generic skills that has been inculcated through TVE on juveniles in one of the juvenile schools in Malaysia, the time the teachers spent on inculcating the skills, and the challenges the instructors face in the process. There are four focuses of the generic skills that are of interest in this study： communication, teamwork, problem solving and technology. Eight teachers and 119 juveniles were chosen as the respondents from the Juvenile School （JS）. The data collected was through a set of questionnaires from the respondents, and these were analyzed by using frequency, percentage and mean score. The findings from this research show that the level of generic skills inculcated as perceived by the juveniles is at a moderate level. The perceived moderate level of skill acquire of the juveniles is justified by the moderate amount of time that the teachers believed they spend in instilling the generic skills. The teachers also suggested that the lack of understanding on what generic skills are is the main reason for not inculcating generic skills at its highest level. In conclusion, generic skills inculcation on juveniles through TVE in Juvenile School is at an average level. Measures have to be taken so that inculcation of generic skills can be increase to a higher level, as these generic skills will benefit juveniles in the labor force market. 相似文献