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ABSTRACTWorking within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally occurring types of homeschool-learning environments parents (N = 457) have created. Measures of support for student autonomy, mastery goal structure, and use of conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of parental need satisfaction, efficacy, student academic engagement, teaching practices, and demographics were used to identify significant differences among homeschooling motivational profiles. A five-cluster solution best fit the data: a high need support profile, low need support profile and three profiles of mixed need support. In general, the high need and mixed need support profiles were associated with higher student engagement, need satisfaction, efficacy for homeschooling, and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support profile was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (N = 29) reported significantly less need satisfaction and were significantly more represented in the low need support profile. These findings point to the utility of self-determination theory for characterizing the motivational environments of homeschools. 相似文献
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Fritz Kubli 《Interchange》2010,41(4):315-321
Reflection on several decades of science teaching at the secondary-school level leads to the strong suggestion that a theory
of science education should be based on arguments emanating from insights into the process of meaningful communication in
the light of modern epistemology. These arguments show that the teacher’s personality and engagement with the subject is a
major source of interest and devotion of students who try to understand the presented ideas. An analysis of the conditions
of this engagement leads to a vision for a future understanding of the teaching process, especially in science teaching. 相似文献
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Haina H. Modi Megan M. Davis Wendy Troop Gordon Eva H. Telzer Karen D. Rudolph 《Child development》2023,94(2):529-543
To examine whether need for approval (NFA) and antisocial behavior (ASB) moderate the effects of socioemotional stimuli on cognitive control, 88 girls (Mage = 16.31 years; SD = 0.84; 65.9% White) completed a socioemotional Go/No-go and questionnaires. At high approach NFA, girls responded more slowly during appetitive than control (b = −8.80, p < .01) and aversive (b = −5.58, p = .01) trials. At high ASB, girls responded more slowly (b = −6.12, p = .02) and less accurately (OR = 1.11, p = .03) during appetitive than aversive trials; at low ASB, girls responded more slowly during aversive than control trials (b = −4.42, p = .04). Thus, both context and individual differences influence adolescents' cognitive control. 相似文献
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Nowadays Linguistics is developing fast in China.As an independent subject it focuses on the using of language and the context.Though all its branches,Pragmatics is the on which mainly studied the deep meaning of words.In daily life,we were taught to be honest but sometimes if we use lies properly we can have a better communication,such as we can realize encouragement,persuasion,refuse etc. 相似文献
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Seyyed-Abdolhamid Mirhosseini Narges Badri 《Changing English: An International Journal of English Teaching》2018,25(3):286-299
While English is embraced worldwide as a global means of communication, its teaching and learning is a contested arena of contacts between the so-called English native-speaker culture and local learner cultures. In this study, we investigate Iranian university students’ viewpoints on the necessity and justifications for learning English and their awareness of international policies of promoting this language. A group of 855 male and female students of different fields of study at six major universities of Tehran responded to a researcher-made questionnaire and 28 participants were interviewed for more in-depth explanations about their standpoints. The findings indicate that the participants are in absolute favour of learning the English language as an undeniable necessity as a multifaceted communicative instrument. Moreover, they seem to have limited sensitivity to the potential sociopolitical functioning of English and the policies and plans for promoting the teaching and learning of this language around the world. 相似文献
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Imagine yourself as an astronaut flying high above the Earth.The most important thing in your spaceship is not your camera or your radio.The most important thing you have is your garden,where you grow food to eat and air to breathe.Growing air?Well,that isn't exactly what happens.But plants do take carbon dioxide from the air and use the light and water that help them grow to make oxygen.Take a deep breath. That came from a plant!It took 1.5 billion years of plants making oxygen before there was enough oxy- gen for us to breathe. 相似文献
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Andrea Klaeijsen Marjan Vermeulen Rob Martens 《Scandinavian Journal of Educational Research》2018,62(5):769-782
Teachers’ innovative behaviour and professional development are important aspects of high-quality education. It is often thought that motivation influences teachers’ innovative behaviour and professional development. The main purpose of this study is to gain more insight into motivational processes contributing to teachers’ innovative behaviour. Using Self-Determination Theory, both intrinsic motivation and basic psychological need satisfaction are addressed. From an organizational psychology perspective, occupational self-efficacy is also included in the hypothesized model. Online survey data from teachers in primary, secondary, and vocational education in the Netherlands (n?=?2,385) are analysed using structural equation modeling. Results show that basic psychological need satisfaction affects both intrinsic motivation and occupational self-efficacy, and that the latter strongly supports innovative behaviour. 相似文献
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It was my first day at school.I felt nervous and scared.I went to all my classes with1friends.I felt like no one2.I listened3to all the lessons and waited for lunch4at one. 相似文献
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Data from a survey of 2,431 students attending high schools in Hawaii indicated that students agreed with their parents’ wishes for post-high school occupation. Females tended to choose more academic post-high school destinations than males. An inverse relationship between academic high school curricula and post-high school academic goals was found, probably due to the fact that females were academically upwardly mobile. The need for financial assistance tended to decrease academic aspirations. It was concluded that knowledge of parental values, differences in academic aspirations between males and females, financial need, and a student’s high school curriculum would be valuable in helping students select post-high school destinations. 相似文献
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With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to judge whether a person or a product is creative or not, originality and usefulness. Organized according to Rhodes’s 3 P conceptualization of creativity—person, process, product, and press—more than 40 assessments used in creativity research were reviewed. Familiarity with the definitions, views of, and measurement of creativity can help teachers recognize and foster creativity in their students. 相似文献
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With customers regularly switching mobile services and upgradingtheir phones,discarded cell phones are going to incinerators(焚化炉)andlandfills(填埋池)in record numbers,as environmental pollution increases. But now users can donate unwanted phones to charities or recyclethem.“A simple recycled cell phone can have profound ramifications(ef-fects),”said Seth Heine,president of Atlanta-based Collective Good Inc, 相似文献
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Bettencourt Genia M. George Mwangi Chrystal A. Green Keisha L. Morales Daniel Morales 《Innovative Higher Education》2022,47(3):453-470
Innovative Higher Education - Career and technical education (CTE) and college preparation curriculum in high school are often treated as mutually exclusive options rather than integrated,... 相似文献
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Slava Kalyuga 《Educational Psychology Review》2011,23(1):1-19
Cognitive load theory has been traditionally described as involving three separate and additive types of load. Germane load
is considered as a learning-relevant load complementing extraneous and intrinsic load. This article argues that, in its traditional
treatment, germane load is essentially indistinguishable from intrinsic load, and therefore this concept may be redundant.
Contrary to extraneous and intrinsic load, germane cognitive load was added to the cognitive load framework based on theoretical
considerations rather than on specific empirical results that could not be explained without this concept. The design of corresponding
learning activities always required methods and techniques external to the theory. The article suggests that the dual intrinsic/extraneous
framework is sufficient and non-redundant and makes boundaries of the theory transparent. The idea of germane load might have
an independent role within this framework if (as recently suggested by John Sweller) it is redefined as referring to the actual
working memory resources devoted to dealing with intrinsic rather than extraneous load. 相似文献
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‘We teach all hearts to break’ was graffiti spray painted on a school building in London's Notting Hill Gate in 1968/69 by the Situationst-influenced group King Mob cited by two former members in Paddington Bear (1988). ‘Once upon a time there was a place called Nothing Hill Gate.’ Retrieved Sept. 30, 2011, from http://www.revoltagainstplenty.com/index.php/recent/34-archivelocal/120-once-upon-a-time-in-notting-hill 相似文献
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Pey-Yan Liou Allison Kirchhoff Frances Lawrenz 《Journal of Science Teacher Education》2010,21(4):451-470
This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools.
The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis,
and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses
indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification
program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies
should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage
this commitment not just to become certified. 相似文献