共查询到20条相似文献，搜索用时 765 毫秒
1.
Chenoa S. Woods Mariana Preciado 《Journal of Education for Students Placed at Risk》2016,21(2):90-103
Many college and SAT preparation programs are designed to improve the postsecondary success of traditionally marginalized students. In addition to academic preparation, students' social and emotional preparation is important for the transition from high school to college. Mentors can serve as role models and supports to aid students in this development. Using student survey data and hierarchical linear modeling, this study examines the influences of student–mentor relationships within an SAT program setting on students' college attitudes. Results indicate that these relationships can positively influence students' college attitudes, particularly for students who have lower baseline SAT scores. Recommendations for future research and practice are provided. 相似文献
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Despite the research evidence on the effectiveness of collaborative learning (CL), the implementation of this teaching strategy has not yet found a profound place in teaching practice. As a consequence, several studies have investigated teachers’ motives regarding and experiences with the use of CL. Most of these studies concern however senior teachers, whereas new generations of teachers are important actors in the process of educational innovation. Hence, it is crucial to explore novice teachers’ stories about CL implementation: what motivates them to implement this teaching strategy, what hinders them and how do they handle the challenges they are confronted with? The answers to these questions may provide useful information for improving the teacher education curriculum regarding CL. In this respect, the present study intends to study pre-service and beginning teachers’ experiences with CL in classroom practice, after a formal training pertaining to CL as part of their teacher education programme. The aim is to identify the main challenges student and novice teachers encounter when they want to implement CL in their teaching practice, and how they position themselves in these challenges. A qualitative case study design with in-depth interviews in the Flemish context (Belgium) was used to gain access to the particular experiences of each teacher, and to the processes of interpretation and meaning-making that go with those experiences. Participants were interviewed individually one week before graduation (n?=?15). After at least half a year of experience in the teaching profession, 10 participants were interviewed for a second time. In the present study, we present the results from a cross-case analysis, using the method of constant comparative analysis to identify similarities or differences, and to capture recurring patterns within the data. The findings reveal several dilemmas that illustrate the conflicting options teachers are facing in relation to their colleagues, their pupils, the curriculum and in the classroom context when they intend to implement CL. In particular, the following dilemmas were identified: two dilemmas related to professional autonomy (student teachers: teacher autonomy vs. pre-service performance assessment; novice teachers: teacher autonomy vs. institutional conformity), further dilemmas related to teachers’ beliefs about pupils’ readiness for CL vs. evidence about pupils’ readiness for CL, investing in innovation vs. curriculum and job pressure, and pedagogical intentions vs. contextual constraints. In most conflicting situations, student and novice teachers position themselves in the challenge by opting for non-implementation. 相似文献
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The paper examines to whom Portuguese students attribute responsibility for the development of employability, and what extra-curricular activities they undertake to improve their employability. Particular focus lies upon how far students internalise responsibility for employability and if/how they seek to position themselves in the job market. The data was obtained through a survey of 828 Portuguese students. The analysis explored differences among student groups (higher education sector, gender, age and discipline). The attribution of responsibility was primarily to students themselves and to higher education institutions as key vehicles for employability development, echoing the theoretical conceptualisation which sees employability as an individual ability/responsibility. Yet, the observed variations provide empirical support for the conceptualisation of employability as complex and multi-dimensional. The study also revealed relatively high engagement with extra-curricular activities, evidencing that students not only assume responsibility for employability, but are proactively seeking to gain positional advantage in the job market. 相似文献
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Emmi Saariaho Henrika Anttila Auli Toom Tiina Soini Janne Pietarinen Kirsi Pyhältö 《Teachers and Teaching》2018,24(5):538-558
Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know surprisingly little about the emotional landscape of the self- and co-regulation of learning among student-teachers. Hence, in this study, we explore the kinds of academic emotions that primary school student-teachers experience during self- and co-regulated learning. Altogether 19 Finnish primary school student-teachers were interviewed. The data were qualitatively content analyzed. The results showed that both self- and co-regulated learning experiences were emotionally activating. Student-teachers reported primarily positive emotions (80%) in self- and co-regulated learning. The results also showed that positive activating emotions, such as enthusiasm, were emphasized in all regulatory phases: goal setting and task analysis, strategy use and monitoring, and reflection. Our findings on the high frequency of various positive emotions embedded in self- and co-regulated learning confirmed that positive activating emotions are essential elements in student-teachers self- and co-regulated learning. The findings imply that self- and co-regulated learning can trigger a positive cycle in student-teacher learning in terms of both emotions and productive learning. 相似文献
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Serhat Kurt 《Teachers and Teaching》2013,19(2):217-231
This study examined whether teachers prioritize the use of technology. More specifically, this paper focused on how Turkish teachers think about the importance of technology and technological tools for their daily routines. The research design employed both qualitative and quantitative methods. The data were collected through document analyses, interviews, and a survey. The results showed that the following factors lead teachers to prioritize the use of technology in the classroom: (a) globalization, (b) society’s needs, (c) technological literacy, (d) student learning, and (e) practicability. 相似文献
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Christopher Longo 《Clearing house (Menasha, Wis.)》2013,86(2):54-57
High-stakes testing has driven the way that educators deliver instruction. Historically, standardized testing has been in existence since the 1800s, but the impact of accountability was not recognized until the late 1970s. Science educators are trying to balance the requirements of state assessments with creative and meaningful curricula. Inquiry-based science instruction has led the way in assisting students in the process of discovering knowledge for themselves instead of simply being asked to recall information. Inquiry learning promotes creativity by increasing motivation, wonderment, and curiosity. The author proposes that inquiry is the key to enhancing creativity, while still meeting the demands of standardized testing. 相似文献
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小孩子有时候还挺“残忍”的。他们会趁同学不注意把别人身后的椅子拉开,玩游戏的时候搞排斥、欺负弱小的同学或是嘲笑别人,诸如此类等等。如何才能在班里树立一种友好团结的风气呢? 相似文献
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《Technical Communication Quarterly》2013,22(3):291-318
This article takes a critical-analytical perspective on the concept of generational ethics at a corporate university site. Specifically, the article seeks to answer whether or not student-employees between the ages 21-35, commonly referred to as "generation x," hold different ethical stances than their instructors and older employees in the organization. Surveys were distributed to 68 students and 8 instructors at the facility to determine the extent to which students differed on six work-related values. Results indicate that students in the 21-35 age cohort did not exhibit popular expectations for "generation x." However, differences were found in the ways each generation reported work-related values. The study concludes that younger students conflicted with older students and instructors on issues involving organizational values. It is concluded that the younger students had not yet been fully socialized into the dominant organizational values of this company. 相似文献
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《桂林师范高等专科学校学报》2012,26(2)
微格教学前应复习语言教学理论与实践知识,确定微格教学实施方案,撰写教案并开展课前研讨;微格教学中应注意教师教态与角色转变、课堂用语与指令的准确性以及教学决策的合理性;微格教学后应开展评价与反思。微格教学存在的诸如管理不够完善、指导教师认识模糊、评价标准缺乏系统性等问题应引起注意。 相似文献
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This article argues that in the drive to develop e‐learning initiatives in distance learning, simpler ways of supporting students for retention may be overlooked; for example, the linking of students in the form of mentoring and peer support networks. The article reports on three mentoring projects, in the United Kingdom, Korea and New Zealand, and shows that apparent retention gains of up to 20% with a return on investment of the order of magnitude of several hundred per cent may be possible. Whilst accepting the limitations of these studies, the article argues that there needs to be a clearer understanding of the benefits of such initiatives when deciding to invest time and funding in distance education support. It suggests that there is still much mileage to be made out of mentoring and ‘study dating’. 相似文献
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Clare Gartland 《British Journal of Sociology of Education》2015,36(8):1192-1211
Employing students to market higher education (HE) and widen access is established practice in the United Kingdom and other developed countries. In the United Kingdom, student ambassadors are held to be effective in aspiration and attainment-raising work and cited as ‘role-models’ for pupils. The focus of this paper is student ambassador outreach work in STEM (science, technology, engineering and mathematics including medicine) at two contrasting universities. The study deployed ethnography and approaches from across the social sciences to trace and analyse discourses surrounding ambassadors, and to explore their positioning within learning contexts, relationships with pupils and the learning that takes place. Findings indicate that where ambassadors work collaboratively with pupils in contexts with ‘informal attributes’, pupils can identify closely with them. However, in contexts with more ‘formal attributes’, differences, not similarities, are highlighted. Stakeholder interests are found to significantly impact on learning contexts and on ambassadors’ efficacy as HE ‘role-models’. 相似文献
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Siebrich de Vries Ellen P.W.A. Jansen Michelle Helms-Lorenz Wim J.C.M. van de Grift 《欧洲师范教育杂志》2015,38(4):460-483
Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers’ long-term professional lives, this exploratory study investigates student teachers’ participation in learning activities and explores whether it is connected to their own effective teaching behaviours in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their self-reported learning and that this learning relates positively to observations of their effective teaching behaviour. These findings have several implications for teacher education programmes that aim to enhance the likelihood that their student teachers will become career-long learning professionals. 相似文献
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Maria S. Poulou 《Early Childhood Education Journal》2017,45(3):427-435
The study aimed to investigate how teachers’ perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher–student relationships. Teachers’ perceptions of teacher–student relationships and the degree of agreement with students’ perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student–Teacher Relationships Scale-Short Form for 238 students aged 5–6 years old. 170 students were interviewed using the Young Children’s Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers’ perceptions of SEL in positive teacher–student relationships. However, there was no agreement between teachers and students regarding teacher–student relationships. These findings and their implications for research and practice are discussed. 相似文献
15.
Student satisfaction with a course is important because it can contribute to student retention, and it can also be used as
one way to assess faculty effectiveness. This investigative work suggests that course satisfaction among non-traditional,
adult students seeking business degrees is positively influenced by giving attention to four specific service-based factors.
Based on feedback from 1,725 such students and 214 instructors at five institutions of higher education, a service-based model
of course satisfaction is proposed. This model focuses on four manageable variables that are observed as influencing adult
students’ satisfaction with a business course: relevancy of subject-matter, faculty subject-matter competency, faculty classroom
management, and student workload. 相似文献
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《师资教育杂志》2012,38(4):344-358
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs about learning and teaching and participation in learning activities among student teachers, in a school-based teacher education setting for secondary education in the Netherlands. The results indicate that student teachers vary in their beliefs. Structural equation modelling analysis shows that pupil-oriented beliefs are positively related to self-reported participation in learning activities; no relationship emerges between subject matter-oriented beliefs and learning. A cluster analysis reveals two distinct belief profiles, and the findings confirm the relationship to participation in learning activities. Implications for teacher education programmes intended to enhance the chances that their student teachers will become pupil-oriented, career-long learning professionals are discussed. 相似文献
17.
Wietse van der Linden Anouke Bakx Anje Ros Douwe Beijaard Marc Vermeulen 《欧洲师范教育杂志》2012,35(4):401-419
The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A questionnaire (N = 81) was used to measure the students’ attitude and perceptions of the development of their attitude towards research, their perceived development of research knowledge and skills and what parts of the introductory course they perceived to be responsible for these developments. According to the students’ perceptions, the introductory course contributed to the development of both a positive attitude towards research and research knowledge and skills. The students indicated that examples from practice, authentic learning tasks and working in pairs or groups contributed most to the development of their attitude, knowledge and skills. 相似文献
18.
Kamil Özerk 《Scandinavian Journal of Educational Research》2013,57(4):353-367
This article is a result of a small-scale study with the purpose of investigating teacher-student verbal interactions and questioning and students' curriculum-related performance in small and large mainstream classes. In mainstream classes the bilingual students were taught together with their monolingual Norwegian peers. The study shows that there are inter-group and intra-group differences with respect to: (i) teacher-student verbal interaction; (ii) academic questioning; (iii) curriculum-related performance of students in small classes compared with large classes. The bilingual minority students in general, and bilingual minority girls in particular, benefit from civics lessons in small classes more than they do in large classes. It is suggested that by creating rich possibilities for teacher-student verbal interaction and curriculum-oriented academic questioning, small classes can provide conditions for better academic performance in content area subjects, i.e. civics, for bilingual students in general and bilingual girls in particular than do large classes. 相似文献
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Student teachers’ knowledge about children with attention deficit hyperactivity disorder (ADHD) and depression and its relations to reporting experiencing emotions during teaching practice were studied. The participants were 186 teacher education students in Estonia. Student teachers’ general knowledge and confidence in knowledge varied a lot. Knowledge about children with ADHD was generally limited. Knowledge and confidence in knowledge were negatively related to reporting negative emotions (anxiety, anger, shame) experienced during teaching practice. Findings are discussed, taking into account recent changes in scientific knowledge about ADHD and depression and democratic changes in schools. As knowledge of special educational needs has become important due to applying inclusive education, the findings also refer to the need for modifications in teacher education curricula. 相似文献
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Selahattin G?nen 《Journal of Science Education and Technology》2008,17(1):70-81
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics
student teachers (pre-service teachers) had about the terms, ‘‘inertial mass’’, ‘‘gravitational mass’’, ‘‘gravity’’, ‘‘gravitational
force’’ and “weight”. The second was to understand how prior learning affected their misconceptions, and whether teachers’
misconceptions affected their students’ learning. The third was to determine the differences between science and physics student
teachers’ understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes
toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments
included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered
to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil
test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted
of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken,
it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational
force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics
lessons, and their logical thinking level was fairly good. 相似文献