Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools     

Süleyman Nihat Şad  Özlem Göktaş 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):606-618

The purpose of this research was to investigate preservice teachers' perceptions about using m‐phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m‐phones as m‐learning tools. In terms of limitations the situation was balanced for laptops and m‐phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m‐phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m‐learning, especially m‐learning through m‐phones.  相似文献   

Explaining Health and Social Care Students' Experiences of Meaningfulness in Vocational Education: The Importance of Life Goals,Learning Support,Perceived Competence,and Autonomous Motivation     

Karin Støen Britt Utvær 《Scandinavian Journal of Educational Research》2014,58(6):639-658

The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and different types of autonomous motivation are associated with students' experiences of meaning. The sample consisted of health and social care students (N?=?405) in upper secondary school. The results indicated that intrinsic goals encouraged meaningfulness in all subjects, whereas extrinsic goals related to perceived meaninglessness in vocational subjects. Learning support, perceived competence, and autonomous types of motivation all have a positive link to students' experiences of meaning, either directly or indirectly.  相似文献   

Inequality in social capital: social capital,social risk and drop-out in the Turkish education system     

Zeynep Cemalcilar  Fatoş Gökşen 《British Journal of Sociology of Education》2014,35(1):94-114

This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student–mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher–student interactions as well as parental involvement in school, significantly and positively contributes to adolescents’ likelihood of staying in school even in the presence of severe social inequalities.  相似文献   

Pre-service primary teachers’ shame experiences during their schooling time: characteristics and effects on their subject-choices at university     

Jenßen  Lars  Möller  Regina  Eilerts  Katja  Roesken-Winter  Bettina 《Educational Studies in Mathematics》2022,110(3):435-455

Educational Studies in Mathematics - Emotions play an essential role in pre-service teachers’ competence development, particularly in mathematics. However, the emotion of shame in mathematics...  相似文献   

1. Horst Rode: Schuleffekte in der Umwelterziehung. Mehrebenenanalyse empirischer Daten und pädagogische Folgerungen (Europäische Hochschulschriften-Pädagogik, Bd. 672)     

Bernhard Claußen 《Zeitschrift für Erziehungswissenschaft》2001,4(1):137-138

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Multiple Employment Issues at the “Babeş‐Bolyai” University in Cluj‐Napoca,Romania: A Case Study     

Paul Şerban Agachi 《Higher Education in Europe》2006,31(3):309-315

This paper approaches the multiple employment issues in Romanian Higher Education with a special focus on “Babe?‐Bolyai” University (BBU) in Cluj‐Napoca. There are 119 higher education institutions in Romania and it is becoming increasingly common for the academic staff to have at least two to three paid teaching loads, while undertaking almost no relevant, internationally recognized, research. The paper analyses the environment in which BBU is acting; the dangers of decreasing the quality of teaching and research/services; possible types of desirable multiple employment and the measures taken to diminish the consequences of undesirable multiple employment.  相似文献   

Interplay of motivational and cognitive strategies in predicting self‐efficacy and anxiety     

Yes¸im Çapa Aydin  Esen Uzuntiryaki  Betül Demirdögˇen 《教育心理学》2011,31(1):55-66

The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly.  相似文献   

“四维”与“五德”历久弥新的中华传统荣辱观     

朱国恩 《锦州师范学院学报(哲学社会科学版)》2006,28(6):102-105

荣辱观念古来有之，古代思想家历来十分重视荣辱观念。先秦诸子的“四维”（礼、义、廉、耻）与“五德”（仁、义、礼、智、信），就是中华传统“知荣明耻”的试金石。  相似文献   

The MacWilliams identity for m-spotty Rosenbloom–Tsfasman weight enumerator     

Mehmet Özen  Vedat Şiap 《Journal of The Franklin Institute》2014

The communication systems and disk or tape memory can sometimes cause clusters of errors, namely burst errors. There have been many designs in order to detect and even correct such errors. Recently, a new class of codes called m-spotty byte error correcting codes has found applications in high speed memory systems that employ random access memory chips wide Input/Output data, especially at 8, 16, or 32 bits. The MacWilliams identity provides the relationship between the weight distribution of a code and that of its dual code. Also, an interesting new metric called Rosenbloom–Tsfasman metric has been studied as an alternative metric for linear codes recently. In this paper, we combine these two interesting topics and introduce the m-spotty Rosenbloom–Tsfasman weights and the m-spotty Rosenbloom–Tsfasman weight enumerator of a binary code. Moreover, we prove a MacWilliams identity for the m-spotty Rosenbloom–Tsfasman weight enumerators.  相似文献   

中医药院校不同类型大学生SCL-90的差异研究     

蔡青  黄淑芸  王洪武  步怀恩  周涛  范筠娜  苗戎 《科教文汇》2014,(22):92-93

目的：院调查比较中医药院校不同类型大学生心理健康状况的差异,为心理卫生工作提供更详尽的参考资料。方法院采用SCL-90对不同类别中医药院校大学生进行调查及统计学分析。结果院大学生总体心理问题检出率为19.2%;除敌对因子外,內向型大学生各因子及总均分显著高于外向型和内外兼有型大学生,非独生子女大学生抑郁、人际敏感、恐怖和精神病性因子及总均分显著高于独生大学生。结论院中医院校大学生心理健康有其独特性,应该充分考虑不同性格、独生和非独生以及不同性别等因素,有区别地对其进行心理健康教育。  相似文献