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21.
Many studies of changes in learning approaches have used data from different age groups at one point in time only (Gow and
Kember, High Educ 19:307–322, 1990; Watkins and Hattie, Br J Educ Psychol 51:384–393, 1981) or have analyzed the effects of
just two or three factors using single level analytical techniques (Cano, Br J Educ Psychol 75:203–221, 2005; Duckwall et
al., Res High Educ 32(1):1–13, 1991; Jay and Love, NCSSSMST J 7(2):4–8, 2002; Loo, Educ Psychol, 17(1/2), 1997; Watkins and
Hattie, Hum Learn 4:127–141, 1985; Zeegers, Br J Educ Psychol 71:115–132, 2001). This study employs multilevel modeling as
a more appropriate technique for the analysis of longitudinal data to examine factors influencing changes in the learning
approaches of 153 international undergraduate students over a 3-year period. Specifically, using hierarchical linear modeling
(HLM), the effects of personal values (level-2) on learning approaches and changes in them over time (level-1) are examined.
Results show no changes within students in the deep and surface approaches to learning but a significant decline for the achieving
approach, particularly for students who previously experienced a more formal teaching authority. Furthermore, students’ personal
values in terms of security, achievement and hedonism affect the achieving approach while no effects emerge for the personal
values of tradition, conformity, universalism, self-direction and stimulation. Finally, these effects can be observed while
no significant effects emerge for gender, discipline and ability. 相似文献
22.
In this paper we discuss the concept of the Learning Society in relation to staff working in the NHS (National Health Service) and taking part in formal courses. We outline the changing context within the NHS and draw on evidence from interviews with 38 participants on two courses. While motives for participation in courses were mixed, many staff felt under some pressure to engage in formal courses and in some cases undertook work‐related training in their own time and at their own expense. We conclude by discussing the implications of these findings for the development of a Learning Society. 相似文献
23.
Bobbie Neate 《Literacy》1990,24(3):185-191
A survey of children's information books was carried out and one of the major findings was that the language of the books was very diverse. This language known as register varied greatly in the number of specialist terms used and in the manner in which the author addressed the reader. The research suggests that readers experience diversity of language from a very early age. The research also suggests that the books we use for project work are often not suitable for research and that they fall well short of any standard that is desirable of informative texts. 相似文献
24.
Bobbie Gibson Warash 《Journal of Early Childhood Teacher Education》2013,34(4):437-442
Documentation of children’s projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn how to ask appropriate questions that reveal the progress of the project and then reflect the information onto a panel that preserves the growth of the child’s thinking. Panels are an effective way to help student teachers convey their knowledge about young children and appropriate methods of teaching. 相似文献
25.
Bobbie Kabuto 《Literacy》2018,52(3):137-144
This article explores the concept of narratives of biliteracy or how two bilingual mothers defined biliteracy for their families through the construction of narratives. This study is approached through a theoretical discussion of narratives to investigate how the two families constructed certain versions of their realities as they observed, interpreted and made sense of their children's experiences in reading in two languages. After presenting each family's narrative, this study will explore how underlying these narratives are language‐driven ideologies that allowed each mother to construct different meanings of bilingualism and biliteracy for their families. The findings and conclusion suggest that these language‐driven ideologies were based on how the mothers discussed the positive and negative effects that learning in two languages has on their children's educational and transnational experiences. 相似文献
26.
Do you know which continent looks like an ice cream cone, a capitalA, or a frowning face? Just ask the four-year-olds at the West Virginia University Nursery School, and they'll tell you. Learning the names and shapes of the continents was part of their studies about the globe. 相似文献
27.
Bonds BG 《American annals of the deaf》2003,148(1):38-48
Because workers must be prepared to constantly update their skills and reeducate themselves for new skills, lifelong learning must be a goal for every teacher and student. The curriculum provided during educational experiences should pave the way for attainment of this goal. This is particularly true for deaf and hard of hearing students. School-to-work (STW) has become an umbrella term for activities, experiences and opportunities that prepare students for the world of work, such as youth apprenticeships, mentoring, internships, job shadowing, career exploration, and integration of academic and vocational curriculum. This article provides historical background on STW, laws shaping requirements for STW programs, and research supporting STW components. Recommendations are provided for curricular elements of an STW program, and trends in STW are forecast. 相似文献
28.
Bobbie Kabuto 《The Educational forum》2020,84(3):242-257
AbstractThe research presented in this article analyses 242 written responses to interview questions conducted with families who live in the United States to explore parental perceptions of disabilities. The data were analyzed through a case study methodology and discourse analysis. Findings from this study illustrate how parents drew upon both medical metaphors and sociocultural factors to discuss their perceptions of their or their children’s perceived learning disabilities. 相似文献
29.
Easterbrooks SR Lytle LR Sheets PM Crook BS 《Journal of deaf studies and deaf education》2004,9(2):219-227
In 2000, the 11th Circuit Court provided the largest single award in special education history to date, approximately $2.5 million, to two teenaged students who were deaf. The students were judged to have been denied a free, appropriate public education (FAPE), having spent their academic careers in generic special education classes for students with multiple disabilities without the benefit of access to a communication system; the services of a certified, qualified teacher of the deaf; or related services. This article describes the case from the perspective of FAPE, least restrictive environment, and due process in the presence of guardians who did not understand the implications of the Individual Education Program (IEP) teams' decisions; presents a chronology of the case; explores the implications for various stakeholders; and discusses the catastrophic impact on the social, emotional, communication, and academic development and earning potential of the students. 相似文献
30.
Bobbie Jo Kite 《Psychology in the schools》2020,57(3):402-417
This article explores the journey of eight hearing families of bimodal-bilingual deaf children as they navigate the decision-making process reflecting their beliefs and values about American Sign Language (ASL) and English through their family language policy framework. The resources offered to families with deaf children often reflect a medical view, rather than a cultural perspective of being deaf. Because medical professionals, educators, and specialists who work with deaf and hard-of-hearing children have a strong influence on family members’ opinions, beliefs, and attitudes about being deaf, it is even more crucial to correct misconceptions about ASL and empower families to develop a family language policy that is inclusive of their deaf and hard-of-hearing children. This article informs researchers, teachers, and other professionals about the potential benefits and challenges of supporting the families’ ASL and English language planning policy. 相似文献