Native American Adolescent Career Development     

Sherri L. Turner  Richard T. Lapan 《Journal of Career Development》2003,30(2):159-172

Within the framework of Social Cognitive Career (SCCT; Lent, Brown, & Hackett, 1994, 2000), this study examined the associations among career interests, career efficacy expectations, gender, and perceived parent support among Native American and Caucasian middle school adolescents. Consistent with previous research, results indicated that Native American young people had greater interests in Realistic and Conventional occupations, and in occupations that typically require a high-school diploma, a trade school certificate, or 2 years of post high-school education. However, contrary to previous findings, they had as great a range of interests in and self-efficacy expectations for Investigative, Artistic, Social, and Enterprising occupations as Caucasian adolescents, and similarly high levels of interests, efficacy, and perceived parent support for careers typically requiring 4 or more years of post-high school education.  相似文献   

Teaching seasons with hands-on models: model transformation     

Cumhur Türk  Hüseyin Kalkan 《Research in Science & Technological Education》2018,36(3):324-352

The purpose of this study was to examine the effects of using ‘hands-on’ models (HOMs) to teach the subject of seasons – a topic about which students often have misconceptions – on students’ expressed models. To this end, three different HOMs were developed. The study sample consisted of 80 seventh graders (ages 12–13). The study had a quasi-experimental design, and a model with a control group was used. The experimental group and the control group were assigned randomly. The study data were collected using an open-ended question form that was administered three times: pre-instruction, post-instruction and a long time after instruction (permanence). The collected data were analysed using the content analysis technique. Frequencies and percentages were used to analyse the changes in the students’ expressed models. The results of the analyses showed that using HOMs was an effective method for teaching the subject of seasons. It was concluded that whereas teaching with HOMs led the students to a ‘scientific’ model, the teaching method used in the control group led the students to a ‘synthesis’ model. In addition, the learning that occurred in the group taught with the HOMs was found to be more permanent than the learning that occurred in the control group. Based on these results, the use of HOMs to teach astronomy and the generalisation of these models has been recommended. Lastly, issues to consider when teaching the subject of seasons have been outlined.  相似文献   

Applied psychology in the Mangere Guidance Unit: implementing behavioural programmes in the school.     

E.L. Glynn  J.D. Thomas  A.T. Wotherspoon 《International Journal of Disability, Development & Education》1978,25(2):115-126

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The Role of Instruction for Spelling Performance and Spelling Consciousness     

Kim A. H. Cordewener  Fred Hasselman  Ludo Verhoeven  Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153

This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability.  相似文献   

Chinese secondary school students’ conceptions of assessment and achievement emotions: endorsed purposes lead to positive and negative feelings     

Junjun Chen  Gavin T. L. Brown 《Asia Pacific Journal of Education》2018,38(1):91-109

Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character.  相似文献   

Sustainable assessment for lifelong learning     

Tham T.H. Nguyen  Melanie Walker 《Assessment & Evaluation in Higher Education》2016,41(1):97-111

This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning.  相似文献   

The elaboration theory of instruction: A model for sequencing and synthesizing instruction   总被引：1，自引：2，他引：1  

Charles M. Reigeluth  M. David Merrill  Brent G. Wilson  Reginald T. Spiller 《Instructional Science》1980,9(3):195-219

This paper describes a novel instructional model for sequencing, syntheizing, and summarizing subject-matter content. The importance of such models is discussed, along with the need for a significant change in the role of subject-matter structure in instruction. A zoom-lens analogy is presented to facilitate an understanding of the elaboration model of instruction. Some basic concepts and principles upon which the model is based are described. The basic unvarying components of the elaboration model are described. And finally, some variations in the model for different kinds of goals are described. The elaboration model follows a general-to-detailed pattern of sequencing, as opposed to the hierarchically based sequences derived from Gagné-type task analyses.Many of the ideas described in this paper were developed under two projeets, one funded by Brigham Young University in Provo, Utah, and the other by the Navy Personnel Research and Development Center in San Diego, California; however, the ideas expressed do not necessarily constitute the opinions of the funding institutions.  相似文献   

Walsh Operational Matrices for Fractional Calculus and Their Application to Distributed Systems     

C.F. Cheng  Y.T. Tsay  T.T. Wu 《Journal of The Franklin Institute》1977,303(3):267-284

The Walsh operational matrix for performing integration and solving state equations is generalized to fractional calculus for investigating distributed systems. A new set of orthogonal functions is derived from Walsh functions. By using the new functions, the generalized Walsh operational matrices corresponding to √s, √(s²+ 1), e^-s and e^-√s etc. are established. Several distributed parameter problems are solved by the new approach.  相似文献   

Incubator firm failure or graduation?: The role of university linkages     

Frank T. Rothaermel  Marie Thursby 《Research Policy》2005,34(7):1076-1090

One of the theoretically important factors for incubator firm performance is the strength of their linkages to the research university sponsoring the technology incubator. Herein, we focus on two types of university linkages to the sponsoring institution: a license obtained from the university and a link to university faculty, while controlling for incubator firm linkages to non-sponsoring research universities, among other factors. We propose that a university link to the sponsoring institution reduces the probability of new venture failure and, at the same time, retards timely graduation. Further, we suggest that these effects are more pronounced the stronger the university link. Due to the difficulty of obtaining fine-grained longitudinal data, the incubation literature is characterized by a dearth of studies focusing on incubator firm differential performance. We attempt to take a first step towards closing this gap by testing these hypotheses through following 79 start-up firms incubated in the Advanced Technology Development Center at the Georgia Institute of Technology over the 6-year period between 1998 and 2003. We find broad support for the hypotheses advanced.  相似文献   

Opening the ivory tower's door: An analysis of the determinants of the formation of U.S. university spin-off companies     

Albert N. Link  John T. Scott 《Research Policy》2005,34(7):1106-1112

This paper presents findings from an analysis of the determinants of the formation of university spin-off companies within the university's research park. We find that university spin-off companies are a greater proportion of the companies in older parks and in parks that are associated with richer university research environments. We also find that university spin-off companies are a larger proportion of companies in parks that are geographically closer to their university and in parks that have a biotechnology focus.  相似文献