排序方式： 共有29条查询结果，搜索用时 31 毫秒
21.
Profiles of change in motivation for teaching in higher education at an American research university
Adalet B. Gunersel Avi Kaplan Pamela Barnett Mary Etienne Annette R. Ponnock 《Teaching in Higher Education》2016,21(6):628-643
The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional development (PD) program. Qualitative content analysis of the participants’ pre-seminar and post-seminar reflective essays focused on change in the theoretical model’s components – participants’ goals, self-perceptions, epistemological beliefs, and action possibilities – and their alignment. The findings suggested four kinds of change in each component, ranging from dramatic change to reversed change, as well as three general profiles of change labeled ‘Transformation,’ ‘Elaboration’, and ‘Stagnation’. The model proved useful in conceptualizing the change in participants’ teaching-related conceptions and motivation and could provide a guide for future research on teaching motivation and for designing and evaluating teaching PD in higher education. 相似文献
22.
23.
Valerie Farnsworth Irene Kleanthous Etienne Wenger-Trayner 《British Journal of Educational Studies》2016,64(2):139-160
The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research. 相似文献
24.
Etienne Save 《Learning & behavior》1997,25(3):324-334
Rats were trained in the Morris water maze to reach a platform in darkness after they had been provided with some information on their initial location. They were given trials with (1) the light on (light condition) and (2) light followed by darkness (dark condition). In this latter condition, the dark period was preceded by either a brief (short group) or a long (long group) initial light period. Although the rats in the short group first oriented accurately toward the platform, their trajectory rapidly deviated in darkness. In contrast, the rats in the long group were able to navigate accurately over a longer distance, but finally also deviated. In transfer trials, the rats in the short group were less accurate than the rats in the long group in the dark; however, both groups performed well in light. This suggests that navigation in darkness depends not only on the use of recent visual and locomotor memory but also on the activation of an inertia-based navigation process. 相似文献
25.
26.
In view of the lack of work on the understanding of resistance concept, we studied the understanding that high school students (from the eighth to the twelfth grades) were able to develop with regard to the interrelationships between this concept, and the potential difference and current concepts (Ohm's law). In addition, we explored the immediate effects of exposure to electricity courses on the intuitive mastery of these relationships. The participants were presented with information on potential difference and intensity of current and asked to predict the corresponding resistance values. In this current-potential difference context, the resistance concept was difficult to understand. For the majority of participants, resistance was a direct function of both current and potential difference, which is more reminiscent of the concept of power than of the concept of resistance. The systematic teaching of electricity concepts and Ohm's law had only limited, positive as well as negative, effects on the understanding of these relationships. The implications for education are discussed. 相似文献
27.
28.
Ariane S. Etienne Sylvie Joris Lambert Benoit Reverdin Evelyne Teroni 《Learning & behavior》1993,21(3):266-280
In Experiment 1, hamsters started from their permanent home at the periphery of a circular arena and headed to a food source at the center. They then returned, fully laden with food, along a direct path to their home. On control trials, in which no manipulation takes place, visual cues outside the arena and dead reckoning (i.e., updated internal references generated during the outward journey to the food source) controlled the return journey. On experimental trials, the arena, with the hamster in its nest, was rotated by 90°, putting dead reckoning at variance with the distal visual environment. The animals were rewarded for going with dead reckoning. At first, they favored the distal cues, but later most of the subjects switched to using dead reckoning. Thus, hamsters are flexible enough to recalibrate the relative weight that they normally attribute to different sets of spatial cues. In Experiment 2, the reliance on dead-reckoning was greatly enhanced when a cue card at the nest entrance was rotated along with the arena, pitting one proximal cue plus dead reckoning against distal cues. Hence, dead reckoning and external cues seem to reinforce each other through their mutual correlation. 相似文献
29.
A substantial proportion of northern Portuguese adolescents belonging to lower and middle socioeconomic levels plan to eventually migrate abroad. Migratory plans therefore join academic and career plans in forming adolescents' overall personal plans. This paper considers motivations, awareness, and characteristics of 511 8th graders living in Oporto and the Braganca area who stated their intentions to migrate. The intention to migrate proved especially significant in the personal plans of youths from rural areas and of low socioeconomic status. In proportions comparable to that found among migrant workers, unemployment, low pay, and thwarted aspirations fueled the desire to migrate. The percentage of youths firmly committed to relocating increased with age, while overall increased desire to emigrate has been linked to rising domestic unemployment. Respondents were also largely aware of the potential physical, emotional, and psychological problems of living and working abroad. Migration plans were found to directly interfere with students' academic and careers plans. Those planning to migrate were less likely to consider further education and engagement in highly skilled occupations. 相似文献