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21.
Research in Higher Education - Given a revived national discourse about rural populations, more educational research on rural students is necessary, including ways that rural students transition to... 相似文献
22.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
23.
Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision. 相似文献
24.
Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables. 相似文献
25.
Catherine A Odora Hoppers 《Compare》2001,31(1):21-38
An end-of-century critique of the political and economic assumptions underlying five decades of international development assistance conceives it as a system of structural violence that prevented the people of Africa from realising post-colonial self-reliance. New impoverishment through neo-liberal democratisation and the conditionalities attached to structural adjustment, is reducing the quality of life through cuts in hard won economic, social and educational opportunity and their liberatory potential. Moving beyond schooling for sub-ordinate roles in the new society is the current conceptualisation of humans as depoliticised resources interfacing the machines of capitalist enterprise. This links to aid inspired capacity-building initiatives, which undermine the abilities of organisations and states to sustain essential routines and initiate indigenous innovation. At the same time, the victims of colonial and neo-colonial oppression, particularly women and peasants, as victims of other people's progess and mal-development, have unparalled holistic and ecological knowledge of what the production and protection of life is all about. From a post-victimology perspective, theirs are the new voices for liberation and transformation. 相似文献
26.
Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media. 相似文献
27.
Catherine Milne Kathryn Scantlebury Tracey Otieno 《Cultural Studies of Science Education》2006,1(2):325-352
This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program. 相似文献
28.
Quinn M. Pearson 《Journal of Career Development》1992,19(1):13-24
Conclusion This leisure counseling model provides a general framework for the counseling process rather than a strict guideline. While some clients may progress orderly through the stages, other clients may move back and forth amongst different stages. The specific counseling needs of each client should guide the client's progress through the model accordingly. In short, within the model's framework the counseling process has a great deal of flexibility.The purpose of this article has been to emphasize the importance of leisure counseling for addicted persons and to present a corresponding model that can supplement existing programs and support groups. Thus, the model is designed in such a way that it can be implemented in either individual or group settings. Whatever the particular application of this leisure counseling model, it adds an important extra dimension to existing addiction treatment approaches.The importance of leisure counseling for addicted persons in recovery cannot be overemphasized. Because the addiction was the center of their lives, recovering addicts must forge a new lifestyle without their drug of choice: their best friend and greatest source of security and reassurance. Recognizing their struggle, the addiction leisure counseling model should help counselors facilitate this transition by enabling addicted clients to begin using leisure to satisfy many of their unmet needs. 相似文献
29.
Frances K. Stage 《Research in higher education》1989,30(5):517-530
The academic and social integration of college students has been the focus of much recent research. The Tinto model of college student withdrawal focused on the constructs as explanation for commitment to goals and persistence. Research results suggested that perhaps reciprocal relationships existed between academic and social integration. Significant influences from academic integration to social integration and vice-versa indicated differing reciprocal effects for males and females. 相似文献
30.