Research on international students’ experiences abroad has tended to rely on models of adjustment, integration and/or acculturation to describe their (mis-)encounters with different kinds of people (e.g., co-nationals, locals and other international students). This paper proposes to use the more fluid concepts of imaginaries and hospitality, leaving behind stages and phases of adaption and acculturation, and focusing on the influence of the Structure on their experiences. Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university, the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their (mis-)encounters. Culturalist, differentialist and essentialist imaginaries (static and fixed views of Chineseness) are often used to justify the lack of encounters and the “segregation” and somewhat “positive discrimination” that they experienced. However, the paper shows that, amongst others, the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion. Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China, some recommendations are made to solve, at least in part, misconceptions about what interculturality and hospitality entail in the internationalization of higher education. 相似文献
During the past twenty years, research, curriculum development, and instruction in science education have been influenced by Gagne's conception of science processes. This article reports an investigation of the epistomologic foundations of this conception. The results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. A major tenet of this commitment is that conceptual knowledge results from the application of science processes in understanding natural phenomena and solving problems. Criticism of the commitment in light of recent developments in the philosophy of science reveals that there is limited philosophical support for this view. The implication is that if science educators continue to use the presently held view of science processes, the conception needs to be reformulated. Otherwise, there is a clear danger that students will be presented an inaccurate and inadequate view of science processes. The alternative is to view the exact nature of science processes as being dependent upon the conceptual knowledge that is used to understand a particular phenomena or problem. 相似文献
Two experiments were conducted to determine if contextual stimuli used as S2 in a higher-order differential conditioning procedure would control the performance of rats. Discrete stimuli were first paired with footshock in a separate training context. During second-order training, a shock-associated discrete stimulus was presented in one of two discriminable observation chambers. Over 4 days of training, subjects engaged in more freezing in the context associated with an excitatory discrete S1, relative to a context in which no discrete stimulus, or a stimulus that had been explicitly unpaired with shock delivery, was presented. After acquisition of the second-order discrimination, animals were returned to the original training context where they received a “signaled inflation” treatment designed to change the current value of S1, and the US. This postconditioning manipulation did not selectively affect performance of defensive freezing or conditional analgesia in S2. 相似文献
It is of course very difficult to accurately project important characteristics of the future state of any rapidly evolving field, and the field of authoring systems for computer‐assisted instruction (CAI) is no exception. However, strong trends in evolving CAI systems of today would seem to indicate some important characteristics of the software systems underlying tomorrow's automated instructional systems. Under the premise that form follows function, this paper will explore the functional impetus of some of the most important trends extant in terms of their roots in a powerful, emerging technology of instructional design. This technology promises to complement the advancing hardware and software technologies, by supplying that sine qua non of successful instructional materials. It is inevitable that systems of the future will make (and indeed are making) significant accommodations of this vital technology as it matures, and therefore some important characteristics of tomorrow's systems can be predicated upon what is already known of this technology of instructional design. 相似文献
This special issue on the effects of constructivist learning environments is based on a symposium organized during the last annual meeting of the American Educational Research Association in Chicago. The studies in this issue not only provide an overview of the multitude of forms a constructivist learning environment can take, they also provide the reader with an overview of recent advances in this domain of research. The present discussion article provides a critical reflection on the studies in this special issue and tries to identify their prospects and limitations. 相似文献
This study focuses on an under-researched area, namely the fulfilment of basic psychological needs of student teachers during their first teaching experiences. Based on the Self-determination Theory of Ryan and Deci [(2002). Overview of self-determination theory: An organismic dialectical perspective. In E.L. Deci, R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester: The University of Rochester Press] and the work of Epstein [(1998a). Cognitive-experiential self-theory: A dual-process personality theory with implications for diagnosis and psychotherapy. In R.F. Bornstein, J.M. Masling (Eds.), Empirical perspectives on the psychoanalytic unconscious (pp. 99–140). Washington, DC: APA; (1998b). Constructive thinking: The key to emotional intelligence. Westport: Praeger], it could be demonstrated that need fulfilment has a strong influence on student teachers’ teaching experiences, especially in a non-rational way, for instance through feelings and images. Thwarting of the needs appears to be correlated with images showing fight, flight, and freeze tendencies, whereas need fulfilment concurs with flow tendencies. The fulfilment of the need for competence, relatedness, and autonomy in student teachers is considerably less than in experienced teachers. We discuss the consequences for research in this field, and recommendations for teacher education. 相似文献
In a study of student teachers' concerns, a combination of image‐based and more traditional research techniques was used. The first year student teachers appeared to be most concerned about matters that, in their view, form the core task of teaching, such as ‘selecting and teaching content well’, ‘motivating pupils to learn’ and ‘adapting myself to the needs of different pupils’. They are less concerned about matters that are not central to the immediate task of teaching or that they, as student teachers, cannot influence. In line with other research, their concerns remained reasonably stable during their first year of teaching. Drawings appeared to be a reasonably reliable and valid means of assessing concerns and seemed to elicit a specific type of information when compared with more widely used research techniques such as the card sorting technique and interviews used in this research.
Dans une étude concernant les préoccupations d'étudiants futurs enseignants, plusieurs techniques de recherche diverses ont été utilisées: des techniques basées sur l'image et d'autres plus traditionnelles. Les étudiants de première année se révèlent plus sensibles à des choses qui, à leur sens, constituent l'essence même du travail de l'enseignant comme ‘bien choisir et enseigner un contenu’, ‘motiver les élèves à apprendre’ et ‘s’adapter aux divers besoins des élèves'. Ils s'avèrent en revanche moins concernés par des sujets ne jouant pas immédiatement un rôle central ou direct dans la mission d'enseigner ou sur lesquels, en tant que futur enseignant encore en cours de formation, ils n'ont pas d'influence. Comme l'étayent d'autres recherches, ces préoccupations restent plutôt stables au cours de leur première année d'expérience pratique dans l'enseignement. Les dessins se sont avérés être des moyens assez fiables et valables pour l'évaluation des préoccupations et permettant d'extraire un type d'information spécifique par rapport à d'autres techniques de recherche auxquelles il est plus fréquemment fait appel comme le tri de cartes ou l'interview, également utilisées lors de cette étude.
En un estudio sobre las preocupaciones de los estudiantes de profesorado, se usó una combinación de técnicas de investigación basadas en imágenes y otras técnicas más tradicionales. Parece ser que durante el primer año, a los estudiantes de profesorado les preocupan sobre todo los temas que en su visión constituye la tarea central de la enseñanza, como por ejemplo ‘seleccionar y enseñar bien el contenido’, ‘motivar a los alumnos a aprender’ y ‘adaptarme a las necesidades de diferentes alumnos’. Les preocupan menos los asuntos no tan directamente relacionados con la enseñanza, o en los que ellos, como estudiantes de profesorado, no pueden influir. En línea con los resultados de otros estudios, sus preocupaciones permanecieron estables durante el primer año de enseñanza. El método de los dibujos demostró ser fiable y válido para evaluar las preocupaciones, y parecía generar un determinado tipo de información en comparación con técnicas más ampliamente usadas, como la técnica de clasificación de cartas y las entrevistas, que también se aplicaron en este estudio.
In einer Studie über die Interessen von Lehrern im ersten Studienjahr wurde eine Kombination aus visuellen und traditionelleren Forschungstechniken gewählt. Die Studenten des ersten Jahres scheinen am meisten an Dingen interessiert zu sein, die ihrer Ansicht nach zu den Kernaufgaben des Lernens gehören, wie zum Beispiel ‘richtige Auswahl und Vermittlung des Wissens, ‘motivierung von Schülern zu lernen’ und ‘meine Anpassung an die Bedürfnisse der jeweiligen Schüler’. Sie sind weniger interessiert an Dingen, die nicht zu der unmittelbaren Lehrtätigkeit gehören oder die sie als Student nicht beeinflussen können. Im Rahmen anderer Forschungstechniken waren ihre Interessen im ersten Studienjahr ziemlich konstant. Zeichnungen erwiesen sich als angemessenes und gültiges Mittel zur Bewertung der Interessen und führten zu einer bestimmten Art von Informationen, wenn man Vergleiche mit den weiterverbreiteten Forschungstechniken wie Card‐Sorting‐Technik und Interviews anstellt, die in dieser Forschung angewandt werden. 相似文献
This article presents the action‐motivation matrix and uses it to identify and examine four basic positions people take with respect to the problems they encounter in the workplace. The matrix arrays reactive‐proactive actions against approach‐avoidance motivation resulting in four cells labeled Firefighter, Early Bird, Phantom, and Artful Dodger. The matrix provides insight, guidance, and ideas to individuals, management, and performance improvement professionals in their efforts to better understand and manage problem‐solving behavior. 相似文献
