Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours     

Jeanette Lyn Fung Choy  Glen O’Grady  Jerome I. Rotgans 《Instructional Science》2012,40(1):159-172

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.  相似文献   

Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science     

Huei Lee  Chiung-Fen Yen  Glen S. Aikenhead 《Research in Science Education》2012,42(6):1183-1199

This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students?? non-Indigenous teacher played a central role in developing a science module ??Measuring Time?? that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students?? pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in ??Measuring Time??. Students?? increased interest and pride in their Amis culture were noted.  相似文献   

Evolution of football match analysis research     

Aaron J. Coutts 《Journal of sports sciences》2014,32(20):1829-1830

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Brief statement of explanation     

John O. Greene  Glen G. Sparks 《Communication quarterly》2013,61(2)

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Informal Mentors and Education: Complementary or Compensatory Resources?     

Erickson LD  McDonald S  Elder GH 《Sociology of education》2009,82(4):344-367

Few studies have examined the impact that mentoring (i.e., developing a special relationship with a non-parental adult) has on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youth to compensate for a lack of social resources or promote inequality by serving as a complementary resource for advantaged youth. Results from a nationally representative sample of youth show (1) a powerful net influence of mentors on the educational success of youth and (2) how social background, parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox-that informal mentors may simultaneously represent compensatory and complementary resources. Youth with many resources are more likely than other young people to have mentors, but those with few resources are likely to benefit more from having a mentor-particularly teacher mentors-in their lives.  相似文献   

The political economy of post-secondary education: a comparison of British Columbia,Ontario and Québec   总被引：1，自引：0，他引：1  

Donald Fisher  Kjell Rubenson  Glen Jones  Theresa Shanahan 《Higher Education》2009,57(5):549-566

A policy sociology approach is taken to examine the connections between neo-liberalism, post-secondary provincial education (PSE) policy in Canada and the impact of those policies. Our thesis regarding the broad political economy of PSE is that over the last two decades the adoption of this ideology has been a major cause of some dramatic changes in these policies and has brought about a fundamental transformation of PSE in Canada. The discussion builds on a comparative, multiple, nested case study conducted at the provincial (Québec, Ontario and British Columbia) and national level. Through the analysis of key provincial and federal documents, the team concludes that five themes dominated the PSE policy-making process. These themes are Accessibility, Accountability, Marketization, Labour Force Development and Research and Development. In discussing these themes, we illustrate their impact on and within the three provincial PSE systems: BC, Ontario and Québec. In the conclusion, we place the changes in their political and economic contexts and explicate the intended and unintended consequences of these policy priorities. We argue that the pressure for access has led to the emergence of new institutional types, raising new questions about differentiation, mandate and identity and new lines of stratification. A trend toward vocationalism in the university sector has coincided with ‘academic drift’ in the community college sector, leading to convergences in programming and institutional functions across the system, as well as competition for resources, students, and external partners. Unprecedented demand has made education a viable industry, sustaining both a proliferation of private providers and a range of new entrepreneurial activities within public institutions. Levels and objectives of public funding have swung dramatically over the period. Public investments in PSE, in the form of capital grants and tuition subsidies, have alternately expanded and contracted, being at some times applied across the board and at others targeted to specific social groups or economic sectors. Likewise, policymakers have treated PSE at times as a mechanism for social inclusion and equality, at others as an instrument for labour force development, and at yet others as a market sector in its own right.

Donald FisherEmail:

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The Idea of a Canadian University     

Glen A. Jones 《Interchange》1998,29(1):69-80

There are both temporal and socio-political dimensions to the idea of the university. Higher education in Canada has evolved to the point where there is a Canadian idea of what a university is and should be. This idea includes the notion of the university as a public, autonomous, secular, degree-granting institution. Given the nature of external pressures and the vulnerability of the university, it is important to discuss and debate those principles that tell us what the Canadian university should or could be.  相似文献   

Cultural dimensions of learning   总被引：1，自引：0，他引：1  

Glen A. Eyford 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(2):195-205

How, what, when and where we learn is frequently discussed, as are content versus process, or right brain versus left brain learning. What is usually missing is the cultural dimension. This is not an easy concept to define, but various aspects can be identified. The World Decade for Cultural Development emphasizes the need for a counterbalance to a quantitative, economic approach. In the last century poets also warned against brutalizing materialism, and Sorokin and others have described culture more recently in terms of cohesive basic values expressed through aesthetics and institutions. Bloom's taxonomy incorporates the category of affective learning, which internalizes values. If cultural learning goes beyond knowledge acquisition, perhaps the surest way of understanding the cultural dimension of learning is to examine the aesthetic experience. This can use myths, metaphors and symbols, and to teach and learn by using these can help to unlock the human potential for vision and creativity.

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Zusammenfassung Wie, was, wann und wo wir lernen wird häufig diskutiert, ebenso Inhalt gegen Methode oder Lernen mit linker Hirnhälfte gegenüber Lernen mit rechter Hirnhälfte. Im allgemeinen fehlt jedoch die kulturelle Dimension. Dies ist kein leicht zu definierender Begriff, aber es lassen sich verschiedene Aspekte feststellen. Die Weltdekade für kulturelle Entwicklung betont die Notwendigkeit eines Gegengewichts zu einer quantitativen wirtschaftlichen Annäherung. Im letzten Jahrhundert haben auch Dichter vor einem verrohendem Materialismus gewarnt, und in jüngerer Zeit haben Sorokin und andere Kultur als zusammenhängende, durch Ästhetik und Institutionen zum Ausdruck kommende, Grundwerte beschrieben. Blooms Taxonomie beinhaltet die Kategorie affektiven Lernens, das Wertvorstellungen innerlich aufnehmen läß. Wenn kulturelles Lernen über den Erwerb von Wissen hinausgeht, ist vielleicht der sicherste Weg zum Verständnis der kulturellen Lerndimension eine Untersuchung der ästhetischen Erfahrung. Dazu können Mythen, Methaphern und Symbole verwendet werden, und mit diesen zu lehren und zu lernen kann dazu beitragen, das menschliche Potential an Vorstellungsvermögen und Kreativität'zu erschließen.

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Résumé On discute fréquemment de la manière dont on apprend, de ce que l'on apprend, quand et où, de la même façon qu'on discute du contenu et du processus, ou bien de l'apprentissage de l'hémisphère droit et de l'hémisphère gauche. La dimension culturelle fait souvent défaut dans cette discussion. Ce concept n'est pas aisé à définir, mais on peut en identifier plusieurs aspects. La Décennie mondiale du développement culturel souligne qu'il est nécessaire d'apporter un contrepoids à l'approche économique et quantitative. Au siècle dernier, les poètes aussi ont mis en garde contre le matérialisme brutal, et, plus récemment, Sorokin a décrit avec d'autres la culture en termes de valeurs fondamentales cohérentes exprimées par l'esthétique et les institutions. La taxonomie de Bloom inclut la catégorie de l'apprentissage affectif, qui assimile les valeurs. Si l'apprentissage culturel transcende la simple acquisition de connaissances, le moyen le plus sûr de comprendre la dimension culturelle de l'apprentissage est peut-être d'examiner l'expérience esthétique. Celle-ci peut faire appel aux mythes, aux métaphores et aux symboles, et il se peut que l'enseignement et l'apprentissage fondés sur ces derniers contribuent à libérer le potentiel humain de vision et de créativité.

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Remediation of student-specific misconceptions relating to three science concepts     

Alan K. Griffiths  Kevin Thomey  Bren Cooke  Glen Normore 《科学教学研究杂志》1988,25(9):709-719

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Getting learning under control     

Glen Evans 《The Australian Educational Researcher》1988,15(1):1-17

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