排序方式： 共有64条查询结果，搜索用时 15 毫秒
21.
The authors examine endogenous peer effects, which occur when a student's behavior or outcome is a function of the behavior or outcome of his or her peer group. Endogenous peer effects have important implications for educational policies such as busing, school choice and tracking. In this study, the authors quantitatively review the literature on endogenous peer effects through the use of meta-analytic methods. They find a significant and positive endogenous peer effect. It appears to be a genuine empirical effect but is dependent on the measure of educational outcomes, the peer group, publication status, and publication year. 相似文献
22.
The study of social cognitive theory has involved a number of inquiries, notably one of which concerns the formation and development of self-efficacy beliefs. Social cognitive theory indicates that we form our self-efficacy beliefs from four major sources of information: enactive performance accomplishments, vicarious experiences, verbal persuasion and emotional and physiological states. We advance this tenet by exploring across four occasions, and the four sources of information in the context of elementary school learning. Two cohorts of participants, at level 2 (N?=?352 3rd–4th grade students) and level 3 (N?=?264 5th–6th grade students), answered a Likert’s-scale inventory that we developed and used in a previous study. We proposed and tested a number of a priori models using LISREL 8.80. Furthermore, factorial invariance analyses of the inventory were performed, a posteriori, to determine the stability/instability of the four sources of information. 相似文献
23.
The topic of silence and ‘the Chinese learner’ has been extensively studied often in relation to cross-cultural adjustment, intercultural issues, learning styles, language ability and differences of classroom expectations. These studies have often led to recommendations to understand silence and ‘the Chinese learner’ in more complex ways. However, there is a real need to go beyond just recognising the complexity and myths underlying these two notions. This article consolidates the need to recognise diversity and fluidity among this group of students and the changing time and space in which silence experiences among them are contextualised and studied. It does so by revisiting established meanings of in-class silence obtained from a qualitative case study with ‘Me Generation’ Chinese students studying in Australia, while contextualising the phenomenon in both Chinese and Australian classrooms. Pedagogical implications building upon the discussion of silence as right, choice, resistance and strategy among these students are provided. 相似文献
24.
The Vietnamese higher education context is characterised by state control, including the state's development of curriculum frameworks and materials. Institutional autonomy has been ratified by the government; however in practice, universities seem to have little control over curriculum. In order for universities to develop more ownership of curriculum, it is necessary to explore the foundational understandings of curriculum held by stakeholders. Thus, this paper explores the understandings of curriculum expressed by a group of senior staff, academics and students at a Vietnamese university. We found a diversity of understandings that tended to be product focused, teacher focused and textbook driven. We propose that our findings can be used as a starting point for developing more innovative and student-focused understandings of curriculum. 相似文献
25.
Exploring students’ reflective thinking practice,deep processing strategies,effort, and achievement goal orientations 总被引：2，自引：1，他引：1
Huy Phuong Phan 《教育心理学》2009,29(3):297-313
Recent research indicates that study processing strategies, effort, reflective thinking practice, and achievement goals are important factors contributing to the prediction of students’ academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in particular, deep processing strategies, effort, mastery and performance‐approach goals, reflection, and critical thinking. We used causal modelling procedures to explore the direct and mediating effects of these theoretical orientations on students’ academic achievement and learning. Second‐ and third‐year undergraduates (n = 347; 151 women and 196 men) completed a number of inventories (e.g., the Reflective Thinking Questionnaire). LISREL 8.72 indicated an a posteriori model with direct effects of reflection and critical thinking on academic achievement and learning. Performance‐approach goals exerted a negative effect on academic achievement. Both mastery and performance‐approach goals also directed affected reflection, whereas deep processing strategies were directly affected by mastery goals and effort. Importantly, both reflection and effort were found to act as potent mediators. A one‐way MANOVA revealed no statistical difference between men and women in this theoretical framework. 相似文献
26.
Bing Hiong Ngu Alexander Seeshing Yeung Huy P. Phan Kian Sam Hong Hasbee Usop 《Journal of Experimental Education》2018,86(3):362-385
In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the “gap” between the Asian and Western countries in the use of problem-solving approaches across different cultural settings. 相似文献
27.
A size-selective cell sorting microfluidic device that utilizes optical force is developed. The device consists of a three-dimensional polydimethylsiloxane microstructure comprised of two crossed microchannels in a three-dimensional configuration. A line shaped focused laser beam is used for automatic size-selective cell sorting in a continuous flow environment. As yeast cells in an aqueous medium are fed continuously into a lower channel, the line shaped focused laser beam is applied (perpendicular to the direction of flow) at the junction of the two crossed channels. The scattering force of the laser beam was employed to push cells matching specific criteria upward from one channel to another. The force depends on the size of the cells, the laser power, and the fluid flow speed. The variation in size of yeast cells causes them to follow different routes at the intersection. For flow speeds below 30 μm∕s, all yeast cells larger than 3 μm were removed from the main stream. As a result, a high purity sample of small cells can be collected at the outlet of bottom channel. 相似文献
28.
In social sciences, the use of stringent methodological approaches is gaining increasing emphasis. Researchers have recognized the limitations of cross-sectional, non-manipulative data in the study of causality. True experimental designs, in contrast, are preferred as they represent rigorous standards for achieving causal flows between variables. The Solomon four-group design, for example, is ideal for its positioning to account for, and factor out, confounded influences of predictors on outcomes. However, in daily life settings, it is often difficult to emulate true experimental conditions. Identified limitations include financial resources, logistic difficulties, time constraint, and small sample sizes in social science research settings. There are, of course, other experimental designs that are noteworthy for consideration. Time series and single-case designs, quasi in nature, are effective alternatives for educators and researchers to consider in their research foci. This article examines the different experimental designs that may be implemented in naturalistic classroom settings. In particular, one important inquiry of our theoretical discussion pertains closely to the conceptualization of two innovative designs that we have made, consequently as a result of our research development and examination of the literature: a sequential, multiple time series multi-group design and a multi time series, multi-group single-case design. These experimental designs are innovative and enable comparisons for within and between differences under different experimental conditions. 相似文献
29.
There has been substantial research evidence concerning the learning approaches of students in Western and non‐Western contexts. Nonetheless, it has been a decade since research in the South Pacific was conducted on the learning approaches of tertiary students. The present research examined the learning approaches of Fijian and other Pacific Islands students enrolling in a professional‐based education course at the University of the South Pacific. Biggs’ (1987) Study Process Questionnaire was revised to suit the social and cultural contexts before it was distributed among 159 undergraduate students. Exploratory factor analysis and confirmatory factor analysis did not support the theoretical framework of a three‐factor model (Biggs, 1987) and, instead, indicated the existence of a two first‐factor model, emphasising two major types of learning approach – reproducing and meaning (Richardson, 1994). The study’s findings suggest that educators should ensure that assessment and other teaching learning components are aligned constructively to promote the appropriate approach of learning. 相似文献
30.
Xuan Phan Tiffany L. Grisbrook Kevin Wernli Sarah M. Stearne Paul Davey 《Journal of sports sciences》2017,35(16):1636-1642
This study aimed to determine if a quantifiable relationship exists between the peak sound amplitude and peak vertical ground reaction force (vGRF) and vertical loading rate during running. It also investigated whether differences in peak sound amplitude, contact time, lower limb kinematics, kinetics and foot strike technique existed when participants were verbally instructed to run quietly compared to their normal running. A total of 26 males completed running trials for two sound conditions: normal running and quiet running. Simple linear regressions revealed no significant relationships between impact sound and peak vGRF in the normal and quiet conditions and vertical loading rate in the normal condition. t-Tests revealed significant within-subject decreases in peak sound, peak vGRF and vertical loading rate during the quiet compared to the normal running condition. During the normal running condition, 15.4% of participants utilised a non-rearfoot strike technique compared to 76.9% in the quiet condition, which was corroborated by an increased ankle plantarflexion angle at initial contact. This study demonstrated that quieter impact sound is not directly associated with a lower peak vGRF or vertical loading rate. However, given the instructions to run quietly, participants effectively reduced peak impact sound, peak vGRF and vertical loading rate. 相似文献