The Relationship among Causal Attributions,Learning Strategies and Level of Achievement: A Hong Kong Chinese Study     

Irene T. Ho  Farideh Salili  John B. Biggs  Hau Kit‐Tai 《Asia Pacific Journal of Education》1999,19(1):45-58

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Unpacking high and low efficacy teachers’ task analysis and competence assessment in teaching low-achieving students in secondary schools     

Li-Yi Wang  Li Jen-Yi  Liang-See Tan  Irene Tan  Xue-Fang Lim  Bing Sheng Wu 《The Australian Educational Researcher》2016,43(2):165-183

This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers’ task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in exams was identified by both the high efficacy teachers (HETs) and the low efficacy teachers (LETs) as the sacred task, but the HETs perceived more contextual support from school culture, school leaderships and collegiality than the LETs did. Although the HETs showed more confidence than the LETs in instructional strategies, classroom management and student engagement, both the HETs and LETs experienced struggles when their personality traits and beliefs were in conflict with required strategies or imposed regulations. Despite the LETs having a lower level of perceived competence, their hunger for learning reveals that their sense of efficacy could be enhanced if provided with courses that focus on coaching and mentoring experiences.  相似文献   

Relationships between learning approach,procrastination and academic achievement amongst first-year university students     

Rannveig Grøm Sæle  Tove Irene Dahl  Tore Sørlie  Oddgeir Friborg 《Higher Education》2017,74(5):757-774

Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches.  相似文献   

Liminality in education: generating a creative space of encounter and dialogue between teachers and students within educational structures     

Francesca Lorenzi  Irene White 《Pastoral Care in Education》2019,37(3):190-207

ABSTRACT

The dominant results-driven/performance-oriented culture and the pressures of performativity in education have meant that the promotion of creativity has been narrow in scope and the translation into practice less apparent than the rhetoric would suggest. Creativity can survive even in times of standardisation, but it is more likely to be confined to interstitial zones. Interstitial zones are in-between social spaces outside the formal teaching zones in which creativity may give voice to those students whose voice is not always heard in the formal teaching context.

Often, creativity is equated exclusively to substantial creative outputs and, as a result, teachers who are not sensitised to creativity in a broader sense may underestimate their own creative ability and the positive impact this might have on the relationship with their students. A shift in teacher education that results in a more meaningful appreciation of both the nature of creativity and its benefits is therefore required. A developmental approach which starts with teacher cultivation of creative sensibility is essential to achieve greater infusion of creativity. The paper posits that teachers who resist rigid social structures and engage in critical pedagogy are also more likely to be receptive to creativity and its the pastoral potential in education.  相似文献   

Book Reviews     

Irene Lategan 《International Journal of Disability, Development & Education》2009,56(2):189-197

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Outside Reviewers for Volume 94     

Irene Poole 《Quarterly Journal of Speech》2013,99(4):478-479

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The “New Environmental Paradigm” in a Mexican Community     

Víctor Corral-Verdugo  Luz Irene Armendáriz 《The Journal of environmental education》2013,44(3):25-31

Abstract

A sample of 422 Mexicans from a medium-sized city responded to the New Environmental Paradigm-Human Exception Paradigm (NEP-HEP) scale, which assesses peoples' beliefs about human-environment relations. The NEP scale contains questions referring to the need for a “natural balance” and “limits to human impact on nature.” In contrast, implicit in the HEP scale is a view of humankind as different from and with control over nature. The responses of the interviewees revealed higher levels of adherence to the NEP than to the HEP. However, confirmatory factor analysis showed the covariances between pro-NEP and pro-HEP factors to be high and significant, indicating that the participants did not see the two paradigms as mutually exclusive, as do members of some industrialized societies. The results point to a more holistic view of human relations with the environment, in contrast to the dualistic vision of some western countries.  相似文献   

Coping mechanisms of part‐time students     

Jessie C. K. Yum  David Kember  Irene Siaw 《International Journal of Lifelong Education》2013,32(4):303-317

A characteristic shared by the majority of adult students is that they are undertaking part‐time study. For these adult learners one of the major difficulties is how to find time for their study. This paper reports the coping mechanisms that part‐time adult students adopt to meet the additional demands that study puts on their existing commitments to work, family and social lives. Data were collected from 53 part‐time students in eight universities in Hong Kong through semi‐structured interviews. A model featuring three coping mechanisms (sacrifice, support and negotiation of arrangements) within four domains (self, work, family and social life) was used for the analysis. Whether or not these coping mechanisms are operationalized to a sufficient extent can have a significant impact upon the students' progress with their courses. The analytical grid provides a framework for counselling and advising adult learners. Part‐time adult students can also use the model to evaluate their own situations and determine which coping mechanisms will work for them to deal with time management issues.  相似文献   

PLANNING AN ELEARNING DEMENTIA CARE PROGRAM FOR HEALTHCARE TEAMS IN LONG-TERM CARE FACILITIES: THE LEARNERS’ PERSPECTIVES     

Colla J. MacDonald  Emma J. Stodel  Irene Coulson 《Educational gerontology》2013,39(10):845-864

This paper presents a needs analysis conducted to obtain information concerning online dementia care training of healthcare workers in long-term care (LTC) facilities. The resulting information was used to guide the development of an online dementia care training program designed to facilitate the acquisition of skills and knowledge necessary for healthcare teams to deliver better care to the residents with whom they work. Three focus groups were conducted at two sites across Canada. Data analysis revealed five major themes that will help program designers develop effective online learning programs. Recommendations for the development of an online dementia care program are proposed.  相似文献   

Using Age,Cohort, and Period to Study Elderly Volunteerism     

Ed Rosenberg  Irene L. Letrero 《Educational gerontology》2013,39(5):313-334

American volunteers, both informally and through organizations like the Corporation for National Service, make huge contributions to the well-being of millions of Americans and, via their unpaid or minimally-reimbursed work, to the American economy. Can America continue to count on maintaining or increasing volunteer contributions in the future? This question is especially important as the Baby Boomers replace the current generation of older Americans. This article provides faculty and students with information on elderly volunteering. It suggests and demonstrates using age-cohort-period analysis to understand different forces affecting volunteering by older Americans. A major benefit of age-cohort-period analysis is preventing faulty conclusions and, consequently, faulty policy decisions and waste of resources. Such analysis can also enhance current and future efforts to recruit and retain volunteers, particularly among the elderly.  相似文献