Anxious to Talk about It: Helping White Christians Talk Faithfully about Racism     

Jana L. Howson 《Religious education (Chicago, Ill.)》2019,114(3):411-412

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Investigating the Influence of Simultaneous– Versus Sequential–Text-Picture Presentation on Text-Picture Integration     

Jana Arndt  Katharina Scheiter 《Journal of Experimental Education》2019,87(1):116-127

This study investigated whether text-picture integration is facilitated when text and pictures are presented simultaneously instead of sequentially. Participants memorized general and specific sentences and pictures. It was expected that due to text-picture integration, participants should falsely recognize specific versions of the sentences and pictures even after having studied only their general versions before. Sentences and pictures were presented simultaneously or sequentially with the picture either preceding or following the corresponding sentence. Contrary to expectations, text-picture integration was only observed for picture recognition and was not influenced by temporal contiguity. Findings are explained by the use of simple materials that did not sufficiently tax working-memory capacity to allow for any benefit of a simultaneous text-picture presentation to occur.  相似文献   

Recommendations for effective university study based on students’ point of view     

Jana Matošková  Michaela Baňařová  Martina Polčáková 《Journal of Further & Higher Education》2019,43(3):381-395

This research examined what university students recommend for effective university study and whether their recommendations differ by gender, faculty or study programme degree. The research was based on 985 questionnaires. The following words were most commonly used in advice for freshmen: Go, Lectures, Learn, Continuously, Be, Prepare, Information, Have, Do, Materials. The fundamental advice seems to be: to go to lectures, to have needed materials and information and to learn and prepare continuously. Some stated recommendations react to the development of information and communication technologies and the massive usage of the Internet (such as obtaining a laptop and a cell phone or setting up a Facebook profile). Quite a lot of advice was connected with health, such as to sleep enough, to eat regularly, to not smoke, to relax and to restrict alcohol consumption. The recommendations gained in this survey were categorised by thematic similarities to characteristics, knowledge, skills, behaviour and background. The findings highlight the fact that given recommendations for effective study differ by the respondent’s gender and faculty. Women concentrated more on recommendations on how to behave and men mentioned more often what personality characteristics are important for effective university study. Students of the Faculty of Multimedia Communications highlighted the necessity of creativity and practical experience more often than others.  相似文献   

Plants have a chance: outdoor educational programmes alter students' knowledge and attitudes towards plants     

Jana Fančovičová 《Environmental Education Research》2011,17(4):537-551

Outdoor educational programmes are generally believed to be a suitable alternative to conventional biology settings that improve participants' environmental attitudes and knowledge. Here we examine whether outdoor educational programmes focused solely on practical work with plants influence participants' knowledge of and attitudes towards plants. It was found that mean scores of participants' attitudes towards and knowledge of plants significantly increased after the outdoor programme. These effects remained significant even after three months' post‐testing. No similar patterns were found in the control group. Interestingly, the proportion of participants who liked biology as a school subject also significantly increased after the outdoor programme in the experimental group. Females showed better knowledge of plants than males, but attitudes towards plants were similar between genders. Having a garden at home was not associated with better knowledge or attitudes towards plants. Our results reveal that outdoor programmes significantly relieve ‘plant blindness’ and make biology more attractive to pupils.  相似文献   

Flip This Classroom: A Comparative Study     

Tiffany Unruh  Michelle L. Peters  Jana Willis 《学校用计算机》2016,33(1):38-58

Abstract

The purpose of this research was to compare the beliefs and attitudes of teachers using the flipped versus the traditional class model. Survey and interview data were collected from a matched sample of in-service teachers representing both models from a large suburban southeastern Texas school district. The Attitude Towards Technology Scale, the Frequency of Involvement in Technology Scale, the Technology Comfort Scale, and the Technology and Teaching Efficacy Scale were administered to compare the beliefs and attitudes of teachers. Additionally, one-on-one interviews further explored the teacher beliefs and attitudes associated with the impact of technology on student engagement. Findings suggest that flipped classroom teachers have higher technology and teaching efficacy, greater comfort levels using technology, higher frequency of involvement in technology, more positive attitudes toward technology, and greater levels of student engagement.  相似文献   

Complexity thinking mentorship: an emergent pedagogy of graduate research development     

Nadine M. Kalin  Daniel T. Barney  Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367

In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development.  相似文献   

From autonomy to quality management: NPM impacts on school governance in Switzerland     

Judith Hangartner  Carla Jana Svaton 《Journal of educational administration and history》2013,45(4):354-369

This article reviews the impact of discourses on ‘New Public Management’ (NPM) on compulsory schooling in Switzerland during the last two decades and traces its implementation in the Canton of Bern. The analysis suggests that while NPM reformers initially promoted increased school autonomy, the introduction of market elements and school choice, the focus subsequently shifted to a concern with school management, supervision and accountability. NPM-guided reforms led to the introduction of headteachers and quality management procedures in a majority of cantons. Ethnographic research in the Canton of Bern shows that NPM-influenced decentralisation policy results in a growing standardisation of schools' conditions and processes. Additionally, lay school boards as traditional, democratically legitimised bodies of local supervision are coming under threat.  相似文献   

Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science     

Jana Groß Ophoff  Sandra Schladitz  Juliane Leuders  Timo Leuders  Markus A. Wirtz 《Peabody Journal of Education》2013,88(4):560-573

The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring students’ development during courses on research methods in educational science. In winter semester 2013/14, two courses in Early Education and Teacher Training degree programs were accompanied. Both cross-sectional (multidimensional latent regression models) and longitudinal (paired t tests of plausible values) comparisons are reported. The results indicate no significant differences in competencies between the degree programs at start of the semester. For the end of semester, only data of the Early Education course was available. These course participants showed higher proficiency in all aspects of educational research literacy. In conclusion, the results are discussed with regard to the goals of the assessment of competencies in higher education, particularly the use of test feedback for course development, and desiderata for future research (e.g., ability to transfer research into practice) are stated.  相似文献   

Adolescent racial prejudice development: The role of friendship quality and interracial contact     

Fiona A. White  Bethany Wootton  Joyce Man  Hernan Diaz  Jana Rasiah  Emily Swift  Amanda Wilkinson 《Int J Intercult Relat》2009,33(6):524-534

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.  相似文献   

The Role of Socioeconomic Status in SAT–Freshman Grade Relationships Across Gender and Racial Subgroups     

Jana L. Higdem  Jack W. Kostal  Nathan R. Kuncel  Paul R. Sackett  Winny Shen  Adam S. Beatty  Thomas B. Kiger 《Educational Measurement》2016,35(1):21-28

Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these overall analyses obscure differences by race/ethnicity or gender, we examine the role of SES in the test‒grade relationship for men and women as well as for various racial/ethnic subgroups within the United States. For each subgroup, the test‒grade relationship is only slightly diminished when controlling for SES. Further, SES is a substantially less powerful predictor of academic performance than both SAT and HSGPA. Among the indicators of SES (i.e., father's education, mother's education, and parental income), father's education appears to be strongest predictor of freshman grades across subgroups, with the exception of the Asian subgroup. In general, SES appears to behave similarly across subgroups in the prediction of freshman grades with SAT scores and HSGPA.  相似文献