Does self-determination predict the school engagement of four different motivation types in adolescence?     

Diana Raufelder  Nicola Regner  Kate Drury  Michael Eid 《教育心理学》2016,36(7):1242-1263

In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement.  相似文献   

EVALUATING AN INNOVATION     

Kate Bullock  Bill Scott 《Assessment & Evaluation in Higher Education》1992,17(2):111-126

Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations.  相似文献   

Help for a dyslexic learner from an unlikely source: the study of Ancient Greek     

Kate Chanock 《Literacy》2006,40(3):164-170

This paper recounts the process by which a severely reading‐disabled adult student taught himself to read and write Ancient Greek, and in so doing, improved his ability to read and write in English. Initially, Keith's reading and writing were slow, difficult and inaccurate, accompanied by visual disturbance. However, motivated by a strong interest in Ancient Greek literature and philosophical ideas, Keith enlisted me (his Faculty's academic skills adviser) to help him learn the language. Working on transliteration focused Keith's attention on the alphabetic principle separately from meaning, while practising translation focused on the formal markers of meaning. Relieved of the stress of performing under pressures of time and others' expectations, Keith made good progress with Greek and, after 6 months, found himself reading more fluently in English, without visual disturbance. This paper seeks to contribute to our knowledge of how adults learn to read, looking at the interplay of motivation, phonological awareness, knowledge of how form conveys meaning, and the learning environment. It both draws upon, and raises questions for, the neuroscientific study of dyslexia.  相似文献   

Ensuring inclusive environments for students with disabilities: school leaders play a linchpin role     

M.C. Kate Esposito  Kimmie Tang  Saili S. Kulkarni 《Journal of educational administration and history》2019,51(1):43-52

ABSTRACT

Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers.  相似文献   

The implementation of equitable teaching strategies by high school biology student teachers     

Kate Scantlebury  Jane Butler Kahle 《科学教学研究杂志》1993,30(6):537-545

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.  相似文献   

Towards quality private higher education in central and eastern Europe   总被引：1，自引：0，他引：1  

Kate Galbraith 《Higher Education in Europe》2003,28(4):539-558

The number of private higher education institutions in post-communist Eastern Europe has risen spectacularly since 1989. In some countries, private-sector enrollments have neared one-third of total enrollment. This article traces the development of these private higher education institutions. The argument is that while their quality is currently varied, they are structurally much better suited to serve the post-communist world than are the rigid, cash-strapped public universities. However, they must first overcome certain challenges, such as a lack of prestige, that arise from their very identity as private-sector institutions.  相似文献   

‘A new life in the countryside awaits’*: interactive lessons in the rural utopia in ‘farming’ simulation games     

Matthew Cole  Kate Stewart 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):402-415

ABSTRACT

This paper critically analyses the legitimation of exploitative human–nonhuman animal relations in online ‘farming’ simulation games, especially the game Hay Day. The analysis contributes to a wider project of critical analyses of popular culture representations of nonhuman animals. The paper argues that legitimation is effected in Hay Day and cognate games through: the construction of idyllic rural utopias in gameplay, imagery, and soundscape; the depiction of anthropomorphized nonhumans who are complicit in their own subjection; the suppression of references to suffering, death, and sexual reproduction among ‘farmed’ animals; and the colonialist transmission of Western norms of nonhuman animal use and food practices among the global audience of players. Hay Day thereby resonates with the wider cultural legitimation of nonhuman animal exploitation through establishing emotional connections with idealized representations of nonhuman animals at the same time as they inhibit the development of awareness and empathy about the exploitation of real nonhuman animals.  相似文献   

音乐人远程实时合作     

Kate Greene  鱼敏坚 《中国教育网络》2007,(8):30-30

新的音乐软件可以克服网络延时的困难,使远程的实时演奏变得和在同一个录音棚中排练一样美妙  相似文献   

Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support     

Kathleen Moritz Rudasill  Leslie Hawley  Victoria J. Molfese  Xiaoqing Tu  Amanda Prokasky  Kate Sirota 《Early education and development》2016,27(7):859-874

Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict.  相似文献   

In amongst the glitter and the squashed blueberries: crafting a collaborative lens for children’s literacy pedagogy in a community setting     

Abigail Hackett  Kate Pahl  Steve Pool 《Pedagogies: An International Journal》2017,12(1):58-73

ABSTRACT

In this article, we bring together relational arts practice (Kester, 2004) with collaborative ethnography (Campbell and Lassiter, 2015) in order to propose art not as a way of teaching children literacy, but as a lens to enable researchers and practitioners to view children’s literacies differently. Both relational arts practice and collaborative ethnography decentre researcher/artist expertise, providing an understanding that “knowing” is embodied, material and tacit (Ingold, 2013). This has led us to extend understandings of multimodal literacy to stress the embodied and situated nature of meaning making, viewed through a collaborative lens (Hackett, 2014a; Heydon and Rowsell, 2015; Kuby et al, 2015; Pahl and Pool, 2011). We illustrate this approach to researching literacy pedagogy by offering a series of “little” (Olsson, 2013) moments of place/body memory (Somerville, 2013), which emerged from our collaborative dialogic research at a series of den building events for families and their young children. Within our study, an arts practice lens offered a more situated, and entwined way of working that led to joint and blurred outcomes in relation to literacy pedagogy.  相似文献