Teachers’ Values and the Literacy Hour     

Marion Dadds 《Cambridge Journal of Education》1999,29(1):7-19

The article reports on an enquiry into teachers’ values and beliefs about literacy. The teachers work in the schools of members participating in an action research project on improving literacy in the primary school. The enquiry was one of the first tasks the project undertook. Its purpose was to enable teachers to articulate their own values and to examine these alongside aspects of the proposed literacy hour within the context of the overall national literacy strategy. As schools implement the literacy hour, the project plans to examine critically the extent to which teachers’ own values and valued practices can operate alongside the requirements of the literacy hour. It will also critically examine those values themselves to see if they change in the light of the experience of the literacy hour. There are some marked differences between the teachers’ views and those embedded within the national literacy strategy. The article discusses some potential practical implications which may arise for teachers and children from these differences. Some commonality between the teachers’ views and the national literacy strategy are also highlighted. It is not the intention of the research project to shape a consensus on values. Rather, one of its purposes is to create a context in which teachers and teacher researchers can engage actively and critically in implementing the national strategy, rather than seeing themselves as passive agents. The debate within the project about values differences is intended to contribute to this purpose

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Achievement Motivation Goals in Relation to Academic Performance in Traditional and Nontraditional College Students   总被引：1，自引：0，他引：1  

Eppler  Marion A.  Harju  Beverly L. 《Research in higher education》1997,38(5):557-573

This study extended Dweck's model of achievement motivation to the collegiate level, and it is the first to apply this model to nontraditional students. We examined the relationship between goal orientations and academic performance in 262 undergraduate students grouped by nontraditional vs. traditional status. Although both groups rated themselves higher on learning goals than on performance goals, non-traditional students endorsed learning goals even more strongly than their traditional peers. Goal orientations were a better predictor of academic success than student status. Consistent with Dweck's model, a learning goal orientation was positively related to successful academic performance for both groups. The relationship between performance goals and academic success was less straightforward, but students who rated both goal orientations as relatively weak had the lowest cumulative GPAs. Traditional and nontraditional students differed on variables that were inversely related to academic performance. Less successful traditional students endorsed irrational beliefs (a possible index of learned helplessness), while less successful nontraditional students worked more hours at a paid job.  相似文献   

Teaching peace in the classroom     

Marian Marion  Andrew Stremmel 《Early Childhood Education Journal》1983,10(3):6-10

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African-Americans’ perceptions of organ donation: ‘simply boils down to mistrust!’     

Lillie D. Williamson  Tobias Reynolds-Tylus  Brian L. Quick  Marion Shuck 《Journal of Applied Communication Research》2017,45(2):199-217

Five focus groups were conducted to better understand African-American adults’ (N?=?62) perceptions of organ donation. Applying the health belief model, results revealed that participants generally were aware of the need for organ donors and felt susceptible to needing a transplant in the future. Additionally, the number of perceived barriers greatly outweighed the number of perceived benefits to organ donation. Several novel barriers to organ donation, not currently identified in the literature, arose during focus group discussions, alluding to a larger source of mistrust among African-Americans. In respect to self-efficacy, participants’ responses further delineated the distinction between task and decisional efficacy. The results are discussed with an emphasis on how the current findings compare and contrast with previous work, as well as a focus on the practical implications for targeted organ donation campaigns aimed at African-American communities.  相似文献   

Review question formats and web design usability in computer-assisted instruction     

Rebecca S. Green  Marion A. Eppler  Marsha Ironsmith  Karl L. Wuensch 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(4):679-686

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Simulation-based performance assessment: an innovative approach to exploring understanding of physical science concepts     

Jessica Gale  Stefanie Wind  Jayma Koval  Joseph Dagosta  Mike Ryan  Marion Usselman 《International Journal of Science Education》2016,38(14):2284-2302

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students’ understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force, acceleration, velocity, and inertia. Illustrative examples drawn from the administration of these simulation-based PA tasks to a sample of eighth-grade students (n?=?74) highlight the potential of simulation-based tasks for revealing conceptual understanding of science concepts and for informing curriculum development within the context of design-based implementation research. The paper also describes a variety of challenges encountered over the course of the development, administration, and analysis of the PA data that may be informative for researchers and educators as they consider implementing simulation-based PAs.  相似文献   

Pedagogic practices to support international students in seminar discussions     

Marion Heron 《高等教育研究与发展》2019,38(2):266-279

ABSTRACT

This article explores pedagogic practices, in particular, material artefacts, which support participation and structure the interaction of international students in seminar discussions. Using both a fine-grained analysis of the artefact in interaction as well as student perspectives on its affordances, the findings reveal how material artefacts in the form of worksheets and reading guides can provide international students with linguistic resources, content, and familiarity of routines and participation structures. This article concludes that pedagogic practices are crucial to increasing interaction and participation of international students in seminar settings.  相似文献   

Individual differences in local and global metacognitive judgments     

Händel  Marion  de Bruin  Anique B. H.  Dresel  Markus 《Metacognition and Learning》2020,15(1):51-75

Metacognition and Learning - Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of...  相似文献   

Working conditions,work style,and job satisfaction among Albanian teachers     

Marion Kloep  Fatos Tarifa 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(2):159-172

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Faculty and student views of the interim term     

John A. Centra  Marion G. Sobol 《Research in higher education》1974,2(3):231-238

Evaluations of the interim term or 4-1-4 program at various colleges have been generally favorable. A detailed evaluation of the Rider College interim study program (ISP) based on faculty and student reports was also generally favorable but indicated that the more non-traditionally oriented courses, such as travel or off-campus study, were rated higher than the more traditional offerings, such as lectures or library projects. ISPs which required little time or effort on the part of students were rated poorly. Many of the faculty felt that the program had given them a deeper involvement with students and had allowed them to offer material they may not have offered during the regular semester, or to teach in a different way.  相似文献