排序方式： 共有110条查询结果，搜索用时 125 毫秒
31.
Natalia Maloshonok Irina Shcheglova Svetlana Zhuchkova 《Higher Education Quarterly》2023,77(4):722-740
This study explored students' orientations towards student–university relationships and how they differ with regard to student characteristics and engagement. We developed an instrument measuring student orientations and utilised it in a survey of Russian undergraduates. Using latent class analysis, we identified the following types of Russian students' orientations: instructivists, consumerists, constructivists, and students with mixed orientations. As the results showed, the majority of our respondents have consumerist or mixed orientations that mostly mismatch with the actual models of student–university relationships at Russian universities. We also found that students with these orientations are less engaged than instructivists and constructivists. These findings demonstrate the importance of seeking an optimal match between diverse undergraduate orientations and the actual educational model, which fits national and institutional contexts. 相似文献
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David Kember Richard Armour Winnie Jenkins Doris Y. P. Leung Natalia Li Kwok Chi Ng 《高等教育研究与发展》2001,20(3):265-280
This article develops a classification system for the orientations to enrolment of part-time students based upon their practical lifelong learning needs. Orientation to enrolment is seen as a complex construct embodying all the reasons, purposes, expectations and motivations that cause students to pick a particular course and elect to study by the part-time mode. Virtually all of the interviewed students had a vocational orientation so some previously used categorisation schemes were not suitable. Instead seven categories relating to lifelong learning needs provided a scheme which covered the cases and related well to explanations given by interviewees for enrolling in the courses. These were re-training or further development for those who need to make a career shift; education for professionals who need to undertake continuing professional development through their careers; an opportunity for a tertiary education for those who did not previously have the chance; an education at the tertiary level for those who did not do sufficiently well at school to qualify for direct entry to university; an alternative to mainstream education; education for adults; and learning for pleasure throughout the lifetime. 相似文献
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Bibiana Regueiro José C. Núñez Pedro Rosário Susana Rodríguez Natalia Suárez 《Cultura y Educación》2017,29(2):254-278
This paper analyses the changes found in students’ involvement in homework throughout the four grade levels of compulsory secondary education in Spain (ages 12–15). It also analyses the relationship between the changes in students’ involvement in homework throughout schooling and motivational and emotional variables related to homework. Findings indicated that: (a) the amount of homework completed and homework time management diminished slightly throughout the grade levels researched; however, this result is clearer in terms of the amount of homework completed; (b) prior academic achievement is significantly related to the variables associated with students’ involvement in homework; (c) the motivational and affective variables researched explained statistically significant variance related to two of the three dependent variables associated with involvement in homework; and (d) the association between the motivational and affective variables and involvement in homework is lower. 相似文献
35.
Virginia Montoro Marcela Cifuentes Natalia Salva María-Jesús Bianchi 《Infancia y Aprendizaje》2017,40(2):302-342
We studied the conceptions of students coming from secondary education and university regarding the number line as a representation of real numbers. In the context of a wider questionnaire, 307 students were presented with a task consisting of two verbal items and one graphic item related to the number line. The students were all at different levels in their study of mathematics (in the third, fourth or fifth year of secondary education, or at the beginning or advanced stage of a university degree in mathematics, biology or physical education). A gradient in the depth of the students’ conceptions, associated with the level of their studies in mathematics, was found. This gradient extends from the estrangement of facing the problem or a conception of a drawn or physical matter line, which was associated with students with a lower level of mathematical studies, passing through a vision centred around potential numeric density or a line containing points (discrete), up to an instrumental conception of the line as supportive of magnitudes in advanced students of biology and focusing on continuity sustained by advanced students of mathematics. 相似文献
36.
Eileen G. Merritt Natalia Palacios Holland Banse Sara E. Rimm-Kaufman Micela Leis 《The Journal of educational research》2017,110(1):17-31
Teachers need more clarity about effective teaching practices as they strive to help their low-achieving students understand mathematics. Our study describes the instructional practices used by two teachers who, by value-added metrics, would be considered “highly effective teachers” in classrooms with a majority of students who were English learners. We used quantitative data to select two fifth-grade classrooms where students, on average, made large gains on a mathematics achievement test, and then examined teaching practices and contextual factors present in each classroom. Participants included two teachers from a mid-Atlantic district and their students who were 67% English learners and 68% economically disadvantaged. We found that the use of multiple representations of mathematics concepts, attention to vocabulary building, individual and group checks for understanding and error analysis were prevalent practices in both high gains classrooms. Also, class sizes ranged from 12–19 students. Discussion focuses on whether observed practices are aligned with recommended teaching practices for English learner students. 相似文献
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Martha Carr Natalia Alexeev Lu Wang Nicole Barned Erin Horan Adam Reed 《Child development》2018,89(2):446-460
Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (Mage = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two‐dimensional figures. Mathematics achievement was measured by the statewide end‐of‐year test and was included as a distal outcome variable. The role of covariates, including socioeconomic status, verbal working memory, and gender, was also explored. The results indicate a need to view two‐dimensional spatial skills development as multidimensional with two developmental profiles predicted by socioeconomic status, verbal working memory, and gender. The developmental profiles predicted differences in mathematics achievement. 相似文献
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Sai Väyrynen Essi Kesälahti Tanja Pynninen Jenny Siivola Natalia Flotskaya Svetlana Bulanova 《欧洲师范教育杂志》2016,39(4):437-451
We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by questionnaires and observations, and analysed by theory-guided content analysis. While all teachers supported the development of social skills, their pedagogical choices reflected their personal interaction style. The teachers who favoured informal interactions engaged in real-life situations with learners, whereas those favouring formal interactions chose separate activities for practising social skills. The study highlights aspects that deserve more attention in developing teacher education programmes for inclusion. 相似文献
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Design educators have long used studio-based learning environments to create communities of learners to support authentic learning in design. Online social media platforms have enabled the creation of distributed studio networks (DSNs) that link studio-based learning environments into expanded communities of practice and potential networked improvement communities. As learning scientists, we do not adequately understand how to infrastructure learning and resource sharing across distributed studios. In this ethnography of the infrastructure of Design for America, a DSN, we analyzed data from interviews, online communication, and field observations as the organization grew its network of university design studios. We found that Design for America managers faced challenges of providing support and resources to address wide variation in needs across studios. Lacking an existing comprehensive network collaboration platform, managers created a proto-infrastructure to distribute support across studios. By studying their iterative adoption of communication and collaboration tools and organizational routines, we define a unique set of design principles to infrastructure DSNs: (a) surfacing local progress and problems, (b) affective crowding, (c) solution mapping, and (d) help routing. Assembling constellations of tools and designing platforms based on these principles could support learning in and the improvement of DSNs across domains. 相似文献
40.
Ana María Velásquez María Adelaida López Natalia Quiñonez Diana Patricia Paba 《Educational Research and Evaluation》2013,19(5-6):407-421
Children and youth coming from disadvantaged socioeconomic backgrounds are at risk of developing behavioural problems. This study examined the efficacy of a Yoga programme implemented in a low-socioeconomic status school, for the prevention of depression, anxiety, and aggression. After-school workshops were delivered twice a week during 12 weeks to 125 students in 5th, 8th, and 9th grades, enrolled in a school in Bogotá, Colombia. Participants were randomly assigned to an intervention and to a control group. Children's anxiety, depression, aggression, and some socioemotional competencies (specifically empathy, anger management, and prosociality) were quantitatively assessed before and after the intervention, by means of self- and peer-reported questionnaires. Qualitative data were also collected to assess children's perceived benefits from the workshops. Results suggested a potential of the programme to reduce children's anxiety problems, in particular. Results are discussed in terms of recommended improvements to the programme and its future evaluation. 相似文献