A comparison of the dimensions used by Iranian and American students in rating instruction   总被引：1，自引：0，他引：1  

David W. Chapman  Edward F. Kelly 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):41-60

This study investigated the dimensions of teacher behavior and classroom characteristics used by Iranian high school students (N=880) in evaluating their classroom experience. Secondly, it compared these dimensions to those used by American high school students (N=599). During January, 1978, both groups of students completed the Classroom Behavior Survey (CBS). Principal components analysis with varimax rotation yielded a 12 factor solution for Iranian data and 14 for the American data. Comparison of the factors suggest that the dimensions on which Iranian and American students evaluate their teachers are substantially different, though the dimensions they use to evaluate characteristics of the course and content are similar.

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Zusammenfassung Diese Studie untersucht die Dimensionen von Lehrerverhalten und Unterrichtsweisen, die iranische Studenten zur Evaluation ihrer Klassenerfahrungen angewandt haben. Ferner vergleicht sie diese Dimensionen mit den von amerikanischen Sekundarschülern benutzten. Beide Schülergruppen beendeten ihre Untersuchungen über Unterrichtsverhalten im Januar 1978. Eine Analyse der Hauptkomponenten, mit Varimax Rotation, ergab eine 12-Faktorenlösung für die iranischen Daten gegenüber 14 Faktoren für die amerikanischen. Ein Vergleich dieser Faktoren deutet darauf hin, daß die Dimensionen, aufgrund derer die iranischen und amerikanischen Schüler ihre Lehrer bewerten, stark voneinander abweichen, während sich die für die Beurteilung der Kurse und Inhalte gebrauchten gleichen.

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Résumé Cette étude porte sur les cotes du comportement de l'enseignant et des caractéristiques de la classe utilisées par les élèves iraniens de l'enseignement secondaire. (N=880) dans leur évaluation de leur expérience scolaire. Elle compare ensuite ces cotes à celles utilisées par les élèves américains du secondaire. Les deux groupes d'élèves ont terminé leur enquête sur le comportement de la classe (CBS ECC) en janvier 1978. L'analyse des principales composantes avec rotation varimax a donné une solution à 12 facteurs pour les données iraniennes et à 14 facteurs pour les données américaines. La comparaison des facteurs suggère que les cotes selon lesquelles les élèves iraniens et américains évaluent leurs enseignants sont notablement différentes, bien que celles qu'ils utilisent pour évaluer les caractéristiques du cours et de son contenu soient similaires.

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Do animals feel pain?   总被引：1，自引：0，他引：1  

Bateson P 《New scientist (1971)》1992,134(1818):30-33

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Assessing a Holistic Trait and Factor Approach to Career Development of College Students     

Patrick Johnson  Cassandra N. Nichols  Walter C. Buboltz  Brian Riedesel 《Journal of College Counseling》2002,5(1):4-14

To assess the impact of a holistic career and life planning course on college students, the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision‐making self‐efficacy and decreases career indecision.  相似文献   

Car Capers     

Patrick Howarth 《海外英语》2011,(6):18-18

你关注过路上有趣的车牌吗？数字、字母、个性车牌。它们或许都有着不为我们所知的特殊含义。  相似文献   

Company Report     

Patrick Howarth 《海外英语》2011,(3):20-20

希尔顿,是个全世界知名的品牌,在全球80个国家内有着逾71000名雇员。让我们来一起看看这个商业神话是如何创立的吧!  相似文献   

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?     

Robert M. Klassen  Virginia M. C. Tze  Shea M. Betts  Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43

This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.  相似文献   

A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course     

Emily Hestness  J. Randy McGinnis  Kelly Riedinger  Gili Marbach-Ad 《Journal of Science Teacher Education》2011,22(4):351-369

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.  相似文献   

Mode of communication, perceived level of understanding, and perceived quality of life in youth who are deaf or hard of hearing     

Kushalnagar P  Topolski TD  Schick B  Edwards TC  Skalicky AM  Patrick DL 《Journal of deaf studies and deaf education》2011,16(4):512-523

Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life.  相似文献   

Impact of a content and methods course sequence on prospective secondary mathematics teachers’ beliefs     

AnnaMarie Conner  Kelly W. Edenfield  Brian W. Gleason  Filyet Asli Ersoz 《Journal of Mathematics Teacher Education》2011,14(6):483-504

In this article, we report on a study of beliefs about mathematics, teaching, and proof conducted with six prospective secondary mathematics teachers as they completed a two-semester sequence of a content course and a methods course. The initial beliefs of the participants were identified using interview and survey data, and potential shifts in beliefs were examined through further interview and survey data combined with classroom observations and written work. While their beliefs about mathematics and proof appeared to be relatively stable, their beliefs about teaching shifted from a more teacher-centered view to beliefs that foreground the activities and understandings of the students. These shifts are analyzed using the construct of belief structures, and activities and events from the courses that may have facilitated the shifts are identified. The results are consistent with the literature in some respects, such as the stability of the participants’ beliefs about mathematics. On the other hand, our results present new information about how prospective secondary mathematics teachers’ beliefs about teaching may be impacted.  相似文献   

Patterns of Social Interaction of Mainstreamed Preschool Children: Hopeful News from the Field     

Nancy Herink  Patrick C. Lee 《International Journal of Disability, Development & Education》1985,32(3):191-199

Much of the research on social interaction in mainstreamed settings has focused on “reverse mainstreamed” or special environments in contrast, the present study observed 600 social interactions in 19 regular preschools. Three findings emerged: a) retarded children are substantially integrated into the emotional and social life of the peer group, but not fully integrated into peer group verbal life; b) there is an inverse relationship between teachers’ initiation of social interaction with retarded children and the degree to which the latter are integrated into peer group life; and c) teachers provide retarded children with more verbal enrichment and emotional protection than these children receive from their peer group. On balance, these findings are fairly encouraging, suggesting that to a considerable extent mainstreaming is working in preschool classrooms.  相似文献