The relationship of time orientation with perceived academic performance and preparation for assessment in adolescents     

Terry Bowles 《教育心理学》2008,28(5):551-565

The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks.  相似文献   

Assessment matters: In search of the wizard of assessment     

Terry D. Piper 《About Campus》2007,12(5):24-27

At first, the shift in measurement of educational success from bodies in seats to learning outcomes sent student affairs educators at California State University, Northridge, into a panic. Persistence, support, and a clear framework for understanding learning led to the discovery that there was a little bit of assessment wizard in all of them.  相似文献   

Computer-assisted instruction for students with attentional difficulties   总被引：1，自引：0，他引：1  

G Fitzgerald  L Fick  R Milich 《Journal of learning disabilities》1986,19(6):376-379

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Will college pay off? A guide to the most important financial decision you’ll ever make,by Peter Cappelli,New York,Public Affairs, 2015, vi + 217 pp., US$25.99, CAN$32.50, AU$32.64 (hardback), ISBN 978-1-61039-526-7     

Terry Stokes 《Journal of Higher Education Policy & Management》2016,38(2):229-231

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Craftwork as problem solving: ethnographic studies of design and making     

Terry Hyland 《Journal of Vocational Education & Training》2016,68(3):395-398

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Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership   总被引：1，自引：0，他引：1  

Joan Whitehead  Bernie Fitzgerald 《Teaching and Teacher Education》2007

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.  相似文献   

Integrating ICT in the classroom: a case study of two contrasting lessons     

Terry Goodison 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):549-566

A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved.  相似文献   

Influences on teacher education student attitudes toward youth who are HIV+     

Terry A. Stinnett  Michael K. Cruce  Kurt T. Choate 《Psychology in the schools》2004,41(2):211-219

The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV⁺ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211–219, 2004.  相似文献   

Understanding Mathematics Teaching: Where We Began and Where We are Going     

Terry Wood 《Journal of Mathematics Teacher Education》2005,8(3):193-195

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Rituals of Returning: A Dialogic Interpretation     

Fitzgerald  Jill  Noblit  George 《The Urban Review》1997,29(4):297-303

Rituals are about time and participation, and usually we study them in other people. In this article, we examine a study of ourselves in which time returns rather than progresses and in which participation is dialogic. The article represents a departure from realist ethnography and is rendered as a conversation.  相似文献