Task Involvement and Ego Involvement: relations with academic achievement,academic self‐concept and self‐esteem     

Einar M. Skaalvik  Harald Valåns  Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3-4):231-243

Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem.  相似文献   

The aesthetic experience of nature and hermeneutic phenomenology     

Valéria Ghisloti Iared  Haydée Torres de Oliveira  Phillip G. Payne 《The Journal of environmental education》2013,44(3):191-201

ABSTRACT

One aim of environmental education is to encourage different ways of generating meanings of, valuing, conceiving, and contextualizing “nature.” The field of aesthetics provides an affective basis for interpreting our perceptions of environments and relations with other more-than-human beings. This critical essay examines some of the key concepts about hermeneutics and phenomenology introduced by philosophers such as Kant, Dufrenne, Bachelard, Merleau-Ponty, Gadamer, and Quintás and then indicates some methodological implications. Our Freirean purpose is to advance how understandings of the nature of the aesthetic experience of nature might inform different research framings, critical curriculum inquiry, and eco-pedagogical explorations of being in, becoming and relating with nature.  相似文献   

Teaching Scientific Measurement and Uncertainty in Elementary School     

Valérie Munier  Hélène Merle  Danie Brehelin 《International Journal of Science Education》2013,35(16):2752-2783

The concept of measurement is fundamental in science. In order to be meaningful, the value of a measurement must be given with a certain level of uncertainty. In this paper we try to identify and develop the reasoning of young French pupils about measurement variability. In France, official instructions for elementary school thus argue for having students do activities of measurement, followed by treatments and analysis of the data. The notion of measurement ‘uncertainty’ appears in fourth and fifth grades. A similar approach is proposed in the USA. We present a teaching sequence divided into two parts: the first part in grade 4, the second one in grade 5, the following year, with the same students. The main sources of data were field notes, videotapes, as well as the intermediate written traces produced, individual written tests given each year and clinical interview. We showed that the pupils were capable of entertaining all three possible causes of uncertainty (the quantity being measured, the measuring instrument, and the measurer). Concerning data organization and handling, we found that after teaching, most of them were able to construct a frequency table and a bar chart from a list of N measures of the same quantity. When interpreting this type of chart, some of them were able to argue in terms of a confidence interval. We have also shown that the proposed instructional units allowed pupils to become aware of the need to repeat measurements.  相似文献   

Interdisciplinary Mathematics–Physics Approaches to Teaching the Concept of Angle in Elementary School     

Valérie Munier  Helene Merle 《International Journal of Science Education》2013,35(14):1857-1895

The present study takes an interdisciplinary mathematics–physics approach to the acquisition of the concept of angle by children in Grades 3–5. This paper first presents the theoretical framework we developed, then we analyse the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics‐based teaching sequences tested in three classrooms. We showed that at the end of each teaching sequence the pupils had a good grasp of the concept of angle, they had truly appropriated the physics knowledge at play, and many pupils are enable to successfully grasp new physics situations in which the angle plays a highly meaningful role. Using a physics framework to introduce angles in problem situations is then pertinent: by interrelating different spaces, pupils were able to acquire skills in the domains of mathematics, physics, and modelling. In conclusion, we discuss the respective merits of each problem situation proposed.  相似文献   

The role of school websites in career development practice     

Val O’Reilly 《International Journal for Educational and Vocational Guidance》2011,11(3):175-185

The use of technology is well-established in teaching curricula and as a tool for educators in secondary schools in New Zealand. Within their career practice in schools, practitioners are regularly using web-based technologies. However, most career practitioners are unlikely to participate in the process of establishing and maintaining school websites, and in particular the career-related content. The perceived relevance of school websites can therefore vary for practitioners, especially where various practice settings are considered.  相似文献   

Forms of school experience in France’s vocational training track students     

Valérie Capdevielle-Mougnibas  Amélie Courtinat-Camps 《European Journal of Psychology of Education - EJPE》2017,32(1):21-38

This article examines the existing relations between the social background, the cognitive skills, the sense of schooling experience, the relation to learning and the professional project in the construction of the meaning of their course choice for French boys living in working-class families and guided to vocational studies. It presents the results of an extensive study (by questionnaire) realised in France, in eight schools of the Midi-Pyrénées region. In each school, all the students pursuing a V-level (vocational) diploma in catering, building and car industries were selected. The multivariate analysis reveals four profiles which show the diversity in the forms of compliance to the course choice and the way this compliance is supported by identitarian dynamics of very different personalisation issues. The results show the necessity to renew the models which, in the field of psychology, head towards explaining the sense of course choice to vocational studies by a process of rationalisation consisting in validating imposed course choice decision and living conditions. It is thus necessary to take more into consideration the diversity of living conditions and of training contexts that vocational students face to understand how they manage to themselves from stigmatising verdicts.  相似文献   

A New Approach to Social Problems     

Val Clear 《College Teaching》2013,61(2):93-94

Assuming that learning is an inherently social process, this research explores interpersonal variables that affect teaching. Specifically, does the interpersonal teaching style affect student impressions of the instructor? Eighty-five undergraduates viewed one of three ten-minute videos that portrayed either an authoritarian, authoritative, or neutral style. While the content remained constant, the videos differed in many ways. Students rated the authoritative style as most positive and the authoritarian as least positive. These results are consistent with socio-instructional theories of learning and imply that style is as important as substance in teaching.  相似文献   

Statut familial et inégalités face à la scolarisation à Madagascar     

Valérie Delaunay  Bénédicte Gastineau  Frédérique Andriamaro 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):669-692

The impact of family status in Madagascar on inequalities in schooling – In this article, in the context of generalised access to primary education and parity between girls and boys, we analyse data from the Demographic and Health Survey (DHS) 2009 in Madagascar to examine inequalities in schooling related to children’s status in the family. The results confirm the protective benefit for children of living with their biological parents. Fostered children are disadvantaged, especially and increasingly so depending on whether they live with an uncle or aunt, with a distant relative or a non-relative. Conversely, children who reside in the home of a brother or sister are not disadvantaged, a result which reflects the role of elder children in family education strategies. Grandparents play a moderately positive role in schooling. The death of the father is an important factor in dropping out. Finally, children whose parent or parents are not household heads are disadvantaged in terms of schooling compared to children of household heads.  相似文献   

The Role of External Examinations in the Making of Secondary Modern Schools in England 1945–65     

Val Brooks 《History of education》2013,42(3):447-467

Secondary modern schools form the focus for this paper, which explores an aspect of this topic that has received comparatively little attention: the role of external examinations in determining the character and fate of these schools during the 20‐year period when they educated the ‘large majority’ ^{1 1} McCulloch, G. Failing the Ordinary Child? The Theory and Practice of Working‐class Secondary Education. Buckingham: Open University Press, 1998: 6. of pupils in the 11 to 15 age range. Particular attention is paid to the pivotal role played by external examinations in secondary modern schools’ quest for parity of esteem with grammar schools. Various functions performed by external examinations are considered and it is shown that, while some worked against the interests of secondary modern schools, individual schools were able to turn others to their own advantage. The paper ends by considering a darker side to examining, which was asserting itself as this brief period of history drew to a close.  相似文献   

Reinventing Gerocounseling in Counselor Education as a Specialization     

Thomas W. Foster  Val Kreider 《Educational gerontology》2013,39(2):177-187

Recent trends in counselor education are moving away from a standardized academic track in gerocounseling. We propose three types of academic models (integrated in-house, out-of-house, and combined) that provide greater academic freedom to counselor education faculty who wish to construct a gero-specialization specific in their program.  相似文献