Teacher Education and Teaching Qualit     

Collin Hunter  John Elliot  Elliot Marland  Eileen Eileen 《British Journal of Sociology of Education》1985,6(1):97-116

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Approach and Avoidance Motivation   总被引：3，自引：0，他引：3  

Andrew J. Elliot  Martin V. Covington 《Educational Psychology Review》2001,13(2):73-92

In this article, we introduce this special issue by establishing a conceptual foundation for the distinction between approach and avoidance motivation. We do so primarily by explicating several reasons why the approach–avoidance distinction should be viewed as fundamental and basic to the study of human behavior. In addition, we compare and contrast the approach–avoidance designation with other designations that have been used in the motivational literature to cover the same or similar conceptual ground. Finally, we conclude by briefly overviewing the other contributions to this special issue, specifically highlighting how they make use of the approach–avoidance distinction.  相似文献   

Discipline-Based Art Education: Conceptions and Misconceptions     

Elliot W. Eisner 《Educational theory》1990,40(4):423-430

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Online Physics Lab Exercises—a Binational Study on the Transfer of Teaching Resources     

Heike Theyßen  Sarah Struzyna  Elliot Mylott  Ralf Widenhorn 《International Journal of Science and Mathematics Education》2016,14(5):865-883

In this paper, we present the design and the results of a comparative study that evaluated the success of a transfer of an online-teaching resource between two universities, one in Germany and one in the USA. The teaching resource is an online physics lab that has been used in the physics education of medical students in Germany since 2003. The online lab covers geometrical optics and the optics of the human eye using interactive screen experiments. It was translated and transferred to a university in the USA where it was used and evaluated with a group of pre-health students. In a cross-national study, students’ backgrounds (demographic data, selected cognitive abilities, previous knowledge, and self-concept in physics), students’ attitudes towards the online lab, and their learning gain were compared. The results show significant differences between the German and the US cohorts with regard to students’ backgrounds. Despite these differences, the outcomes are similar, with slightly higher leaning gains for the US students. Students’ attitudes towards the online lab are similar in both countries but tend to be more positive among the US students. The results indicate that the transfer of the online lab to another educational system was successful.  相似文献   

The kind of schools we need   总被引：1，自引：0，他引：1  

Elliot W. Eisner 《Interchange》1984,15(2):1-12

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Teachers' perceptions of their professionalism in government primary schools in Karachi,Pakistan     

Meher Rizvi Corresponding author  Bob Elliot 《Asia-Pacific Journal of Teacher Education》2005,33(1):35-52

This paper examines teachers' perceptions of their professionalism under conditions of educational reforms in government primary schools in Karachi, Pakistan. Conceiving teacher professionalism in terms of four dimensions (teacher efficacy, teacher practice, teacher leadership and teacher collaboration) it reports a quantitative survey research study of teachers in these schools, where educational reforms have been initiated. One conclusion from the study is that such teachers do perceive themselves as professionals—a finding that is counter to the often‐held beliefs about these teachers. The paper argues that it is important to regard teachers as professionals, capable of further enhancing their own professionalism, for improvement in the quality of teaching and learning in the government primary schools in Karachi.  相似文献   

College Students' Perceptions of the C-Print Speech-to-Text Transcription System     

Elliot LB  Stinson MS  McKee BG  Everhart VS  Francis PJ 《Journal of deaf studies and deaf education》2001,6(4):285-298

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How can PhD supervisors play a role in bridging academic cultures?     

Dely Lazarte Elliot  Sofie Kobayashi 《Teaching in Higher Education》2013,18(8):911-929

ABSTRACT

PhD supervision is generally deemed a rewarding experience as supervisors and students embark on an academic journey together. Pursuing a PhD in a ‘foreign’ context inevitably brings forth distinct opportunities and challenges for students and their supervisors. Using Interpretative Phenomenological Analysis, this qualitative study of supervisors and PhD students examines the cross-cultural facets of doctoral supervision in the light of Urie Bronfenbrenner’s bio-ecological theory of human development and its underpinning explanation for supervisory processes and learning orientations. Undertaken in the Danish context, our paper highlights exemplars of contrasting supervisors’ and PhD students’ experience in relation to academic and psychosocial adaptations. This research strongly endorses that supervisors’ appreciation of the intertwined link between academia and society combined with a positive view of their role in bridging academic cultures can powerfully complement students’ adjustments and subsequently make a qualitative difference towards a more fulfilling and meaningful academic journey together.  相似文献   

Effects of game technology on elementary student learning in mathematics     

Namsoo Shin  LeeAnn M. Sutherland  Cathleen A. Norris  Elliot Soloway 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):540-560

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Moving beyond formulas and fixations: solving open-ended engineering problems     

Elliot P. Douglas  Mirka Koro-Ljungberg  Nathan J. McNeill  Zaria T. Malcolm  David J. Therriault 《European Journal of Engineering Education》2012,37(6):627-651

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