Bildungserfolg und adoleszente Abl?sung bei S?hnen aus t??rkischen Migrantenfamilien     

Prof. Dr. Vera King  Prof. Dr. Hans-Christoph Koller  Dipl.-P?d. Janina Z?lch  Javier Carnicer M. A. 《Zeitschrift für Erziehungswissenschaft》2011,14(4):581-601

Many studies have shown that young males of Turkish descent are disadvantaged in terms of educational opportunity in Germany. In this, the lower educational successes of children from migrant families are neither simple effects of lower levels of social capital nor of lower educational aspiration. With the aim of tracing unexplained mechanisms of the intergenerational transmission of educational chances, the interdependency of educational success or failure of young men of Turkish descent and adolescent processes of detachment and family relations were reconstructed using an intergenerational research design. This shows the major importance of parents?? processing of their immigration experiences in the context of discrimination and disadvantage, the effects of this on the parent-child-relationship, especially in adolescence, and the impact of intergenerational dynamics on the realization, processing and effects of differing educational aspirations and careers.  相似文献   

We’re Creative on a Friday Afternoon: Investigating Children’s Perceptions of their Experience of Design &; Technology in Relation to Creativity     

Clare?BensonEmail author  Julie?Lunt 《Journal of Science Education and Technology》2011,20(5):679-687

In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design &; Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design &; Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design &; Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design &; Technology. It has been claimed by many that Design &; Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design &; Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice.  相似文献   

Connecting the Dots: Exploring Themes in Adoption Picturebooks     

April?A.?MattixEmail author  Patricia?A.?Crawford 《Early Childhood Education Journal》2011,39(5):313-321

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Working with teachers to enable both student and teacher learning     

Margaret?WalshawEmail author 《Journal of Mathematics Teacher Education》2011,14(1):1-4

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Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs     

Joe?D.?NicholsEmail author  Guanglan?Zhang 《Learning Environments Research》2011,14(3):229-239

This project explored a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures and classroom student/instructor interactions. It also extended earlier research in which beliefs of veteran, entry level, and preservice teachers have been explored. For this project, 117 elementary teachers (Grades K–5) with at least 3 years of experience and 126 secondary teachers (Grades 6–12) with similar teaching experiences completed a 40-item Likert-type questionnaire that focused on the four classroom dimensions of Affirmation, Rejection, Student Empowerment, and Teacher Control. The results suggested that elementary teachers and secondary teachers varied in their reported desire for teacher empowerment versus student empowerment in the classroom, and for providing a positive classroom environment as opposed to one that encourages a classroom atmosphere of rejection. Implications for future research and the need for creating affirming, empowering, motivational classroom environments are discussed.  相似文献   

Students’ opinions on blended learning and its implementation in terms of their learning styles     

Benlihan U?ur  Buket Akkoyunlu  Serap Kurbano?lu 《Education and Information Technologies》2011,16(1):5-23

The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’ individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation, Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended learning method and its use are quite positive.  相似文献   

CONCEPTUAL CHANGE TEXTS IN CHEMISTRY TEACHING: A STUDY ON THE PARTICLE MODEL OF MATTER     

Anne Beerenwinkel  Ilka Parchmann  Cornelia Gr?sel 《International Journal of Science and Mathematics Education》2011,9(5):1235-1259

This study explores the effect of a conceptual change text on students?? awareness of common misconceptions on the particle model of matter. The conceptual change text was designed based on principles of text comprehensibility, of conceptual change instruction and of instructional approaches how to introduce the particle model. It was evaluated in an empirical study with 214 students. Students?? learning was measured with a pre?Cpost-test design. Item response theory was used for analysing students?? answers. We found that reading the criteria-based text fostered students?? awareness of common misconceptions about the particle model and yielded overall improved results as compared to reading a traditional text.  相似文献   

The communicative competences of students and teachers in different levels of education in North Cyprus     

?i?dem?Hürsen  Zehra??z??nar  Fezile??zdaml?  Hüseyin?UzunboyluEmail author 《Asia Pacific Education Review》2011,12(1):59-66

This study was conducted in order to determine the beliefs of students and teachers in different levels of education about their communicative competences. The study group of this research is consisted of 600 secondary school, high school and undergraduate students and 41 of their teachers. In this study, it is observed that not a significant correlation at a considerable degree exists in the communicative competences of students with their teachers, who are from different nationalities, gender and levels. Furthermore, regarding students, educated at different levels, no relation has been observed in their communicative competences with their teachers. Moreover, while students consider their communicative competences with their teachers to be moderately adequate, teachers consider their communicative competences with their students to be adequate in general.  相似文献   

Bundeskanzleramt/Verfassungsdienst Zul?ssigkeit universit?tsautonomer Studiengeb��hren; Rechtsgutachten des o. Univ.-Prof. DDr. Heinz Mayer     

Theo ?hlinger 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(6):193-195

Gutachten

Bundeskanzleramt/Verfassungsdienst Zul?ssigkeit universit?tsautonomer Studiengebühren; Rechtsgutachten des o. Univ.-Prof. DDr. Heinz Mayer  相似文献   

Asian medical students: quality of life and motivation to learn     

Marcus A. Henning  Susan J. Hawken  Christian Kr?geloh  Yipin Zhao  Iain Doherty 《Asia Pacific Education Review》2011,12(3):437-445

Issues linked with the notions of quality of life (QOL) and motivation to learn among Asian medical students have not been well documented. This is true in both the international and the New Zealand contexts. Our paper addresses this lack of research by focusing on the QOL of international and domestic Asian students studying in New Zealand, where Asian students form a significant proportion of tertiary students. Although there is evidence to suggest that Asian students do well academically, it was felt that an investigation into their QOL would be instructive as QOL will likely have an impact on cognition, behavior, general well-being, and motivation. The present study surveyed fourth- and fifth-year medical students to examine the relationship between QOL and motivation to learn and to consider how Asian medical students compare against European medical and non-medical student peers. The study utilized the World Health Organization—Quality of Life questionnaire (BREF version) and a shortened version of the Motivated Strategies for Learning Questionnaire. The results show that the Asian medical students in this study generated significantly lower scores in terms of their satisfaction with social relationships compared with their non-Asian peers. In addition, international Asian medical students appear to be more at risk than domestic Asian students with respect to test anxiety. The paper considers the findings and the implications for quality of life, motivation to learn, medical education, and the Asian student community.  相似文献