Students’ reaction to classroom discipline in Australia,Israel, and China     

Ramon Lewis  Shlomo Romi  Yaacov J. Katz  Xing Qui 《Teaching and Teacher Education》2008

This study investigates the extent to which students from Australia, Israel, and China report that their teachers’ classroom disciplinary behaviour affects their attitudes towards schoolwork and the teacher. They also report how justifiable a teacher's intervention appeared. In all three settings, both punishment and aggression relate significantly to the level of students’ distraction and negative affect towards the teacher. Teachers’ recognition of responsible behaviour and discussion with students relate to less distraction and greater belief that the intervention was necessary. Hinting and the involvement of students in classroom discipline decision making relate to a stronger belief that the disciplinary actions taken are warranted. Implications are discussed.  相似文献   

Reading and writing to learn in secondary education: online processing activity and written products in summarizing and synthesizing tasks     

Mar Mateos  Elena Martín  Ruth Villalón  María Luna 《Reading and writing》2008,21(7):675-697

The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation of these activities to the written products they were asked to generate. To investigate the influence of the task, students were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of them. To gather information about how students construct meaning from informational texts, we asked students to think aloud as they read and wrote in order to provide us with information about their comprehension and composition processes. We also examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also show that, although there are no major differences in the way secondary school students tackle these different tasks, those who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of this kind in the classroom.  相似文献   

Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study     

J. Bernardino Lopes  António Alberto Silva  José P. Cravino  Nilza Costa  Luís Marques  Carlos Campos 《科学教学研究杂志》2008,45(5):574-599

This study is a meta‐interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the International Scientific Index. Using a replicable methodology developed specifically for this research, we found evidence of s clusters of variables that suggest the existence of transversal traits in the 35 science education research studies. These results form a reference framework of theoretical and practical knowledge relevant for research and practice pertaining to teaching and learning science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 574–599, 2008  相似文献   

Teacher Education and Development Policies: Critical Discourse Analysis from a Comparative Perspective     

Mónica E. Pini  Jorge M. Gorostiaga 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,37(1):427-443

The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis offers the possibility of illuminating certain aspects of educational policies in specific historic moments. A comparative perspective allows researchers to explore similarities and differences between political statements from a number of governments and agencies, in order to characterize general elements and particularities of teacher education policies in the context of late capitalism. The corpus of this study consists of a selection of recent educational policy documents at national and international levels. This study continues a line of previous studies which apply critical discourse analysis to the research of educational policies.  相似文献   

Experimental archaeology and historical empathy: key tools for learning about our origins / Arqueología experimental y empatía histórica: herramientas clave para la didáctica de nuestros orígenes     

M. Pilar López-Castilla  Rodrigo Alonso Alcalde 《Cultura y Educación》2019,31(1):170-187

We propose a learning methodology based on the development of historical empathy through experimentation. Experimental archaeology is an active methodology which provides dynamism and an active role and entertainment for students, as well as provoking historical empathy in them. This combination helps the students get a better understanding of the target knowledge. This paper presents a practical illustration of historical empathy through the implementation of experimental archaeology activities.  相似文献   

Diverse histories,common ground and a shared future: the education of career guidance and counselling professionals in the Nordic countries     

Andreassen  Inga H.  Einarsdóttir  Sif  Lerkkanen  Jukka  Thomsen  Rie  Wikstrand  Frida 《International Journal for Educational and Vocational Guidance》2019,19(3):411-436

International Journal for Educational and Vocational Guidance - The development of education programmes in career guidance and counseling (CGC) has followed different paths among the various Nordic...  相似文献   

The impact of explanatory factors on a bidimensional model of transparency in Spanish local government     

Juan C. Garrido-Rodríguez  Antonio M. López-Hernández  José L. Zafra-Gómez 《Government Information Quarterly》2019,36(1):154-165

The aim of this paper is to analyse the transparency provided by local public managers and to determine whether this disclosure is limited to the minimum quantity permissible (in accordance with Agency Theory) or whether a maximum amount of information is supplied (following Legitimacy Theory). To do so, we present a Bidimensional Transparency Index (BTI), developed as an instrument for measuring the provision of information (i.e. e-disclosure), which contains two components, breadth and depth, to reflect the pattern of behaviour observed. The results obtained show that on average local managers disclose information corresponding to 60% of the indicators considered, but that only 52% of these indicators of transparency present a moderate or considerable depth of content. These findings reflect a pattern of limited information disclosure, with incomplete information. In addition, our study shows that explanatory factors have an asymmetric impact on the components of the BTI.  相似文献   

Characterizing the importance of clarity of roles and responsibilities in government inter-organizational collaboration and information sharing initiatives     

J. Ramon Gil-Garcia  Ahmet Guler  Theresa A. Pardo  G. Brian Burke 《Government Information Quarterly》2019,36(4):101393

Previous research has shown that clarity of roles and responsibilities (CRR) influences the performance of individual organizations as well as inter-organizational efforts. In the context of cross-boundary information sharing (CBIS), CRR has been found to enable other important determinants of success, such as building trust among members, increasing their willingness to participate, and mitigating some of their concerns about security, among others. However, few studies have attempted to understand the determinants of CRR in government CBIS initiatives. Sayogo, Gil-Garcia, and Cronemberger's (2016) analysis of results of a national survey identified three significant determinants of CRR in CBIS, (1) the extent participants use boundary objects, (2) participant skills in terms of collaboration, coordination, and communication, and (3) the diversity of the participating organizations and their goals. Seeking to expand on their findings in terms of new understanding about the influence of significant determinants of CRR in CBIS, this study draws on findings from eight U.S. state and local government public health and criminal justice CBIS cases. This study contributes to existing knowledge about CBIS in the public sector by characterizing the determinants and providing new understanding of the nature of the influence of the determinants of CRR on CBIS. In particular, it shows how the extent of boundary object use, collaboration, and the diversity of participants affect CBIS initiatives in different contexts. In practical terms, creating new understanding of the determinants of CRR has value for public managers and their leadership as they must increasingly collaborate and share information across the boundaries of organizations in the process solving increasingly complex public problems.  相似文献   

Mapping of quantitative trait loci using the skew-normal distribution     

Fernandes E  Pacheco A  Penha-Gonçalves C 《Journal of Zhejiang University. Science. B》2007,8(11):792-801

In standard interval mapping (IM) of quantitative trait loci (QTL), the QTL effect is described by a normal mixture model. When this assumption of normality is violated, the most commonly adopted strategy is to use the previous model after data transformation. However, an appropriate transformation may not exist or may be difficult to find. Also this approach can raise interpretation issues. An interesting alternative is to consider a skew-normal mixture model in standard IM, and the resulting method is here denoted as skew-normal IM. This flexible model that includes the usual symmetric normal distribution as a special case is important, allowing continuous variation from normality to non-normality. In this paper we briefly introduce the main peculiarities of the skew-normal distribution. The maximum likelihood estimates of parameters of the skew-normal distribution are obtained by the expectation-maximization (EM) algorithm. The proposed model is illustrated with real data from an intercross experiment that shows a significant departure from the normality assumption. The performance of the skew-normal IM is assessed via stochastic simulation. The results indicate that the skew-normal IM has higher power for QTL detection and better precision of QTL location as compared to standard IM and nonparametric IM.  相似文献   

Can differences in the ability to recognize words cease to have an effect under certain reading conditions?     

Sánchez E  García JR  Gonzalez AJ 《Journal of learning disabilities》2007,40(4):290-305

In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils' comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain a comprehension level similar to that of their peers.  相似文献