Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy     

María del Rosario Reyes-Cruz  Moisés Damián Perales-Escudero 《高等教育研究与发展》2016,35(4):800-814

The research self-efficacy and motivation of foreign language (FL) faculty in periphery countries is under-researched, yet there is a need to understand the impact of public policies that drive such faculty to conduct research. This paper reports a qualitative case study investigating research self-efficacy and research motivation in a group of Mexican FL professors. Interview data show variation in self-efficacy levels connected with academic degree, motivation types and strategic behaviors. Professors with doctorates, intrinsic motivation and use of strategies showed the highest self-efficacy. Professors with master's degrees and low motivation show the lowest self-efficacy. Previous experience and mentoring are influential sources of self-efficacy. Policies such as forced collaboration, financial rewards and the threat of employment termination seem to exert some effect on self-efficacy. It is recommended that policies be enacted to recognize and promote mentoring formally.  相似文献   

Designing a Field Code: Environmental values in primary school     

María Pilar Jiménez Aleixandre  Ramón López Rodríguez 《Environmental Education Research》2001,7(1):5-22

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Education and social change in Spain: from crisis to opportunity     

Pablo Cortés-González  J.Ignacio Rivas-Flores  Analía E. Leite-Méndez 《Ethnography and Education》2016,11(2):204-221

This paper analyses a particular socio-educational experience in a marginalised neighbourhood in Malaga, Spain. This initiative came about as an institutional proposal to combat neoliberal austerity policies and is known as the ‘Casa de la Buena Vida'. It aims to generate new educational practices based on solidarity, dignity and justice. The methodology followed entailed carrying out an ethnography at this institution, participating in the initiative over a period of 4 years. At the same time, life histories of some of its most notable members were drawn up. In the results section we offer an analysis of the particular identities that are created as a consequence of the living conditions, social conflicts, multicultural nature and survival strategies that operate in a welfarist policy system. We also analyse this institution's socio-educational proposal using alternative social practices that enable other subjectivities to develop.  相似文献   

Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers     

José-Reyes Ruiz-Gallardo  Duncan Reavey 《学习科学杂志》2019,28(1):73-107

Misconceptions of science principles are frequent among university students. This is particularly problematic in teacher education, as these misconceptions can be passed on by teachers to pupils at school. In this study, 40 preservice teachers studied 8 common misconceptions by 3 different approaches: learning by teaching (LbT) and learning from peers (LfP; both organized in cooperative groups and using self-developed activities) and conventional lecturing. Participants’ understanding was evaluated prior to, 1 month after, and 2 years after instruction, together with their views on the effectiveness of these methods for achieving learning. The 3 approaches improved scores on all posttests, but LbT achieved the best results. This coincided with perceptions of the participants who gave diverse reasons for the success of LbT. For lecturing, the longitudinal perspective showed that gains in student learning at 1 month had partially declined by 2 years, even though there was still a medium effect size compared to the pretest. However, for LbT and LfP gains remained statistically stable throughout. A combination of these methods might not only contribute efficiently to conceptual change for a good number of misconceptions but also connect teacher education to an almost real school classroom, giving opportunities to translate student learning into teaching practice.  相似文献   

Experiences in education innovation: developing tools in support of active learning     

Carlos Vera  Jesús Félez  José Antonio Cobos  María Jesús Sánchez-Naranjo 《European Journal of Engineering Education》2006,31(2):227-236

The paper focuses on educational projects developed in the ETSII (Escuela Técnica Superior de Ingenieros Industriales) of the Polytechnic University of Madrid during the past few years. These projects were developed as new tools for enhancing the active role of students, for improving practical teaching, especially by means of virtual laboratories and different sets of problems and exercises, and for promoting self-learning. The paper analyses the use of ICT in teaching, with the case of a developed e-learning platform as a tracking system for subjects. The paper concludes by discussing the new educational trends in the Centre, devoted to develop an active role of students by activities such as peer mentoring and laboratory monitors programs, and competitions for achieving multidisciplinary engineering challenges.  相似文献   

Group differences in test-taking behaviour: an example from a high-stakes testing program     

Tova Stenlund  Hanna Eklöf  Per-Erik Lyrén 《Assessment in Education: Principles, Policy & Practice》2017,24(1):4-20

This study investigated whether different groups of test-takers vary in their reported test-taking behaviour in a high-stakes test situation. A between-group design (N = 1129) was used to examine whether high and low achievers, as well as females and males, differ in their use of test-taking strategies, and in level of reported test anxiety and motivation. The results showed differences between high and low achievers on a number of test-taking strategies, where high achievers reported using successful strategies to a higher extent. There were also gender differences: females, for example, reported using random guessing to a higher extent than males. Further, low achievers, especially females, reported significantly higher levels of test anxiety than high achievers, and high achievers reported slightly higher levels of motivation when compared to low achievers. To conclude, test-taking behaviour might bring additional variance to test scores, whether or not this is irrelevant variance is discussed.  相似文献   

Economic returns to schooling decisions     

Charles H. Bélanger  Lise Lavallée 《Research in higher education》1980,12(1):23-35

This paper is an attempt to determine the private internal rate of return to investment in two levels and four selected educational programs (computer science, nursing, nutrition, and social work). In these fields, a perennial uneasy situation occurs in which many bachelor's degree graduates and community college vocational degree holders perform exactly the same work and receive different salaries. The monetary benefit returns to individuals are calculated by using the cost-benefit analysis method. Results will be useful not only to public employment agencies and educational institutions, but also particularly to students who strive to acquire the most profitable level of education in the most economical way.Presented at the Nineteenth Annual Forum of the Association for Institutional Research, San Diego, California, May 1979.The views expressed do not necessarily reflect those of the Office of Institutional Research.  相似文献   

Severe developmental language disorder — Reading and spelling     

Birgitta Sahlén  Eva Wigforss  Ulrika Nettelbladt 《Reading and writing》1990,2(4):269-295

Linguistic awareness i.e. the ability to identify phonemes, to segment words into syllables and to rhyme is highly correlated with reading/spelling proficiency. Children with severe developmental language disorders DLD (syntagmatic type) have been shown to specifically lack linguistic awareness. Two non-identical twin boys with severe, specific DLD were studied longitudinally with respect to their linguistic, neurolinguistic and pragmatic development. In spite of poor linguistic awareness, the boys acquired normal reading/spelling skills. This might be due to the early and massive language training they were given. However, the boys differ considerably in some aspects of reading and spelling performance. These findings are discussed with reference to their different neurolinguistic and pragmatic profiles.  相似文献   

Reading and spelling acquisition in French first graders: Longitudinal evidence     

Liliane Sprenger-charolles  Séverine Casalis 《Reading and writing》1995,7(1):39-63

This study was aimed at investigating the development of reading and spelling skills in French. First graders were tested twice (in February and in June). Phonological mediation was expected to play a major role at the beginning of reading and spelling acquisition, and thus a regularity effect was predicted. Under the assumption that alphabetical processing is primarily sequential, i.e. letter by letter, a complexity effect was predicted as well. In other words, subjects would read and spell words containing one-letter graphemes more accurately than words containing multi-letter graphemes. Further, processing was assumed to be strictly alphabetical at the beginning of acquisition, no frequency effect was expected. Overall, the role of phonological mediation is confirmed. A complexity effect testifying to sequential alphabetic processing was observed for spelling but not for reading. The hypothesis of a strict reliance on alphabetical processing is not confirmed since a frequency effect was observed in both reading and spelling. These findings are discussed in the light of the Frith, Morton, and Seymour models.  相似文献   

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events          下载免费PDF全文

Véronique Dupéré  Eric Dion  Tama Leventhal  Isabelle Archambault  Robert Crosnoe  Michel Janosz 《Child development》2018,89(2):e107-e122

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M_age = 16.3 years; N = 545): recent dropouts, matched at‐risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice.  相似文献