Teachers’ attitudes towards inclusion,perceived adequacy of support and classroom learning environment     

Jeremy J. Monsen  Donna L. Ewing  Maria Kwoka 《Learning Environments Research》2014,17(1):113-126

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N = 95) completed questionnaires on attitudes to inclusion, classroom learning environment, support and stress. Pupils (N = 2,514) completed a questionnaire on classroom learning environment only. Teacher attitudes towards including special educational needs pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of satisfaction and cohesiveness and lower levels of friction, competitiveness and difficulty than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.  相似文献   

Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler     

Brigitte Maria Schreier  Dr. Anna-Lena Dicke  Hanna Gaspard  Isabelle Häfner  Dr. Barbara Flunger  Prof. Dr. Oliver Lüdtke  Prof. Dr. Benjamin Nagengast  Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255

The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months.  相似文献   

Towards designing cognitively-enriched project-oriented courses within a blended problem-based learning context     

Efthimios Tambouris  Maria Zotou  Konstantinos Tarabanis 《Education and Information Technologies》2014,19(1):61-86

Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and will sufficiently prepare them for their upcoming professional careers. Problem-Based Learning (PBL) is such a strategy, since it enables active participation by shifting the focus from the delivery of knowledge to its creation by the students, in their endeavour to implement problem-based projects. PBL is more commonly used in project-oriented courses, where students have to not only build but also apply new knowledge in real world contexts and therefore familiarize themselves with work conditions. Online technologies, such as cognitive tools, are able to harmonize this shift by visualizing some of the more demanding steps of PBL as well as facilitating collaboration and knowledge building. The aim of this paper is to investigate the incorporation of cognitive technologies in project-oriented courses, using a Blended PBL strategy. To this end, we implement our findings in a Project Management postgraduate course. Based on the gathered results, we propose a framework that can guide the design of project-oriented courses and we argue that its adaptation can exploit the identified strengths and avoid the weaknesses and lead to successful and immersive learning processes.  相似文献   

Does parental monitoring moderate the relation between parent–child communication and pre-coital sexual behaviours among urban,minority early adolescents?     

Diane Santa Maria  Christine Markham  Paul Swank  Elizabeth Baumler  Sheryl McCurdy  Susan Tortolero 《Sex education》2014,14(3):286-298

This study examined parental monitoring (PM) as a potential moderator of the relation between parent–child communication (PCC) and pre-coital sexual behaviours (PCSB) in an urban, minority, early adolescent population. Seventh-grade students (n = 1609) reported PCC, PM and PCSB. Multivariable logistic regression was conducted to assess for moderation. PM moderated the association between PCC and PCSB. Specifically, young people reporting both high PCC and high PM had the lowest odds of PCSB. Findings suggest that PCC is more protective in combination with high PM. However, young people reporting low levels of PM had an increased probability of PCSB with higher levels of PCC. No moderating effect between PCC, PM and PCSB was found by race/ethnicity or gender. However, race/ethnicity was found to moderate the effect of PCC on PCSB. This knowledge highlights the protective role of parental factors on PCSB and may inform the development of more effective parent-based adolescent sexual health interventions that address both PCC and PM.  相似文献   

Adult Attachment States of Mind: Measurement Invariance Across Ethnicity and Associations With Maternal Sensitivity     

John D. Haltigan  Esther M. Leerkes  Maria S. Wong  Keren Fortuna  Glenn I. Roisman  Andrew J. Supple  Marion O'Brien  Susan D. Calkins  André Plamondon 《Child development》2014,85(3):1019-1035

This study examined the developmental significance of mothers' adult attachment representations assessed prenatally with the Adult Attachment Interview in relation to observed maternal sensitivity at 6 months postpartum in an ethnically diverse sample (N = 131 African American; N = 128 European American). Multiple‐group confirmatory factor analyses provided evidence for partial measurement invariance of a two‐factor dismissing and preoccupied latent structure of adult attachment across the two ethnic groups of women. African American women showed modest elevations on the preoccupied factor relative to European American women. Although the dismissing factor showed an empirically equivalent negative association with maternal sensitivity in both ethnic groups, this effect was reduced to marginal significance when controlling for maternal socioeconomic status.  相似文献   

Analyzing the teaching of advanced mathematics courses via the enacted example space     

Timothy Patrick Fukawa-Connelly  Charlene Newton 《Educational Studies in Mathematics》2014,87(3):323-349

Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in Educational Studies in Mathematics 69:77–79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the concept of an example space (Mason & Watson, 2008) and variation theory (Runesson in Scandinavian Journal of Educational Research 50:397–410, 2006) to create a lens to study how examples are used for pedagogical purposes in undergraduate proof-based instruction. We adapted the construct of an example space and extended its application to the constructs of example neighborhood, methods of example construction, and the functions of examples. We explained how to use our new lens to analyze the collection of examples and non-examples that the students had access to. We then demonstrate our method by analyzing the collection of examples and non-examples of a mathematical group the professor of an abstract algebra class presented during lectures or assigned to students in problem sets or exams.  相似文献   

‘When you see a normal person …’: social class and friendship networks among teenage students     

Maria Papapolydorou 《British Journal of Sociology of Education》2014,35(4):559-577

This paper draws on social capital theory to discuss the way social class plays out in the friendships of teenage students. Based on data from individual interviews and focus groups with 75 students in four London secondary schools, it is suggested that students tend to form friendships with people who belong to the same social-class background as them. Social-class ‘sameness’ is considered to be an element that importantly exemplifies the quality of their friendships, and hence close, inter-class friendships were significantly less common than close, intra-class ones. In addition, class differentials were evident and often reproduced by students, even in the context of the rarer inter-class friendships. This paper concludes that social class is of continuous importance in teenagers’ lives and despite some agentic negotiation of class boundaries, as in the case of omnivorousness, students’ friendship networks are dynamically informed by class inequalities.  相似文献   

How are trait emotional intelligence and social skills related to emotional and behavioural difficulties in adolescents?     

Maria S. Poulou 《教育心理学》2014,34(3):354-366

Trait emotional intelligence construct shifted the interest in personality research to the investigation of the effect of global personality characteristics on behaviour. The Social and Emotional Learning (SEL) movement emphasised the cultivation of social skills for positive relationships. In this paper we investigate the role of students’ global personality characteristics and social skills in the occurrence of emotional and behavioural difficulties. Five hundred fifty-nine students aged 12–14?years, completed the Trait Emotional Intelligence Questionnaire–Adolescent Short Form (TEIQue–ASF), the Matson Evaluation of Social Skills with Youngsters (MESSY), and the Strengths and Difficulties Questionnaire (SDQ). Students with higher trait emotional intelligence and stronger social skills were less likely to present emotional and behavioural difficulties. Trait emotional intelligence along with the acquisition of social skills were influential factors of students’ emotional and behavioural difficulties. The study presents a heuristic model for the interpretation of students’ emotional and behavioural difficulties and discusses implications for educators to improve the quality of students’ lives in schools.  相似文献   

Learning about friction: group dynamics in engineering students’ work with free body diagrams     

Maria Berge  Alexandra Weilenmann 《European Journal of Engineering Education》2014,39(6):601-616

In educational research, it is well-known that collaborative work on core conceptual issues in physics leads to significant improvements in students’ conceptual understanding. In this paper, we explore collaborative learning in action, adding to previous research in engineering education with a specific focus on the students’ use of free body diagrams in interaction. By looking at details in interaction among a group of three engineering students, we illustrate how they collectively construct a free body diagram together when learning introductory mechanics. In doing so, we have focused on both learning possibilities and the dynamic processes that take place in the learning activity. These findings have a number of implications for educational practice.  相似文献   

Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect     

Annett Schmeck  Richard E. Mayer  Maria Opfermann  Vanessa Pfeiffer  Detlev Leutner 《Contemporary educational psychology》2014

Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.  相似文献