Why Baby Fae never stood a chance     

Redfern M 《New scientist (1971)》1984,104(1432):7

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Motivating students of diverse sociocultural backgrounds to achieveLa motivación al logro de estudiantes de ambientes socioculturales diversosLa motivation à l'accomplissement d'étudiants ayant un passé socioculturel différent     

Martin L Maehr  Anton Lysy 《Int J Intercult Relat》1978,2(1):38-70

This paper addresses a problem of major importance to educators: the motivation of students of differing sociocultural backgrounds. While the analysis builds on the earlier work of McClelland, the focus is by no means confined to that perspective. Indeed, achievement motivation is essentially redefined and a more comprehensive analysis is attempted in which personality, situation, and situation x personality factors are all concerned. The central thrust of the article, of course, is on what one can change about personality and situations to increase the achievement motivation of students. In this regard, various intervention studies are reviewed and evaluated, and new possibilities are suggested. There is a decided emphasis on the efficiency, practicality, and general appropriateness of concentrating on situations (or contextual) change rather than attempting to change enduring personality patterns.  相似文献   

Socialization experiences and coping strategies of adults raised using spoken language     

Bain L  Scott S  Steinberg AG 《Journal of deaf studies and deaf education》2004,9(1):120-128

This investigation concerned the socialization experiences and coping strategies of a group of 28 deaf adults who were raised using spoken language. Most respondents reported some level of social isolation because of (1) limitations in communication with hearing peers; (2) missing information in social, academic, and work settings; and (3) a sense of being "different." Most participants also reported strategies used to reduce isolation and mitigate the social difficulties associated with their hearing loss.  相似文献   

Personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students     

Frank E  Galuska DA  Elon LK  Wright EH 《Research quarterly for exercise and sport》2004,75(2):112-121

To determine personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students, we surveyed 1,906 entering freshman medical students (response rate = 87%; average age = 24 years) in 17 U.S. medical schools. Students reported a median of 45 min/day of exercise, 80 min/week each of mild and moderate exercise, and 100 min/week of strenuous exercise. Nearly all students (97.6%) engaged in some moderate or vigorous exercise in a typical week. Sixty-four percent complied with U.S. Department of Health and Human Services exercise recommendations. Most freshmen (79%) believed it would be highly relevant to their future practices to counsel patients about exercise; predictors included intention to provide primary care, excellent health, prevention emphasis by their personal physician, and performing more strenuous exercise.  相似文献   

Making high performance last reflections on involvement,culture, and power in organizations     

Juan Pablo Ortiz  Lisa Arnborg 《Performance Improvement》2005,44(6):31-37

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Behaviours of Concern to Teachers in the Early Years of School     

Jennifer Stephenson  Ken Linfoot  Andrew Martin 《International Journal of Disability, Development & Education》2000,47(3):225-235

Teachers of students aged from five to eight years at 21 primary schools in western Sydney were surveyed about child behaviour that concerned them and their needs for support in dealing with such behaviour. Although most teachers were confident of their ability to manage classroom behaviour, teachers reported a need for support in dealing with distractibility and concern about aggressive behaviours. Less confident teachers expressed higher levels of concern about aggression, distractibility, and disobedience and wanted more support for dealing with distractibility and disobedience. No relationships were found between teacher concerns or support needs and teacher experience, class level or size, Local Government Area income grouping, and whether or not the school received additional funding for disadvantaged schools.  相似文献   

Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment   总被引：3，自引：2，他引：1  

Barab  Sasha A.  Hay  Kenneth E.  Squire  Kurt  Barnett  Michael  Schmidt  Rae  Karrigan  Kristen  Yamagata-Lynch  Lisa  Johnson  Christine 《Journal of Science Education and Technology》2000,9(1):7-25

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Stokingham Sixth Form College: Institutional culture and dispositions to learning     

Phil Hodkinson  Martin Bloomer 《British Journal of Sociology of Education》2000,21(2):187-202

Learning is high on the political agenda for post-compulsory education and training in England. Official discourses about learning assume a predominantly individualist stance, despite the development of theoretical models that stress the contextual and situated nature of learning. In a study following 50 young people through further education over 4 years, it became apparent that the institutional culture of the colleges had a significant impact upon students' dispositions towards their learning. In this paper, we explore the nature and significance of this impact in a case-study sixth form college: an under-researched sector of educational provision. This is followed by a brief discussion of the implications of our analysis for issues of access, widening participation and inequality in relation to current proposals to reform age 16-19 educational provision in England. We conclude by identifying some of the questions about the fine-grained nature of that college culture that our data does not permit us to address directly.  相似文献   

Re‐engineering conventional university education: Implications for students’ learning styles     

Tammy Schellens  Martin Valcke 《Distance Education》2000,21(2):361-384

There is no doubt that education is being fundamentally transformed and affected by information and communication technologies (ICT). The demand for online courses in higher education is growing. Education is also affected by the new approaches towards learning and instruction that have emerged during recent decades: student centred learning, distributed learning, and collaborative learning. These new instructional approaches reflect the adoption of constructivist approaches to learning. National and international studies support this approach, but also point to a number of problems, such as the lack of clear policies and implementation strategies. The adoption of new learning approaches has resulted in the re‐engineering of courses, curricula and in certain cases complete universities. Examples of the latter can be found at the Jones International University (www.jiu.edu) that started in May 1999 as a completely new and virtual university, and the Dutch Open University that transformed its educational model towards a competency‐based educational model implemented in a digital university setting (www.ou.nl). The transition from a traditional approach is not an easy process. The implementation of the new ideas can be hampered by a large number of variables and processes at micro‐ and mesolevels. The study, described in this article analyses such difficulties when implementing a specific re‐engineering of a course. The difficulties are described and analysed in terms of the learning styles of students. The major focus of the study is on incongruencies between the innovative course re‐design and learning styles issues. The authors expect that the results of the study will fuel the discussion about the necessity to consider innovation at the meso‐level (curriculum level) instead of solely at course level.  相似文献   

Standards for the Award of Qualified Teacher Status: Reflections on assessment implications     

Susan Martin  Chris Cloke 《Assessment & Evaluation in Higher Education》2000,25(2):183-190

The paper raises some concerns about the assessment procedures implicit in the new Standards for the award of Qualified Teacher Status (QTS) issued by the Teacher Training Agency (TTA) and, as a consequence, a question mark is raised over the process and purpose of their introduction to initial teacher education (ITE) in England and Wales. What appears to be a technocratic approach to the assessment of teacher trainees in reality straddles a hybrid position in terms of the assessment model on which it is based. Little regard has been given, in the public domain at least, either to the rationale behind the introduction of the Standards or to the process of implementation. Having taken the ITE world more by surprise than storm this paper reflects upon the Standards in the context of assessment. It builds on previous pleas for a relevant assessment paradigm for workplace assessment, that of the judgemental model (Hager & Butler, 1996; Martin, 1997).  相似文献