School social capital and secondary education plans     

Claudia Schuchart 《Educational studies》2013,39(1):29-42

This article intends to identify the effects of school social capital on the educational plans of students, particularly those staying in school and obtaining an intermediate certificate. It is hypothesised that social capital helps to explain individual educational plans and differences between schools regarding the amount of students with particular educational plans. The analyses are based on a survey of 1638?year 8 Hauptschule students in Germany. The results show that the quality of relationships with teachers is of crucial importance for the educational plans of individual students. Furthermore, differences between schools can be explained by the degree of school expectations. This finding supports the assumption that schools provide different settings, not only for learning processes but also for developing educational aspirations and plans.  相似文献   

Validation of the Intrapersonal Technology Integration Scale: Assessing the Influence of Intrapersonal Factors that Influence Technology Integration     

Dale S. Niederhauser  Serkan Perkmen 《学校用计算机》2013,30(1-2):98-111

Teachers' beliefs about their self-efficacy for integrating technology, their outcome expectations for integrating technology, and their interest in using technology to support student learning influence their intentions for incorporating technology into their instructional practices. To date, instruments developed to examine the relationships among these factors have focused primarily on measuring self-efficacy. The Intrapersonal Technology Integration scale was developed to expand our understanding of intrapersonal cognitive variables that affect teachers' predispositions toward integrating technology into their teaching.  相似文献   

Down to the Wire: Confronting Climate Collapse,by David W. Orr     

Brian J. Plankis  Alena Jones 《The Journal of environmental education》2013,44(3):202-203

ABSTRACT

This article examines environmental education by focusing on recreationist expectations for interpretation on marine tours, satisfaction with this interpretation and whether expectations were met, and how these perceptions correlate with components of the norm activation model. Recreationists surveyed before and after tours to Molokini, Hawaii (n = 439) had high pre-trip expectations for interpretation (e.g., about reefs, history), but satisfaction was lower and expectations for many recreationists were not met. Those who had their expectations met had higher problem awareness and ascribed more responsibility (i.e., norm activation) than those who did not, suggesting that interpretation is desired and may promote pro-environmental behavior.  相似文献   

当前改善我国劳动政策的思路与对策     

吴忠民 《教学与研究》2009,(2)

针对中国现阶段劳动政策中的各种问题,当前应特别注意做好这样几个方面的事情:从社会公正的高度看待劳动政策问题,在基本理念进而在基本制度设计和基本政策安排上真正重视劳动政策;进一步激活工会的应有功能,有两种可能的模式值得考虑,一是使工会主席职业化、社会化,二是直接依靠企业中的党组织开展工会工作;注重雇主组织的规范化建设,有效地解决好独立性问题、自律性问题和公正性问题;形成有效的集体协商制度;把握劳动政策推进的可行性和节奏性.  相似文献   

Using inclusion,high demands and high expectations to resist the deficit syndrome: a study of eight Grade three classes overachieving in reading     

Ulla Damber 《Literacy》2009,43(1):43-49

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The Educational Attainment Process Among Adolescents with Disabilities And Children of Parents with Disabilities     

Carrie L. Shandra  Dennis P. Hogan 《International Journal of Disability, Development & Education》2009,56(4):363-379

This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without disabilities in the United States. Parents—but not adolescents—are likely to reduce their educational expectations when adolescents have a mild or serious disability, net of school performance. These parental—but not adolescent—expectations are significantly associated with high school completion. Finally, even after controlling for educational expectations and school performance, youth with serious disabilities are much less likely to graduate from high school than youth without disabilities. Despite the considerable strides made in the implementation of the Individuals with Disabilities Education Act, students with disabilities are not achieving educational parity in graded schooling.  相似文献   

Tensions in the work context of teacher educators in a School of Education in Trinidad and Tobago: a case study     

Jennifer Yamin-Ali 《欧洲师范教育杂志》2018,41(1):66-85

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“Turned off” or “ready to fly” – Ability grouping as an act of symbolic violence in primary school     

《Teaching and Teacher Education》2018

This paper presents findings from a mixed methodological study exploring teacher perspectives on the use of ability grouping in primary schools in Ireland. Results indicated that teachers were shown to ‘funnel and filter’ children into differentiated ability groups, conceptualised as acts of symbolic violence. This had particular implications for learners assigned to the ‘weaker’ groups, most especially boys, minority ethnic/migrant children and those with additional support needs. Factors related to length of teacher experience and engagement with continuous professional development were found to mediate the strength of framing of children's learning in ability groups.  相似文献   

Academic entitlement: relations to perceptions of parental warmth and psychological control     

Lisa A. Turner  Wesley H. McCormick 《教育心理学》2018,38(2):248-260

Academic entitlement characterises students who expect positive academic outcomes without personal effort. The current study examined the relations of perceived parental warmth and parental psychological control with two dimensions of academic entitlement (i.e. entitled expectations and externalised responsibility) among college students. Psychology students participated by completing measures of perceived parenting and academic entitlement through an online survey system. Results demonstrated that perceived parental warmth was a negative predictor of externalised responsibility and parental psychological control was a positive predictor of externalised responsibility. Additionally, there was a warmth by control interaction such that parental psychological control was related to greater externalised responsibility only when combined with moderate to high parental warmth. For entitled expectations, both perceived parental warmth and psychological control were positive predictors. The findings suggest that parenting practices may play an important role in academic entitlement and highlight the need for further research to elucidate potential developmental pathways of academic entitlement.  相似文献   

Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Characteristics     

《Contemporary educational psychology》2020

The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.  相似文献