排序方式： 共有114条查询结果，搜索用时 15 毫秒
51.
徐薇 《南通职业大学学报》2012,26(1):52-56
通过问卷和访谈的形式,对非英语专业一年级部分学生的英语阅读现状进行调查分析,以了解目前非英语专业学生对英语阅读的态度及在英语阅读方面存在的问题,并依此提出一些能帮助学生提高英语阅读兴趣、增强英语阅读能力的对策与措施,以改进高职院校的英语教学,提高教学效果。 相似文献
52.
《Africa Education Review》2013,10(1):55-79
Abstract The aim of this study was twofold, namely to examine (1) the effect of learner misbehaviour on identified symptoms of educator burnout and stress, and (2) the possible association between demographic variables and symptoms of educator stress and burnout as a direct result of learner misbehaviour. The quantitative empirical approach was used in this study. A self-reporting questionnaire was completed by 511 educators. The data were analysed by means of frequencies, the Student's t-test and the One-way ANOVA (analysis of variance) statistic. The results are reported against the background of a diagrammatical, enumerative display of the nature and frequency of different types of misbehaviour that the respondents had to address. The results prove that learner misbehaviour in Lesotho has serious negative consequences for a relatively small percentage of respondents. Contrary to the prevailing view in the literature, the data furthermore show that learner misbehaviour in Lesotho more often impacts negatively on male and on experienced educators, than on their female and their less experienced counterparts. 相似文献
53.
Luciana Benincasa 《International journal of qualitative studies in education》2013,26(8):1087-1106
Filling in a research questionnaire means coming into contact with the researchers’ assumptions. In this sense filling in a questionnaire may be described as a learning situation. In this paper I carry out discourse analysis of selected questionnaire items from a number of studies, in order to highlight underlying values and assumptions, and their ideological import. These studies all attempted to investigate attitudes that Greek pupils show towards fellow-pupils defined as ‘different’. The survey questions are organized in terms of types of diversity, and the data is interpreted through the concept of exclusion and the ideology of normality. I argue that a number of items in the questionnaires embody assumptions likely to encourage attitudes and practices potentially leading to the marginalization of children defined as ‘different’. Finally I suggest alternative approaches to researching pupils’ attitudes and point out implications for research training. 相似文献
54.
Peter Lloyd Bennett 《British Journal of Special Education》2006,33(4):188-195
The emotional and behavioural problems experienced by pupils continue to be a key concern for educationalists. In this article, Peter Lloyd Bennett, an educational psychologist, reports on his research into the views of staff about this important area of work. Questionnaires on meeting the needs of pupils with emotional and behavioural difficulties were circulated among professionals in one local authority as part of the development of the authority's behaviour support plan. Respondents were asked to identify the practices and forms of additional support which, in their view, resulted in successful and less successful outcomes for pupils. Peter Lloyd Bennett analysed these responses and presents here ideas about staffing, strategies, training, multi-agency work, provision and the role of parents. Interestingly, staff working with primary-aged pupils frequently referred to whole-school behaviour policies as contributing to successful outcomes. Professionals involved with both primary- and secondary-aged pupils suggested that the constraints of the National Curriculum can contribute to pupils' emotional and behavioural difficulties. The results of this survey were used to inform developments in Peter Lloyd Bennett's local authority and will be directly relevant to colleagues grappling with similar issues in other contexts. 相似文献
55.
《Support for Learning》2006,21(1):24-29
Debbie Johnson is a teacher who provides an account of her involvement in researching the inclusion of pupils with Down's syndrome over a number of years. Her work has not only increased her own understanding but has had a significant influence upon her practice, both as a class teacher and in her current advisory role. Writing in a highly personalised way, Debbie describes how she developed a systematic approach to collecting data and analysing this to provide her with insights into those factors which may encourage or inhibit inclusive practice. 相似文献
56.
Tony Lingard 《British Journal of Special Education》2005,32(2):67-77
Literacy for pupils in the secondary phase of education is a key concern for practitioners and policy makers alike. Tony Lingard is the SENCo at a large comprehensive school in the south-west of England but he is also involved in staff development and school improvement initiatives across the UK. Literacy Acceleration is an intervention strategy for pupils with literacy difficulties that he and his team at school have been developing over many years. He undertook the research reported in this article at a comprehensive school where Literacy Acceleration was well established and being delivered by experienced staff. The research found that Year 7 and 8 pupils with literacy difficulties who followed Literacy Acceleration made significant progress with reading and spelling while similar pupils, who only had access to National English Strategy classes, did less well over the period of the study. The research also found that most of the pupils who experienced Literacy Acceleration in small groups, as well as mainstream English lessons, preferred being taught in smaller Literacy Acceleration groups where they also felt that they were making more progress. In concluding his article, Tony Lingard argues that pupils with literacy difficulties need specific, targeted interventions and that it may be a mistake to assume that the normal secondary English curriculum effectively meets their needs. This small-scale study therefore offers a challenge to a widely accepted policy. It suggests that abandoning strategies that focus on addressing the particular needs of pupils with literacy difficulties (of which Literacy Acceleration is one example) may not best serve the interests of a significant group of learners. 相似文献
57.
Seona Hamilton 《Health information and libraries journal》2013,30(2):168-173
This feature discusses the use of a training needs analysis exercise carried out by library staff at the NHS Greater Glasgow & Clyde (NHSGGC) Library Network to support the development of a fit for purpose programme of information skills training. A survey was designed based on a well‐known information skills competency framework and used to gain an understanding of the knowledge skills needed by staff and how library training could best support these. The survey received a good response rate and led to the successful writing of a training plan for the Library Network for the delivery of information skills training. H.S. 相似文献
58.
Abstract By comparing two classes (onsite and remote), this study assesses the influence of interactive video technology on how students learn in one library and information science (LIS) distance learning course. Students in this course participated voluntarily in the study by completing a questionnaire, and some elected to participate in a focus group at the end of the course. The results revealed that students in both classes became more comfortable with the technology, had positive attitudes, and achieved the learning objectives for the course. Students identified the top three positive factors that enhanced their learning as (1) class discussions with more diverse perspectives, (2) use and familiarity with the technology, and (3) class interactions. Students identified the top three negative factors that hindered their learning as (1) audio problems, (2) technology glitches and delays, and (3) intimidation to participate by the large screen, with two large classes and talking heads visible to everyone. In conclusion, the benefits of interactive video far outweigh the barriers. 相似文献
59.
M. T. G. Pain 《Journal of sports sciences》2013,31(12):1359-1360
Abstract The purpose of this study was to analyse the associations between sports participation, levels of moderate to vigorous physical activity (MVPA) and cardiorespiratory fitness (CRF). The study comprised 310 participants (183 girls and 127 boys) aged 11–18 years. Sports participation was assessed by questionnaire and habitual physical activity (PA) was measured objectively with accelerometers. The 20-m shuttle-run test was used to estimate CRF. Logistic regression analyses were carried out with CRF as the outcome. The odds ratio (OR) for being fit was greater for those who comply with 60 min · day?1 in MVPA (OR = 2.612; 95%confidence interval [CI] = 1.614–4.225) in comparison with those who do not. Participation in competitive sports at club levels increased the chances of being fit (OR = 13.483; 95%CI = 4.560–39.864), independently of MVPA levels. There were positive and significant trends in CRF and objectively measured PA across the levels of engagement in competitive sports (P < 0.05). Concluding, participation in competitive sports at club level is more effective than other organised or non-organised sports to reach healthier levels of CRF and recommend levels of MVPA. 相似文献
60.
Esther Hartman Dorien Ketelaar Congchao Lu Eva Corpeleijn 《Journal of sports sciences》2013,31(19):2198-2204
ABSTRACTThe global trend in inactivity in children may be related to psychosocial problems. We investigated the cross-sectional association between physical activity (PA) levels and psychosocial functioning in 3.4–7.3-year-old children. Children from the Dutch GECKO birth cohort (N = 898; 51.6% boys) had PA levels assessed objectively by accelerometry (ActiGraph GT3X) for at least three days. Linear regression analysis was used for associations with psychosocial functioning (parent report of the Strengths and Difficulties Questionnaire), controlling for gender, age and socio-economic status. Higher total and moderate-to-vigorous PA levels (MVPA) were associated with higher Total Difficulty scores, and sedentary time to lower Total Difficulty scores. More time spent in MVPA was significantly associated to “hyperactivity/inattention” in both boys (Standardized BBOYS = 0.192) and girls (Std.BGIRLS = 0.139) whereas for the time in sedentary behaviour, a reverse association was found only in boys (Std.BBOYS = ?0.230). In boys only, more time in MVPA (Std.BBOYS = 0.154) and less time in sedentary behaviour (Std.BBOYS = ?0.147), were significant determinants for ‘behavioural problems’. When using objectively measured PA, parents report more hyperactivity/inattention and behavioural problems in the more active children, and less in the more sedentary children, most clearly for boys. High levels of PA might be an indicator of psychosocial problems in young children. 相似文献