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11.
Edvin Bru Tor Stornes Elaine Munthe Elin Thuen 《Scandinavian Journal of Educational Research》2013,57(6):519-533
This study examines the degree to which students' perceptions of teacher support are related to school type (primary versus secondary). The sample included 7,205 students from years 5 to 7 in primary school and years 8 to 10 in secondary school. Previous research has concluded that perceptions of school change negatively when students move from primary to secondary school. However, this research has been criticized for not accounting for age‐related changes in students' perception of school. Results from this study show a linear downwards tendency for perceived teacher support, with no obvious abrupt change between primary and secondary school. Our findings do not, therefore, support the idea that the transition from primary to secondary school affects students' perception of teacher support in a negative way. 相似文献
12.
Elin Palm 《Ethics and Information Technology》2009,11(4):233-241
The starting point of this article is that employees’ chances of securing reasonable expectations of privacy at work must
be better protected. A dependency asymmetry between employer and job-applicant implies that prospective employees are in a
disadvantaged position vis à vis the employer regarding the chances of defending their reasonable interests. Since an increased
usage of work related surveillance will, to a larger extent, require of job-applicants that they negotiate their privacy interests
in employment contracting, it is important to consider means of strengthening employees’ negotiating power. This article emphasizes
the importance of contextualizing consent for contractual agreements to be ethically acceptable. 相似文献
13.
Elin Eriksen Ødegaard 《Early Years: An International Journal of Research and Development》2006,26(1):79-92
To elaborate narratives, toddlers are dependent on adult co‐construction. Both children and teachers make meaning and learn together. This article examines what themes toddlers introduce in mealtime conversations in preschool. The object of analysis is 39 toddler‐initiated co‐narratives constructed by toddlers and teachers in 15 videotaped meals during a case study in Norway in 2003/2004. (In Norway children from one to six years old attend preschool.) The results unfold variations of co‐narratives about important life themes. Emotions not only influenced what was said and how it was said, they also constituted issues in children's lives. The stories were about anger, fear, loss and desire. The utterances and voices in the co‐narrations bear a polyphony of cultural meaning. 相似文献
14.
The aim of the study was to investigate age and sex differences in performance in an 11‐plus selective examination. The sample was made up of 3460 pupils who were born in 1981 and who had sat the examination for the first time. Results based on a data set consisting of raw scores in Maltese, English, mathematics, social studies and religious knowledge showed a strong and consistent age effect in all five attainment measures: performance decreased with age from the ‘oldest’ pupils to the youngest’. In regard to sex differences, girls outperformed boys in Maltese, English and religion, with differences being most marked in the two languages. The performance of the two sexes in mathematics and social studies was very similar, with the boys’ performance being slightly, but not significantly, better. These age and sex effects were also evident in the proportions of pupils who passed or failed the examination. Older pupils tended to be more successful than younger pupils, and girls were more likely to pass the examination than boys. 相似文献
15.
Walter R. Borg Charles F. Schuller 《Educational technology research and development : ETR & D》1979,27(1):31-38
Does complexity of detail, accuracy of scale, and use of background help subjects learn technical information? Apparently not — at least not the 80 soldiers who learned about bore sighting of tank machine guns in this study. Half the subjects used the existing self-contained learning package, a tape-filmstrip lesson containing a large number of complex visuals. The other half used lessons identical in the audio portion but containing simplified (but not deliberately improved) visuals. There were no significant differences between the two groups in achievement, and both were strongly favorable toward their respective lesson. 相似文献
16.
The aim of this study was twofold: (1) to identify factors associated with a high level of accommodation needs in school activities among students with special educational needs (SEN) in regular upper secondary education; and (2) to investigate the extent to which schools have met students’ perceived accommodation needs. Accommodation needs and their provision in school activities were assessed with the School Setting Interview for 484 students with SEN. Students’ mean age was 17.3 years and 50% did not have a diagnosis. A logistic regression analysis revealed that a high level of school absence, studying a vocational programme, and a neuropsychiatric disorder were associated with a high level of accommodation needs. In the majority of school activities, about 50% of students had not received any accommodation despite an experienced need for support. About 30% of students perceived a need for support even though they had been provided with accommodations, and around 25% stated they were satisfied with received accommodations. Regular upper secondary school students with SEN are insufficiently provided with accommodations to satisfactorily participate in education. Specific student characteristics, e.g. high level of school absence, should receive special attention when investigating and accommodating students’ needs for support in school activities. 相似文献
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18.
This paper examines university teacher educators’ engagement with and in educational research. Survey results collected from eighty-two teacher educators at a leading university in Saudi Arabia pointed to modest levels of research activity and also suggested that these individuals held largely technical views of what research is. Their assessments of their institutional research culture also signalled a perceived gap between the research productivity expected of them and the support they received from their university. The implications of these findings for promoting research activity among university teacher educators, where this is considered desirable, are discussed. 相似文献
19.
Walter R. Borg 《Journal of Experimental Education》2013,81(3):9-18
The problem of this research was to determine whether training teachers with the Utah State University Protocol Modules brought about significant changes in teaching performance and related pupil outcomes. Twenty-eight in-service elementary school teachers were randomly assigned to two groups. One group was trained in the classroom management modules (Group A), the other in the self-concept modules (Group B). Before and after treatment, teachers and their pupils in both groups were observed in their own classrooms on performance variables related to both sets of modules. Pupils were also administered two self-concept measures. Since the two sets of modules deal with different teacher behavior, this design permitted each group to serve as control for the other group. Results indicated that Group A teachers had significantly more favorable post-treatment means than Group B teachers on 7 of the 13 classroom management skills. Group B teachers had significantly more favorable post-treatment means on 11 of 12 behaviors covered in the self-concept modules. Pupils in Group A classrooms made significant reductions in both mildly deviant and seriously deviant behavior. No significant changes in pupil self-concept test scores occurred. 相似文献
20.
Walter R. Borg 《Journal of Experimental Education》2013,81(3):65-70
Students in one school system in grades 5 through 11( 522 boys, 548 girls) responded to an objective examination which incorporated a measure of risk taking. The study was replicated in a second school system (600 boys, 691 girls). In each case the proportion of risk-taking variance associated with variation in grade level was approximately . 10 (significant at the . 05 level), with higher risk in grades 5, 6, and 7 than in grades 8, 9, 10, and 11. Boys took greater risks than girls in both school systems, but the proportion of risk-taking variance explained by sex was low ( approximately . 01) and significant (at the . 05 level) in only one school system. There was no interaction between grade level and sex. 相似文献