Learning to Solve Challenging Percentage-Change Problems: A Cross-Cultural Study From a Cognitive Load Perspective     

Bing Hiong Ngu  Alexander Seeshing Yeung  Huy P. Phan  Kian Sam Hong  Hasbee Usop 《Journal of Experimental Education》2018,86(3):362-385

In an experiment, secondary students from Australia and Malaysia (n = 130) were randomly assigned to one of three approaches (equation, unitary, unitary-pictorial) to learn how to solve challenging percentage-change problems. In line with the differential types of cognitive load associated with the three approaches, the unitary-approach group outperformed both the unitary group and the equation group across Australia and Malaysia. In support of cross-cultural findings, the Malaysian students outperformed the Australian students for the equation approach but not the unitary approach nor the unitary-pictorial approach. The Australian students, in contrast, learned better with the unitary-pictorial approach. This study, overall, reveals the “gap” between the Asian and Western countries in the use of problem-solving approaches across different cultural settings.  相似文献   

Modelling the relationships between teacher working conditions,job satisfaction and workplace mobility     

Sam Sims 《British Educational Research Journal》2020,46(2):301-320

Teacher shortages are a recurring problem in publicly funded schools, in part because of poor retention. Working conditions in schools are an important predictor of teacher job satisfaction and retention, yet research has so far made limited headway in identifying the specific aspects of the working environment which matter. This research uses representative data on state secondary school teachers in England in 2013 to derive an unusually rich set of working conditions variables. Regression analysis is used to model the relationships between working conditions, teacher job satisfaction and turnover intentions. The results show strong associations with the nature of school leadership, whether teachers have received training in the specific subjects they are assigned to teach and scope for career progression within the school. These results are robust to checks for common source bias. The study identifies ways in which schools can improve retention.  相似文献   

Are the creative industries meritocratic? An analysis of the 2014 British Labour Force Survey     

Dave O’Brien  Daniel Laurison  Andrew Miles  Sam Friedman 《Cultural Trends》2016,25(2):116-131

ABSTRACT

There is currently widespread concern that Britain’s cultural and creative industries (CCIs) are increasingly dominated by the privileged. This stands in stark contrast to dominant policy narratives of the CCIs as meritocratic. Until now this debate has been clouded by a relative paucity of data on class origins. This paper draws on new social origin data from the 2014 Labour Force Survey to provide the first large-scale, representative study of the class composition of Britain’s creative workforce. The analysis demonstrates that CCIs show significant variation in their individual “openness”, although there is a general under-representation of those from working-class origins across the sector. This under-representation is especially pronounced in publishing and music, in contrast to, for example, craft. Moreover, even when those from working-class backgrounds enter certain CCIs, they face a “class origin pay gap” compared to those from privileged backgrounds. The paper discusses how class inequalities, as well as those related to gender and ethnicity, between individual CCIs point to occupational subcultures that resist aggregation into the Department for Culture, Media and Sport’s broader category of CCIs. The paper concludes by suggesting the importance of disaggregating CCIs and rethinking the definition and boundaries of CCIs as a meaningful category.  相似文献   

Post-War Cinema-Going and Working-Class Communities: A Case Study of the Holyland,Belfast, 1945–1962     

Sam Manning 《Cultural and Social History》2016,13(4):539-555

This article utilizes oral history testimony to investigate cinema-going practices in the Holyland, a largely Protestant working-class community in post-war Belfast. It investigates the place-specific nature of cinema attendance, assesses the social practices of cinema-going and examines the reasons for the post-war decline in attendance and consequent cinema closures. Oral history testimony demonstrates the close link between the nature of cinema attendance, changes in the life cycle and urban mobility. By linking the recollections of post-war cinema-goers to broader social and economic developments in Belfast, and assessing Northern Ireland's relationship to the rest of the United Kingdom, this article investigates the reasons for the closure of the Apollo, the local neighbourhood cinema for residents of the Holyland.  相似文献   

International Comparisons of the Relationships among Educational Effectiveness, Evaluation and Improvement Variables: An Overview     

Charles Teddlie  Sam Stringfield  Julia Burdett 《Journal of Personnel Evaluation in Education》2003,17(1):5-20

This special issue of the Journal of Personnel Evaluation in Education presents information from five countries related to the following constructs and/or literatures: teacher effectiveness research, school effectiveness research, teacher evaluation, staff development, teacher improvement, and school improvement. This overview article presents brief summaries of five major issues that are addressed throughout the issue. A conceptual framework is introduced that presents links among the aforementioned constructs/literatures. While these links are theoretically viable, their actual existence varies widely by country, with several countries lacking many of the links. Implications of these missing links are discussed, as well as strategies for more tightly joining these literatures/constructs. Original research from each of the countries is also introduced.  相似文献   

Peer group contexts of girls' and boys' academic experiences   总被引：1，自引：0，他引：1  

Crosnoe R  Riegle-Crumb C  Field S  Frank K  Muller C 《Child development》2008,79(1):139-155

  相似文献   

A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students     

Aysha Divan  Sam Mason 《Journal of Further & Higher Education》2016,40(4):543-567

In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks achieved by students (N 61) for specific communication assignments completed at the start and at the end of the course. This was complemented by questionnaires administered to students at the beginning and at the end of the course to self-assess their competency and to elicit their views on the usefulness of the training received. We considered three questions: did students’ communication skills improve during the course; did the outcomes depend on the place of previous education (UK or non-UK); and how useful did students consider the learning and teaching activities to be? We show that the training improved students’ self-reported competency in most of the communication skills considered. Coursework marks for writing literature reviews improved during the course (p < 0.001). Those marks were marginally associated (that is, approaching statistical significance after Bonferroni correction) with the place of previous education (relatively high in UK students; p = 0.005). Coursework marks for writing research proposals did not change during the course (p = 0.361) but did depend on place of previous education (relatively high for UK students (p = 0.001). Although this small study’s intriguing results merit further investigation, our initial data supports the use of a programme-wide framework of the type presented here to facilitate communications skills development amongst biological science graduate students.  相似文献   

Difficulties facing mathematics teachers in developing countries—A case study of Nigeria     

Sam O. Ale 《Educational Studies in Mathematics》1981,12(4):479-489

In the series Change in Mathematics Eduation Since the Late 1950's-Ideas and Realisation which appeared in Education Studies in Mathematics, Vol. 9, Ohuche (1978) surveyed the achievements, trials and tribulations of school mathematics in Nigeria for the period 1957 to 1977. Here we complement his paper by considering the current problems of school and university mathematics as they relate to teachers.  相似文献   

Where's the action? The concept of action in action learning     

Sam Ashton 《Action Learning: Research and Practice》2006,3(1):5-29

  相似文献   

Getting Comfortable with Discomfort: Preparing Counselor Trainees to Broach Racial,Ethnic, and Cultural Factors with Clients during Counseling     

Norma L. Day-Vines  Beverly Booker Ammah  Sam Steen  Kristy M. Arnold 《International journal for the advancement of counseling》2018,40(2):89-104

Counselors’ considerations of racial and cultural factors in the lives and experiences of clients enhances counseling outcomes. Acknowledgement of cultural factors enhances counselor credibility, client satisfaction, and the depth of client disclosure. This article opens with an overview of the Continuum of Broaching Behavior (Day-Vines et al. 2007), continues with a case illustration that enumerates categories along the continuum, provides empirical support for the continuum, and closes with a set of instructional strategies for counselor educators to infuse within a multicultural counseling course.  相似文献