The effectiveness of private tutoring: students’ perceptions in comparison with mainstream schooling in Hong Kong     

Shengli Zhan  Mark Bray  Dan Wang  Chad Lykins  Ora Kwo 《Asia Pacific Education Review》2013,14(4):495-509

This paper examines Hong Kong students’ perceptions on the effectiveness of private supplementary tutoring relative to mainstream schooling. Drawing on survey and interview data, it shows that large proportions of secondary school students receive private tutoring. Students generally perceive private tutoring and private tutors to be more effective in the provision of examination support compared with mainstream schooling and teachers. However, perceptions vary according to students’ self-reported academic levels and motives for taking private tutoring. The operations of the parallel sector of private tutoring have significant implications for the nature of schooling and therefore need to be considered by teachers and school administrators. The Hong Kong data contribute to the international analysis of private tutoring and add a significant component to the wider conceptual literature.  相似文献   

The Test‐Taking Strategy Intervention for College Students with Learning Disabilities     

Mary LaFrance Holzer  Joseph W. Madaus  Melissa A. Bray  Thomas J. Kehle 《Learning disabilities research & practice》2009,24(1):44-56

Limited research exists related to empirically validated strategies to assist college students with learning disabilities (LD). Given that students with LD demonstrate both fewer test‐taking skills and higher levels of test anxiety than their peers without LD, and poor test‐taking skills contribute to higher levels of test anxiety, such research is critical. The present study examines the effectiveness of the test‐taking strategy on test performance (timed/untimed), degree of strategy usage, and time on test‐taking task, with a sample of university students with LD. This strategy has been successful with adolescents with LD, but has not been studied with postsecondary populations. Results of a multiple baseline design suggested that the strategy was an effective intervention for these students. Implications are discussed.  相似文献   

Tradition, Change, and the Role of the World Council of Comparative Education Societies   总被引：1，自引：0，他引：1  

Mark Bray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(1-2):1-13

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From the Chair     

Jae Bray 《Pastoral Care in Education》2006,24(1):33-33

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Governance and Free Education: Directions, Mechanisms and Policy Tensions     

Mark Bray 《Prospects》2007,37(1):23-35

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Course Revision in Introductory STEM Courses: An Exploratory Study at an HBCU Community College     

Nathaniel J. Bray  Shonteria Johnson  Stephen G. Katsinas  Peggy Shadduck 《Community College Journal of Research & Practice》2013,37(7):481-493

ABSTRACT

This paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits.  相似文献   

Walking cadence required to elicit criterion moderate-intensity physical activity is moderated by fitness status     

Grant Abt  James Bray  Tony Myers  Amanda C. Benson 《Journal of sports sciences》2013,31(17):1989-1995

ABSTRACT

The aims of this study were to estimate the walking cadence required to elicit a VO₂reserve (VO₂R) of 40% and determine if fitness status moderates the relationship between walking cadence and %VO₂R. Twenty participants (10 male, mean(s) age 32(10) years; VO₂max 45(10) mL·kg^?1·min^?1) completed resting and maximal oxygen consumption tests prior to 7 x 5-min bouts of treadmill walking at increasing speed while wearing an Apple Watch and measuring oxygen consumption continuously. The 7 x 5-min exercise bouts were performed at speeds between 3 and 6 km·h^?1 with 5-min seated rest following each bout. Walking cadence measured at each treadmill speed was recorded using the Apple Watch “Activity” app. Using Bayesian regression, we predict that participants need a walking cadence of 138 to 140 steps·min^?1 to achieve a VO₂R of 40%. However, these values are moderated by fitness status such that those with lower fitness can achieve 40% VO₂R at a slower walking cadence. The results suggest that those with moderate fitness need to walk at ~40% higher than the currently recommended walking cadence (100 steps·min^?1) to elicit moderate-intensity physical activity. However, walking cadence required to achieve moderate-intensity physical activity is moderated by fitness status.  相似文献   

比较教育的领域扩展:学术团体和全球合作     

马克·贝磊  范运衡 《比较教育研究》2005,26(12):11-13

在过去的几十年里,比较教育领域发生了重要的变化.受比较教育学者的论述和不同语言及文化等背景因素的影响,世界上不同地区的比较教育领域具有各自不同的特点.本文主要关注世界比较教育学会联合会(WCCES)的作用,介绍了WCCES的运作形式以及随着时间的流逝其面对的某些压力及转变.  相似文献   

教育研究中的比较层次:对不同文献的不同透视及多层次分析的价值     

马克·贝磊  R·莫里·托马斯  吴文君 《北京大学教育评论》2005,3(4):15-24,30

比较教育研究传统上总是着眼于世界不同区域及不同国家之间的研究。本文认为,这种做法经常导致教育研究中不全面和不平衡的视角,因为它不能将州/省、地区、学校、课堂及个体之间的重大差异考虑进去。作者阐述了比较教育研究需要一个更加广泛的框架这一看法,并且提出了一个更加全面的研究模型——多层次分析,它能够对单一层次分析所获得的观点进行整合。  相似文献   

Two Sides of the Same Coin? Analysis of Faculty and Administrators’ Perspectives on Governance     

Eric Campbell  Nathaniel Bray 《Community College Journal of Research & Practice》2018,42(12):893-907

This study explored institutional governance in an Alabama public two-year community college and investigated the perceptions of faculty and administrators within this sector. To answer the research questions for this study, a quantitative cross-sectional survey utilizing inferential analysis of the collected data was employed. To analyze the perceptions of Alabama community college faculty members and administrators regarding their interactions in institutional governance, three quantitative research questions were used. The research questions were analyzed based upon participant responses from the survey instrument. Analysis of variance (ANOVA) was the statistical method used to determine if any significant differences in perception existed between faculty and administrators. The results of the study revealed that a significant difference existed between faculty and administrator perceptions with respect to institutional structure and shared governance, but no significant difference existed between faculty and administrators perceptions with respect to supervisory relationships. Considering the findings and conclusions of the present study, the researchers made recommendations related to institutional governance.  相似文献