排序方式： 共有13条查询结果，搜索用时 15 毫秒
1.
The Youth in Transition Survey is used to follow the postsecondary education (PSE) pathways and outcomes of Canadian youth over the mid 2000s. Students starting at community colleges and four year universities are analyzed separately. First program outcomes are reported, showing the proportions of students who leave their first programs but remain in PSE by switching/transferring to other programs, institutions, or levels. Multinomial regression estimates correlates of students’ first program switching and leaving decisions. Five year graduation rates are calculated to show the importance of different pathways (across programs, institutions, and levels) to earning a PSE credential; in the aggregate and for subgroups of students. Transfers constitute important but not terribly large pathways for Canadian students to adjust their PSE and obtain PSE credentials. We calculate the resulting extent to which institution specific measures of persistence, PSE leaving, and graduation rates misstate the rates experienced by students. Compared to American students, university and community college starters in Canada have higher persistence and graduation rates and lower transfer rates across institutions. For community college starters, much of the difference is due to the relative lack of well defined pathways from community colleges to universities in Canada. We find that students with more family resources are better able to transfer across programs or institutions in order to obtain a PSE credential. 相似文献
2.
Felice Atesoglu Russell 《Teachers and Teaching》2017,23(3):312-331
As a field, we have a limited understanding and a dearth of empirical research concerning the role of high school instructional coaches focused on English learners (ELs). This paper examines one EL facilitator’s work as an instructional coach and resource for supporting mainstream content teachers as they learn to meet the needs of adolescent ELs in one high school. This analysis is grounded within an examination of the influence of school structure and organization on the EL facilitator’s work and her role as a resource. Drawing on sociocultural learning theory, as well as literature on teacher leadership and instructional coaching, case study data from a year-long qualitative research project are analyzed. Implications for research, policy, and practice are discussed. 相似文献
3.
Paolino Di Felice 《European Journal of Engineering Education》2018,43(5):757-770
This paper reports numbers about the author’s experience, spanning over 13 academic years, of teaching an introductory course about geographical databases to students of the Master degree in Information Engineering at L’Aquila University (Italy). The first eight editions of the course were delivered according to the teacher-centred approach, while the successive five editions have been delivered according to the student-centred approach. The large student engagement which characterised the last five editions of the course was vital in enhancing the student experience and encouraging deeper learning. Two preconditions that explain the results achieved in terms of classroom attendance and students’ performance. 相似文献
4.
5.
6.
7.
European Journal of Psychology of Education - 相似文献
8.
Peter W.H. Lee Felice Lieh Mak 《International Journal of Disability, Development & Education》1984,31(2):128-133
The usefulness of the construct of locus of control in increasing understanding of the adjustment and task performance of physically handicapped children is experimentally demonstrated. Thirty‐six physically handicapped children were assigned to internal and external groups on the basis of their scores on the Nowicki‐Strickland Locus of Control Scale. Comparison of data from teachers' ratings, arithmetic performance and accuracy and choice of distance on a ball‐throw task revealed that, despite comparable intellectual ability, internals significantly exceeded externals in teachers' ratings and arithmetic performance; differences on the ball‐throw task, however, were not significant. Results are discussed in terms of locus of control and intervention possibilities for physically handicapped children. 相似文献
9.
Patrizia Selleri Felice Carugati Ettore Scappini 《European Journal of Psychology of Education - EJPE》1995,10(1):25-40
The present study is devoted to the empirical endeavour of showing the structural characteristics of this claimed general dimension, its longitudinal consistency, and its causal influence on the first level organization of judgments. A content analysis of school reports of 77 Italian pupils, filled out by their own five teachers over five years of compulsory school (from 6 to 10 years) show seven major topics, which are used by the teachers for their year-scheduled evaluations. A Lisrel-based two-levels model of the organization of judgments is then presented and discussed. This model is shown to be well held by teachers at the end of the first school form and it allows to predict the organization of their evaluations during third and fifth form, as well as final judgments of each form. This model is discussed in a social psychological framework, which underlines the role played by normative aims of the school programmes and the evaluative everyday practices as major professional duties for teachers. 相似文献
10.