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1.
Peter Zeegers 《高等教育研究与发展》2002,21(1):73-92
The Biggs' Study Process Questionnaire (SPQ), an instrument for the evaluation of student learning in higher education, was revised over a three-year period with over 2500 tertiary students. The original instrument structure of 42 items in 6 sub-scales was maintained with each item being subject to revision and assessed for internal consistency and appropriateness through a sequence of trial and retrial. The final version consists of 8 original items and 34 revised items. This version was evaluated with 996 students, at first-year and third-year level, through the use of confirmatory factor analysis using AMOS. The two models having the best fit to the data are represented by the original six sub-scale model which loads onto two higher order factors, a deep approach and a surface approach to learning, or a seven sub-scale version which loads on the same two higher order factors. Evidence is presented as to the preference of the latter model. 相似文献
2.
Margaret Zeegers 《Asia-Pacific Journal of Teacher Education》2005,33(2):135-146
This article explores community (primary) school teacher education in the subject, English, at a Papua New Guinea (PNG) teachers' college as manifested in end‐of‐year English lessons in practicum rounds of pre‐service community school teachers. English is the official language overlaid on 700 indigenous languages in this country where reconstructionism informs policy decisions. Given this, the importance of success in English in schools is not to be underestimated. The research focuses on the implementation the knowledge, skills, strategies and materials acquired by pre‐service English teachers in a coastal province in PNG in the context of a number of public statements on educational policy and practice. It examines the impact of these as indicated in lesson plans and supervisors' reports. 相似文献
3.
MS Yvonne Zeegers 《Research in Science Education》1994,24(1):358-365
Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms
of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice
programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary
Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had
participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice,
and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine
which specific aspects of the project they believed had most influenced the development of their current classroom practice
in teaching science.
Specializations: inservice and preservice in primary science and technology. 相似文献
4.
Dr. Petrus Zeegers 《Research in Science Education》1994,24(1):382-383
Specializations: transition to tertiary study, scientific literacy, chemical education. 相似文献
5.
This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student
subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field
emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number
of Australian universities’ postgraduate divisions’ practices in the conduct of postgraduate supervision, in the context of
increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western
custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of
postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in
postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning
and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices
and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative
models of postgraduate supervision of international students. 相似文献
6.
Andrew David Govus Erik Petrus Andersson Oliver Michael Shannon Holly Provis Mathilda Karlsson Kerry McGawley 《European Journal of Sport Science》2018,18(10):1299-1308
This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献
7.
Zhang Xiaohong Margaret Zeegers 《Changing English: An International Journal of English Teaching》2010,17(2):177-187
The English language has become a global language, a development which has influenced English language teaching and learning throughout the world. This influence has occurred more impressively in China than in other parts of the world as a result of the breathtaking pace at which China has integrated with global economies. Increasing industrial, economic and multicultural development has spurred language educators in China to question the English as a Foreign Language (EFL) curriculum in relation to the role of English, particularly in secondary schools. In this paper we present a brief review of the role of English as a global language in the Chinese context, a context which is now to be seen as a global one. The new curriculum has been progressively rolled out in Chinese schools since 2001. We highlight the redefinition of the role of English in the new EFL curriculum in Chinese secondary schools in particular and the significance of this as it presents new features of the new EFL curriculum as part of a developing research field, based on a comparison with the 1993 EFL curriculum. In this study, we focus on policy statements and curriculum documents as well as published previous research in order to understand the redefining of the role of English as a foreign language in the new EFL curriculum. 相似文献
8.
9.
Kingsley Chinaza Nwosu Williem Petrus Wahl Adeline Nne Anyanwu Ngozi Elizabeth Ezenwosu Emmanuel Nkemakolam Okwuduba 《Journal of Research in Special Educational Needs》2023,23(1):38-51
Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted. 相似文献
10.
付桂芳 《北京教育学院学报》2010,24(1):41-44
从欧洲语言教学与评估所共同参考的水平整体分级中,语言学习者可以做到自我评价。根据欧洲语言档案的执行模式,语言学习者能在学习中提高自主性、多元文化意识,促进反馈学习,也能记录学习者的熟练程度和语言经历。在我国的外语教育中可尝试使用这两种标准,促进外语教育的国际化,而对于学习者应树立多元文化的语言教育理念,拓展外语学习环境,更好地发挥外语的作用。 相似文献