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Gina Cortés-Suárez 《Community College Journal of Research & Practice》2013,37(4-6):325-346
Research in the field of attribution theory and academic achievement suggests a relationship between a student's attributional style and achievement. Theorists and researchers contend that attributions influence individual reactions to success and failure. They also report that individuals use attributions to explain and justify their performance. Studies in mathematics education identify attribution theory as the theoretical orientation most suited to explain academic performance in mathematics. This study focused on the relationship among a high risk course, low success rates, and attribution by examining the difference in the attributions passing and failing students gave for their performance in College Algebra. Students from a large urban community college in South Florida (n = 410) self-reported their performance on an in-class test by providing open-ended attribution statements to explain the cause of their performance. They then attributed their performance along the dimensions of locus of causality, stability, personal controllability, and external controllability using the Causal Dimensions Scale (CDSII). The open-ended attribution statements were coded in relation to ability, effort, task difficulty, and luck and compared using a Pearson chi- square procedure. The quantitative data compared the passing and failing groups and their attributions for performance on the test using One-way ANOVA and Pearson chi-square procedures. The results of the quantitative data comparing passing and failing groups and their attributions along the dimensions measured by the CDSII indicated statistical significance in locus of causality, stability, and personal controllability. The results comparing the open-ended attribution statements indicated statistical significance in the categories of effort and task difficulty. 相似文献
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Pia Cort Kristina Mariager-Anderson Rie Thomsen 《International Journal of Lifelong Education》2018,37(2):199-215
In the EU, ambitious objectives have been set for education and training since the adoption of the Lisbon Agenda in 2000. The policies aim among other things to empower the individual through participation in lifelong learning which is seen as both a right and a duty: ‘People need to want and to be able to take their lives into their own hands – to become in short, active citizens’ (CEC, 2000, p. 7). However, not all citizens are taking part in lifelong learning and consequently the EU and its member states have set up policies with a ‘particular focus on active and preventative measures for the unemployed and inactive persons’ (CEC, 2006, p.1). ‘Inactive’ persons comprise different groups which are marginalised in terms of participation in lifelong learning, among others ‘low-skilled’ who have a lower participation rate in education and training activities (Cedefop, 2013). In this article, the aim is to destabilize the political discourse on ‘low-skilled’ through individual narratives of being in low-skilled jobs. Whereas the problem of being low-skilled from a political perspective is represented as psycho-social problems of the individual, the narratives point to the complexity of people in low-skilled jobs and the role of structure to ‘low-skilledness’. The narratives open up issues of power and the historical arbitrary distinctions between skilled and unskilled in the Danish labour market. It opens up for how the educational structures produce ‘low-skilled’ people, especially in the transition from basic vocational education and training into an apprenticeship. The article points to the narrow focus of policies on the ‘supply’ side of lifelong learning and less on the ‘demand’ side of a ‘needy’ global labour market in which precarious jobs are no longer limited to low-skilled. The article draws on Bacchi’s ‘What’s the Problem Represented to Be?’ (1999, 2009) and narrative inquiry. 相似文献
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Millerson, Gerald. Effective TV Production (1976, 192 pp., $8.95, paper) Robinson, J.F., and P.H. Beards. Using Videotape (1976, 163 pp., $7.95) A. Arthur Englander and Paul Petzold's Filming for Television (New York: Hastings House, 1976—$19.50) Dwight V. Swain's Film Scriptwriting: A Practical Manual (New York: Hastings House, 1976—$14.50/7.50) Walter Herdeg's Film and TV Graphics 2: An International Survey of the Art of Film Animation (Zurich: The Graphis Press [New York: Hastings House], 1976—$28.00) 相似文献
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赛前大量饮酒对运动成绩有影响,酒精有镇静作用,能降低运动员中枢神经系统的兴奋性和大脑的活跃度,影响人体一些关键的运动能力,如反应时、平衡性及手眼协调能力等.赛后运动员为庆祝胜利或放松自己,很容易喝酒,但"饮酒作乐"会影响运动员随后的恢复过程. 相似文献
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This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and formalized institutional requirements. The paper highlights the developmental potential of dialectical interactions between these ‘inside out’ and ‘outside in’ perspectives on pre-service teachers’ practice and identity, drawing on psychoanalytic theory in order to gain insights into this process by viewing the pre-service teachers wishes and aspirations for their practice and identities as manifestations of the Lacanian (‘inside out’) ideal ego; whilst the school culture and the mentor teachers’ (actual and anticipated) comments and judgements are read as representations of the (‘outside in’) ego ideal. The paper concludes with considerations of how universities and schools, pre-service teachers and mentors, might be encouraged to recognize the need for a sustained and open-ended dialectic between the ego ideal and the ideal ego in ways that might enrich the professional identities available to pre-service teachers. 相似文献
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Pablo Cortés-González J.Ignacio Rivas-Flores Analía E. Leite-Méndez 《Ethnography and Education》2016,11(2):204-221
This paper analyses a particular socio-educational experience in a marginalised neighbourhood in Malaga, Spain. This initiative came about as an institutional proposal to combat neoliberal austerity policies and is known as the ‘Casa de la Buena Vida'. It aims to generate new educational practices based on solidarity, dignity and justice. The methodology followed entailed carrying out an ethnography at this institution, participating in the initiative over a period of 4 years. At the same time, life histories of some of its most notable members were drawn up. In the results section we offer an analysis of the particular identities that are created as a consequence of the living conditions, social conflicts, multicultural nature and survival strategies that operate in a welfarist policy system. We also analyse this institution's socio-educational proposal using alternative social practices that enable other subjectivities to develop. 相似文献
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Concepción Medrano Samaniego Alejandra Cortés Pascual 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(1):5-21
This study is based on the hypothesis that television contents themselves constitute a source of learning through television narratives. In specific terms, we defend the idea that it is possible to teach and learn values through said narratives. Some of the research dealing with the relationship between television and values is categorized from a three-fold standpoint: the contents themselves, the medium itself and the language. As a result of this review, we maintain that reiterated attacks on television, blaming it for the majority of problems suffered by young people today, are not supported by the studies carried out by psychologists over recent decades. We believe that viewers incorporate the information provided by television from different contexts and that the enculturation is not unidirectional. There is an interrelation between development contexts and messages. We are specifically interested in analyzing the implicit and explicit values underlying television contents. Thus, based on the model developed by Schwartz and Bilsky, we have compiled a questionnaire (Val-TV 0.1) with the aim of classifying values and interpreting the behaviours visualized in television texts, and relating them to adolescents’ own values. 相似文献
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Palle Rasmussen Anne Larson Pia Cort 《International Journal of Lifelong Education》2013,32(3):254-267
ABSTRACTDenmark has a strong and versatile tradition of adult education. Over a long historical period, adult education for public enlightenment and leisure, for continuing study and for vocational and professional competence have been developed, been made part of state policy and been used by citizens. But in recent years the public and political presence of Danish adult education has changed. While education policy issues generally abound in public and political debates, adult education is given much less attention than earlier. In this article, we trace the causes of this and conclude that it reflects a turn towards focusing on vocational types of adult education and a relocation of adult education policy to networks linking the state and the social partners. Drawing on theories of policy streams, policy networks and the competition state, we provide a historical analysis of Danish adult education reforms during the past two decades and document how the vocational turn has manifested itself. 相似文献
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Cristina Pomales-García Kenneth Cortés Barreto 《European Journal of Engineering Education》2014,39(6):685-699
This study presents the skills, experiences, and values identified in project self-reflections of 161 undergraduate engineering students. Self-reflections from two different engineering design courses, which provide experiences in project-based learning (PBL), are analysed through the content analysis methodology. Results show that ‘application’, ‘true life’, ‘satisfaction’, and ‘communication’ are the common keywords shared in the reflections. Multiple hypothesis tests to identify differences between courses, project types, years, and gender suggest that there are no significant differences between experiences, skills, and values self-reported by students who completed either a case study or an industry project. Based on research findings, recommendations will be provided to enhance the engineering curriculum based on PBL experiences to support the development of relevant professional skills and experiences. 相似文献