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1.
Yukari Takimoto Amos 《International journal of qualitative studies in education》2016,29(8):1002-1015
AbstractThis qualitative study investigated the negative impacts minority teacher candidates receive from white teacher candidates in a required multicultural education class. The findings reveal that four teacher candidates of color had difficulty positioning themselves among the overwhelming silencing power of whiteness in the class. The white students were tactful at evading power and race and flattening the existing hierarchical power relations through the discourses of colorblindness and by preying on the minority instructor. Their understanding of diversity was also shallow. On the other hand, the teacher candidates of color were afraid that they might be labeled as the ones who spoke up against the white students and fearful of the possibility of retaliation and ostracism from the white peers. It seems that the teacher education program’s structure allowed the white candidates to impose strong negative peer pressure on the teacher candidates of color. 相似文献
2.
3.
W. de Vogel M.D. 《Educational Media International》2013,50(2):19-25
The introduction and use of forward thinking in modern planning is nowadays no longer merely a fashion but an absolute necessity, be it only to make sure that the skeleton of each new university building is provided with the right holes and channels through which to run the cables that might be needed at a future date for internal and external communications. 相似文献
4.
Doctoral graduate research performance (DRP) is recognized as one of the most critical indices for evaluation of the success
of doctoral education. Doctoral graduates with high research performance directly reflect a higher ability in academic research
and academic achievement. Consequently, identifying which factors influence DRP is potentially of great value. This topic
is also challenging because of difficulties in identifying the impact factors on research performance and the feasibility
of the relative data collection. This paper first examines the relationships between the indicators and DRP. After a review
of previous literature, the focus is on the doctoral graduates’ individual factors, advisor factors and learning performance.
Data is collected from graduated doctors from the Science Schools of University of Science and Technology of China (USTC).
Contrary to expectations, our findings indicate that, based on the Chinese context, learning performance does not appear to
be strongly associated with research performance. Individual factors (status of academic origin) do have significant effect
on DRP. The advisor factors (including academic status, academic experience and allocation of energy) show a relatively strong
association with DRP, in terms of both the number of publications and the impact factor of Science Citation Index (SCI) cited
journals. 相似文献
5.
The engineering students of today must be educated and trained in the foundations and methods that are necessary for the efficient use of modern technologies and tools, in teamwork and in the procurement and management of information. These goals can only be achieved in a sophisticated course environment that enables the individual work of each student as well as teamwork with data sharing, release procedures, communication, and coordination and which gives access to exercises and exams. All exercises and exams as well as their approval or rejection are done within this environment. The information that is needed for the task is either supplied in the form of lecture material or standards, or it must be found somewhere else on the Web. Within this environment, methods for the application of modern technology and tools are taught and practiced in a “simulated” product development process. This article describes this environment in the mechanical engineering facult y at the Darmstadt University of Technology (http://www.iim.maschinenbau.tu-darmstadt.de). 相似文献
6.
The researchers conducting this study investigated the relationship between early childhood teachers' educational levels and their beliefs about appropriate and inappropriate practices by examining the differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms. For this purpose, the researchers analyzed self-reported teachers' beliefs using analysis of variance and examined 26 individual items. Findings of this study suggest that lead teachers endorsed developmentally appropriate practices more strongly than did teacher assistants. Teacher assistants were more likely than lead teachers to agree with developmentally inappropriate practices. Despite the significant differences between the two groups of teachers, it is important to note that there was a general tendency for both lead teachers and teacher assistants to endorse developmentally appropriate practices. Thus, although there appears to be a link between teachers' educational levels and teacher beliefs, teachers' educational levels alone may not be sufficient for understanding their beliefs and practices in the classroom. Implications for practice and future research in teacher education are also discussed. 相似文献
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8.
Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared
to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence
Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block
Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest
performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and
verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on
younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for
the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge
and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities
in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially
females. 相似文献
9.
A qualitative analysis of morphological ability in learning disabled and achieving children 总被引:2,自引:0,他引:2
S A Vogel 《Journal of learning disabilities》1983,16(7):416-420
10.