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排序方式: 共有108条查询结果,搜索用时 15 毫秒
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P. Qualter H. E. Whiteley J. M. Hutchinson D. J. Pope 《Educational Psychology in Practice》2007,23(1):79-95
This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice. 相似文献
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Professional journals serve an important function within most disciplines as they offer a mechanism for professional communication. In the field of higher education, research on methodological characteristics of the published literature has been sparse. This study used content analysis to identify the types of research designs and analytical approaches utilized most often in 3 leading higher education journals during 5 recent years. Results indicated that across all 3 journals, most studies used quantitative analyses based on either primary or secondary survey data, though there were some differences among the journals. The bulk of quantitative studies were based on procedures normally taught in intermediate and advanced statistical courses. The results suggest that graduate-level research training may need modifications if higher education professionals are to contribute to or fully appreciate the published higher education literature. 相似文献
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Yasuhiro Kotera Vicky Cockerill Pauline Green Lucy Hutchinson Paula Shaw Nicholas Bowskill 《Distance Education》2019,40(2):170-186
Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level. 相似文献
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This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET. 相似文献
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Alison Cook-Sather Joel Alden Schlosser Abigail Sweeney Laurel M. Peterson Kimberly Wright Cassidy Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134
Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices. 相似文献
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Andrew Hutchinson 《Cambridge Journal of Education》1978,8(2-3):152-160
"The objective of development education is to enable people to comprehend and participate in their own, their community's, their nation's and their world's development. It is an educational process in which the process is the content. It is a process in which a comprehension of reality and the confidence in one's own ability to change is a primary objective. This means that any process of development education must create a critical awareness of local, national and international situations starting from the perceived reality and perspective of the individual. Equally it must be a process which must create the will to change, and an awareness of the rôle to be played in changing the status quo. Hence it must stimulate creativity.” 相似文献
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Jennifer M. Foster Monica Leppma Tracy S. Hutchinson 《Counselor Education & Supervision》2014,53(3):190-203
Through in‐depth interviews, the authors examined 10 master's‐level counseling students' perceptions of gatekeeping. Case analysis resulted in 3 major themes pertaining to the necessity of gatekeeping, vital components, and counseling student characteristics. Implications of the findings are also discussed. 相似文献