美澳潜在游客对2008年北京奥运会的兴趣和旅行意向的研究     

杨萍  印明 《首都体育学院学报》2006,18(3):23-25

通过访谈和问卷调查,本研究旨在发现美澳潜在游客对2008北京奥运会的兴趣、旅行意向、可能的旅行同伴和主要信息来源,为北京奥运会的组织者、相关公司和个人提供有价值的信息,从而制定相应的有效市场宣传策略,吸引更多的海外游客旅行到北京观看奥运会。调查显示出超过半数的美澳游客对北京奥运会感兴趣,但只有极少数人目前有旅行的打算,而过去的经验中“是否到过中国”和“是否经常出国观看体育比赛”对旅行打算具有很大的影响。另外,美澳游客的最可能旅行同伴是朋友或家人,而有关北京奥运会的最主要信息来源是国际互联网。  相似文献   

‘They think that if you're a teacher here … you're not clever enough to be a proper teacher’: the courtesy stigma experienced by teachers employed at schools for pupils with behavioural,emotional and social difficulties (BESD)     

Karen E. Broomhead 《Journal of Research in Special Educational Needs》2016,16(1):57-64

A wealth of literature has identified that children with behavioural, emotional and social difficulties (BESD) and their families are frequently stigmatised due to the perceived controllable and ‘invisible’ nature of this special educational need (SEN). Yet little research has considered the impact of this stigma on another group of individuals, educational practitioners employed in BESD schools. This is despite these professionals working in close contact with pupils with BESD, a heavily stigmatised group, on a regular basis. This paper therefore, details a study which explored perceptions of stigma specifically with educational professionals employed in schools for pupils with BESD. Semi‐structured interviews with nine practitioners (including head teachers and class teachers with additional responsibilities) were conducted, all of whom had worked within the BESD sector for at least 10 years, with data being analysed via Interpretative Phenomenological Analysis (IPA). Findings revealed how educational practitioners employed in BESD schools experienced courtesy stigma, with many not being perceived as ‘proper’ teachers due to a discourse of care surrounding BESD. Other professionals reported much confusion from their mainstream colleagues and other individuals about how they could want to work with such ‘challenging’ pupils. This courtesy stigma was linked to the wider stigma surrounding BESD schools, which were often ignorantly perceived to be full of ‘bad boys’ or ‘absolute horrors’. This paper concludes by considering the implications of these findings for policy and practice, and provides recommendations for addressing the identified stigma towards practitioners employed in BESD schools.  相似文献   

动机·兴趣·爱好     

丁华均 《重庆职业技术学院学报》2003,12(3):129-130

动机、兴趣、爱好三者相互联系而又相互促进。本文从数学教学的角度,探讨了如何纯洁学生学习动机,激发学 生学习兴趣,培养学生的爱好。  相似文献   

Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction     

Lauri Heikonen  Janne Pietarinen  Kirsi Pyhältö  Auli Toom  Tiina Soini 《Asia-Pacific Journal of Teacher Education》2017,45(3):250-266

Teachers’ capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers’ turnover intentions, perceived inadequacy in teacher–student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers’ sense of professional agency was completely mediated by perceived inadequacy in teacher–student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher’s capacity for adaptive reflection and active transformation of instruction.  相似文献   

The Effects of National Culture and Face Concerns on Intention to Apologize: A Comparison of the USA and China     

《Journal of Intercultural Communication Research》2013,42(3):183-204

The current study examined national culture differences between US American and Chinese participants (N?=?317) regarding face need concerns and apology intention, based on positive and negative face needs (Brown & Levinson, 1987 Brown, P and Levinson, SC. 1987. Politeness: Some universals in language usages, Cambridge, , UK: Cambridge University Press. [Crossref] , [Google Scholar]) and concerns for self-face and other-face (Ting-Toomey, 2005 Ting-Toomey, S. 2005. “The matrix of face: An updated face-negotiation theory”. In Theorizing about intercultural communication, Edited by: Gudykunst, WB. 71–92. Thousand Oaks, CA: Sage.  [Google Scholar]). Participants read vignettes that varied in relationship types (in-group vs. out-group members) and situation types (negative face vs. positive face threatening) and responded to scales measuring realism of the vignettes, intention to apologize, and five types of face need concerns. The findings showed that Chinese participants, compared to US Americans, had stronger intentions to apologize when their acts threatened the other person's positive face, while US American participants, compared to Chinese, had stronger intentions to apologize when their acts threatened the other's negative face. Other findings and implications thereof are discussed.  相似文献   

Meeting the needs of children with specific speech and language difficulties     

Julie Dockrell  Geoff Lindsay 《欧洲特需教育杂志》2013,28(1):24-41

Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies.  相似文献   

Cloning the Blairs: New Labour's programme for the re-socialization of working-class parents     

Sharon Gewirtz 《教育政策杂志》2013,28(4):365-378

In his speech to the Confederation of British Industry (CBI) in July 1999, the UK Secretary of State for Education, David Blunkett, set out New Labour's vision for a system of education in which there is ‘excellence for the many not just the few’. He outlined what is essentially a bi-focal strategy for achieving this vision. The first focus is on the education system itself, the structures and practices that New Labour believes need to be in place if schools and services are going to meet the needs of all children and not just a privileged minority. The second focus is on the need to promote ‘a culture of achievement’, as, according to Blunkett, the vision ‘depends on changing attitudes as well as the system itself’. This paper focuses on this second strategy, more specifically the government's attempts to change the attitudes of parents. It is argued that this strategy aims to eradicate class differences by reconstructing and transforming working-class parents into middle-class ones, that it represents possibly the most important and far-reaching aspect of New Labour's policy agenda, and that it has not so far received the attention it deserves. The paper is in two parts. The first part sets out what is involved in New Labour's programme of re-socialization and explores the mechanisms by which New Labour is attempting to universalize the values, attitudes and behaviour of a certain fraction of middle-class parents. The second part develops a critique of this programme.  相似文献   

城市游客旅游服务感知、满意度与行为意图的影响关系研究     

贾衍菊 《山东教育学院学报》2015,30(3)

优质的服务质量是旅游目的地参与市场竞争的重要手段,而游客对旅游服务的感知会影响其满意度和行为意图.本文以国内休闲度假城市厦门为案例地,利用因子分析、多元回归方法,探讨游客旅游服务感知维度及其表现,以及各个维度对游客目的地满意度和行为意图的影响.结果显示,厦门市游客旅游服务感知共有 "接待服务"、"公共服务"、"景区服务"和"娱乐服务"四个维度,其中,"接待服务"、"景区服务"和"公共服务"对游客目的地满意度均有显著影响,而只有"公共服务"和"娱乐服务"两个维度对游客的重游行为和口碑传播行为有显著的影响,并且"公共服务"对游客目的地满意度和行为意图的影响作用较大.  相似文献   

French teachers' intentions to use accommodated materials in learning and assessment     

Kamilla Khamzina  Caroline Desombre  Mickaël Jury 《European Journal of Education》2023,58(2):209-220

The implementation of inclusive practices in mainstream education remains particularly difficult in the French context and is influenced by various factors including the types of disability labels, and the type of assessment practices that are used. Indeed, how student disability is labelled could impact teacher attitudes by notably disfavouring students labelled with autism. Moreover, normative assessment is strongly linked with selection at schools—a function that works against teacher attitudes towards inclusive education. This article reports on a study in which we examined teacher intentions to use materials accommodated to special educational needs students, as a function of special needs labelling. Specifically, this refers to the use of labels for either a disability or special educational need, in connection to tasks associated with learning or assessment. The results of our study revealed that, for both types of labels, the intentions to use accommodated materials are lower when teachers are asked to assess student competence than when prompted to teach this competence. These findings are discussed with consideration to the incompatibility between selection in schools—which is aligned with the principle of meritocracy—and efforts to promote inclusive education practices.  相似文献   

Teaching Prospect Theory with the Deal or No Deal Game Show     

Ardith Baker  Teresa Bittner  Christos Makrigeorgis  Gloria Johnson  Joseph Haefner 《Teaching Statistics》2010,32(3):81-87

Recent evidence indicates that decision makers are more sensitive to potential losses than gains. Loss aversion psychology has led behavioural economists to look beyond expected utility by developing prospect theory. We demonstrate this theory using the Deal or No Deal game show.  相似文献