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1.
Michael Goh Baozhen Xie Kay Herting Wahl Gulan Zhong Fengqin Lian John L. Romano 《International journal for the advancement of counseling》2007,29(3-4):187-202
In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and
factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive
attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about
counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students
with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who
sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result
was more significant for high school students. College students’ attitudes differed more in the area of whether or not to
seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness
and stigma tolerance, but not to attitudes toward seeking psychological help. 相似文献
2.
Patricia S. Moyer 《Educational Studies in Mathematics》2001,47(2):175-197
Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions
about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study
examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore
how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors
indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent
mathematics concepts themselves. The teachers communicated that the manipulatives were fun, but not necessary, for teaching
and learning mathematics.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Examining Gifted Students Who Are Economically At-Risk to Determine Factors that Influence Their Early Reading Success 总被引:1,自引:0,他引:1
Lora Battle Bailey 《Early Childhood Education Journal》2006,33(5):307-315
The aim of this study was to determine whether the Frequency with which parents read to their children, Preschool Exposure and the initial Age that students “who are economically at-risk” were first exposed to significant literacy activities at home or in a preschool setting affected their reading grades. Students “who are economically at-risk,” for the scope of this study, are those students whose family incomes qualify them to receive either free or reduced lunches. The criteria set forth by the United States Department of Agriculture’s School Lunch Program and Child Nutrition Web site (United States Department of Agriculture, 2005) was used to determine whether families were qualified to receive reductions in the price of their school meals. Parents of students from six southeast Alabama schools were selected to participate in the study. All six schools administered the Questioning, Understanding, Enriching, Seeking and Thinking (QUEST) program for gifted or academically successful students. The subjects were 84 parents/families with public school children who are economically at-risk and participated in the QUEST program. Data were gathered using a questionnaire developed by the researcher. Instructional implications for this research study are to (1) improve reading instruction for economically at-risk students within our nation’s elementary schools; (2) equip parents with teaching tools and theories for providing critical pre-reading skills to their young children and (3) to provide sound research for teacher educators to base their instruction to preservice teachers preparing to teach students who are economically at-risk. 相似文献
4.
Dacheng Zhao Michael Singh 《International Journal of Science and Mathematics Education》2011,9(1):69-87
International comparative studies and cross-cultural studies of mathematics achievement indicate that Chinese students (whether
living in or outside China) consistently outperform their Western counterparts. This study shows that the gap between Chinese-Australian
and other Australian students is best explained by differences in motivation to achieve, attributing success to effort, the
influence of parental help and the use of extra mathematics curricula. The argument explored is, in order to promote students’
mathematics achievement, we must improve the pedagogical knowledge of classroom teachers of mathematics, as well as to encourage
parents’ involvement in the mathematics education of their children and to promote students’ motivation to learn mathematics. 相似文献
5.
This paper presents a comparative research study as a model for assessing undergraduate education. This evaluation model used
Factor Analysis to create scales, tested the reliability of these scales, and used Analysis of Variance to compare the primary
institution with five types of comparable institutions. The value of this statistical/methodological evaluation model was
shown. Results are based on Class of l998survey responses from 244 graduating seniors at the primary institution and 1481
students at 39peer institutions. Comparative analyses identified business courses, faculty, career preparation and impact
on students’ technological skill as strengths and students’ knowledge of arts and foreign languages and campus social life
as areas for improvement at the primary institution. Recommendations advocated publicising students’ superior satisfaction
with courses, faculty and career preparation; using these results as baseline data for future curriculum evaluation; and continuing
efforts to enhance campus social life.
This revised version was published online in June 2006 with corrections to the Cover Date. 相似文献
6.
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引:1,自引:0,他引:1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
7.
Lee A. Swanson 《Innovative Higher Education》2009,34(4):269-281
This study was designed to assess whether changes in stakeholders’ perceptions about the value generated by an institution
might influence the nature of their engagement with it. Quantitative and qualitative analysis of research data revealed a
positive correlation between stakeholders who believed an institution generated social or economic value and those who had
higher levels of involvement with it. The results also indicated that the nature of this stakeholder engagement with the institution
would change if their perceptions were altered regarding the value it generated. These important new insights fill a gap in
institutional-stakeholder engagement theory and can help inform leaders as they consider engagement strategies. 相似文献
8.
This paper describes a type of motivation for studying that has not been accorded sufficient psychological consideration -
namely, motivation based on belief in the worthiness of the subject matter. This sort of motivation is distinguished from
both intrinsic and extrinsic motivation. It is exemplified by the motivation for studying at the Yeshiva, an institution in
which the sense of the worthy is explicitly highlighted. Interviews with highly motivated Yeshiva students reveal that the
sense of the worthy is central to them and also constitutes an anchor to other types of motivations for studying. We point
out two factors that enhance the effect of the sense of the worthy at the Yeshiva - its ethical orientation and its being
a total institution. The interviews suggest that being motivated by the sense of the worthy does not lessen the students’
feelings of autonomy or their intrinsic motivation. We suggest two intervening variables between having a sense of the worthy
and acting accordingly - the associated feelings and the individual’s sense of identity. By examining two important motivations
for studying - the needs for achievement and self-actualization - we point out the influence of culture on the expression
of these needs. Finally, we suggest that the sense of the worthy can and should serve as an important motivational factor
in liberal education as well. 相似文献
9.
In two semester-long studies, we examined whether college students could improve their ability to accurately predict their
own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit)
for accuracy would improve predictions by improving students’ metacognition, or awareness of their own knowledge. Students’
predictions were almost always higher than the grade they earned and this was particularly true for low-performing students.
Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students’ metacognition or performance.
However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores
did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control. 相似文献
10.
A. Valeo 《Learning Inquiry》2009,3(2):97-109
Ontario’s current education system is struggling with the task of fully including children with disabilities in the regular
classrooms of their neighbourhood school. While many educators understand that it is wrong to deny admission to publicly funded
schools because the child may be Black or female, they nonetheless feel that segregation of students with disabilities is
warranted and not discriminatory. This paper will present the stories of two groups of people, separated by 150 years, who
have been discriminated against by the public education system in Ontario. Archival data will tell the story of the experiences
of Black parents in Ontario in the early to mid 1800s, and an interview with the mother of a child with cerebral palsy will
represent the voices of those with disabilities. An examination of their experiences using a narrative format seems to suggest
that the institution of education has never welcomed difference in any form and at issue is not whether education can ever
welcome students with disabilities, but whether it was created to be anything but an exclusive enterprise. 相似文献
11.
This paper is part of a larger study that aims at highlighting students’ interpretations of the idea of the ‘Balance of Nature’,
as well as its use in their reasoning about the future of an ecosystem, in order to subsequently develop a learning environment
that might promote a reconsideration of its validity and usefulness. Our focus here is particularly set on whether and how
non biology-major students use this idea when making predictions about (a) the future of an ecosystem that is supposed to
have suffered a human-driven disturbance, and (b) the future of an ecosystem that is supposed to be protected against such
disturbances. Administering a questionnaire of 12 items - 4 of which concern us here - to 61 1st-year educational sciences
students at the University of Patras, we traced - among others - their reasoning about (a) the future of three ecosystems
(forest, sea, lake), supposed to have suffered different human-driven disturbances (fire, oil spill, new population introduction),
and (b) the future of a protected forest ecosystem of a national park. According to our findings, most of the students found
it very likely for a disturbed ecosystem to fully recover its initial state - mainly due to a ‘recovery process’ or inherent ‘recovery mechanisms’ - showing a strong belief in an extremely resilient ‘Balance of Nature’. Moreover, most of them appeared to believe that
if human-protected, an ecosystem will be in a continuous ‘balance’, while very few were skeptical enough to claim a non-predictable
future for it. 相似文献
12.
Summary This examination of electronic encyclopedias has led to several interesting observations that may be made for each encyclopedia.
TheCompton’s product is considered to be the product most accessible by lower level elementary school students. Its audio and visual features
are considered most important for purchase decision-making and turn out to be the most useful features after the purchase.
BothWorld Book andGrolier’s are comparable in the suggestion of a minimum grade level appropriate for use (at the fourth or fifth grade levels), suggesting
that reading is not the only ability needed to operate either product to its fullest extent. For bothWorld Book andGrolier’s, the boolean searching, keyword searching, quick reference and quality of the screen display features were important purchase
considerations. Hardware compatibility and price, while rated important, may prove to be the factors that determine whether
an electronic encyclopedia is purchased at all (since all products evaluated were roughly the same price and all ran on IBM
hardware). The majority ofWorld Book users considered only the dictionary feature to be useful after purchase.Grolier’s users considered boolean and keyword searching, menu searching, and help screens to be most useful. 相似文献
13.
The present study is organized around the central hypothesis that the high school context affects students’ postsecondary
outcomes. Drawing on a nationally representative sample of high school seniors from the Educational Longitudinal Survey (ELS:2002),
this study broadens our empirical understanding of how students’ acquisition of human, social, and cultural capital at the
individual and school level affects 2- and 4-year college attendance. Results highlight the normative role of high schools
in promoting college enrollment, particularly the role of socioeconomics, academic preparation, and access to parent, peer,
and college-linking networks. This study advances our understanding of the secondary-postsecondary nexus and has implications
for policies and practices aimed at realizing the current administration’s promise of providing greater access to postsecondary
education for all students. 相似文献
14.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
15.
Vera Sheridan 《Higher Education》2011,62(2):129-140
This qualitative study examines the interplay between academic staff and international students with regard to developing
academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation
that students will conform to institutional norms or habitus. In this context international students arrive with cultural
capital which may not fit such norms, and would benefit from developing their academic literacy, as indeed would home students
given an increasingly diverse student body in Irish higher education. Findings reveal a gap between academics expectations
and international students’ capabilities. Academic staff remained within the remit of the research in contrast to the 22 international
students who were interviewed. They did not separate the totality of their campus experience from academic literacy practices.
These ranged from uncertainty around writing in another language to a mismatch between diversity management in class and students’
own expectations. International students found difficulty to making friends on campus which could benefit their integration
into the academic literacy practices of their respective disciplines. Findings point towards a whole institution response
to student diversity which transcends traditional disciplinary boundaries. 相似文献
16.
《学习科学杂志》2013,22(2):243-256
Educational technology supports meaningful learning and enables the presentation of spatial and dynamic images, which portray relationships among complex concepts. The Technology-Enabled Active Learning (TEAL) Project at the Massachusetts Institute of Technology (MIT) involves media-rich software for simulation and visualization in freshman physics carried out in a specially redesigned classroom to facilitate group interaction. These technology-based learning materials are especially useful in electromagnetism to help students conceptualize phenomena and processes. This study analyzes the effects of the unique learning environment of the TEAL project on students' cognitive and affective outcomes. The assessment of the project included examining students' conceptual understanding before and after studying electromagnetism in a media-rich environment. We also investigated the effect of this environment on students' preferences regarding the various teaching methods. As part of the project, we developed pre- and posttests consisting of conceptual questions from standardized tests, as well as questions designed to assess the effect of visualizations and experiments. The research population consisted of 811 undergraduate students. It consisted of a small- and a large-scale experimental groups and a control group. TEAL students improved their conceptual understanding of the subject matter to a significantly higher extent than their control group peers. A majority of the students in the small-scale experiment noted that they would recommend the TEAL course to fellow students, indicating the benefits of interactivity, visualization, and hands-on experiments, which the technology helped enable. In the large-scale implementation students expressed both positive and negative attitudes in the course survey. 相似文献
17.
Investigating students’ critical thinking in weblogs: an exploratory study in a Singapore secondary school 总被引:1,自引:0,他引:1
Critical thinking is an essential competency in the new information age. But research shows that students commonly lack critical
thinking skills and hence promoting students’ critical thinking becomes crucial. This exploratory study investigated the extent
to which secondary school students’ critical thinking could be promoted by writing reflections in the weblog. Students’ critical
thinking was measured by using the Newman’s model. Results showed that writing reflections in the weblog could help promote
students’ critical thinking and according to the Newman’s model, three categories of critical thinking were promoted the most,
they were bringing outside knowledge or experience (O+), relevance (R+), and justification (J+). In addition, the study also
found that the types of interaction with peers and the teacher had a more positive effect on the extent of critical thinking.
Implications for other research are discussed. 相似文献
18.
Ornit Spektor-Levy Bat-Sheva Eylon Zahava Scherz 《International Journal of Science and Mathematics Education》2009,7(5):875-903
This study explores the impact of ‘Scientific Communication’ (SC) skills instruction on students’ performances in scientific
literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction,
integration into content learning, practice in several scientific topics, and application of performance tasks. The model
was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific
reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th–8th grades,
160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students’ performances were assessed through
a questionnaire and a complex task that measured students’ scientific content knowledge, SC skills, and the quality of the
final products. Results indicated that students who learned the whole program or one of its components achieved higher scores
in all categories than the comparison group students. High achievers can benefit from just one component of the program: either
structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low
and average achievers require both components of the SC program to improve their performances. Results show that without planned
intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make
a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement
the skills in different contexts, the role of performance tasks as ‘assessment for learning’—all these features are important
and necessary for improving students’ scientific literacy. Our general model of skills instruction can be applied to the instruction
of other high-order skills. Its application can lead to the realization of the central goal of science education: literate
students possessing scientific knowledge. 相似文献
19.
This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed
reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the
IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic
skills. IEPs from earlier points in the students’ educations were also reviewed, as available. For 23 of the students, IEPs
were present in the students’ files for three time points: elementary school (ES), middle school (MS), and high school (HS).
Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with
the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or
set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper
grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve
their reading problems. 相似文献
20.
In higher education, many high-enrollment introductory courses have evolved into “gatekeeper” courses due to their high failure
rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks.
At the authors’ home institution, general chemistry has become a gatekeeper course in which approximately 25% of students
do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and
mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly
accurate predictive system that identifies students at the beginning of the semester who are “at-risk” for earning a grade
of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network
to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified,
they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials,
“just-in-time” instructional aides, study skills, motivational interviewing, and/or peer mentoring. 相似文献