民族文化与旅游关系探讨

民族文化具有明显的民族性和地域性特点,反映了各民族的发展历史,并打上了其生存的自然环境的烙印,具有独特和神秘的魅力,对游客有很大的吸引力.本文对民族文化的特点和魅力进行了研究,并探讨了旅游发展中如何开发、利用和保护民族文化问题.     

The relationship between cognitive preferences,student background and achievement in science

Cognitive preferences of Israeli 12th grade students were studied as part of the Second IEA Science Study. It was found that during the last ten years Israeli students have become more oriented toward application. Higher sociocultural status, higher achievement in science, liking of science studies, more time devoted to science homework, and intentions to study science in college were all associated with a higher preference for principles and critical questioning as well as with a lower preference for recall. Science majors compared with non-science majors exhibited a higher level of intellectual curiosity. There were no differences between cognitive preferences of boys and girls.     

The relationship between teaching practices and student achievement in first year classes

This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class). We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In these periods, we found links between teaching practices and student achievement.     

An investigation of the relationship between metacognition and mathematics achievement

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.     

The relationship between departments as professional communities and student achievement in secondary schools

Secondary school teaching is organized in departments and effective departments functioning as collaborative teams have been associated with effective schools. Therefore, this study investigates the relationship of mathematics departments perceived as professional communities and student achievement in Dutch secondary schools. Cluster analysis and hierarchical linear modeling (HLM) were used on a sample of around 3000 students, 130 schools, and 130 teachers that participated in this study (TIMSS-2003 data). The significant effects found (effect size >.20) show that those departments that focus on reflective dialogue, collaborative activity, shared vision and student achievement are associated with successful schools and higher student achievement.     

Where the two shall meet: Exploring the relationship between teacher professional culture and student learning culture

This study focuses on the understudied connection between teachers’ and students’ perceptions of school culture. Utilizing a longitudinal sample of approximately 130,000 students and 9000 teachers in 225 New York City traditional public schools, we investigate how professional culture among teachers intersects with students’ collective emotional engagement—that is, the extent students together view the school environment as trusting and respectful, both between teachers and students and among students (i.e., student learning culture). We find that when the teachers report a strong collaborative culture, believe they have adequate materials, and feel physically safe, students report a stronger and more positive learning culture. Our results thus fill a gap in prior research on school change that has looked at either teacher or student perceptions of school culture but not the two together. Here, because our results demonstrate such a positive relationship between the collective views of teachers and the collective views of students regarding the environment in which these groups work, they suggest new avenues for research to examine how such subcultures within a school may, together, act as critical and interdependent levers for school change.     

A meta‐analysis of the relationship between student attitudes towards reading and achievement in reading

A meta‐analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi‐level approach was used in meta‐analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta‐analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Z_r=.32), while stronger for students in elementary school (Z_r=.44) when compared with middle school students (Z_r=.24). Findings related to selected moderator variables are discussed, with suggestions for future research.     

The relationship between quality of the present level of academic achievement and functional performance statement and student learning

The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r² = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r² = 0.05) and math (r² = 0.07). Implications for research and practice are included.     

The relationship between student engagement with online content and achievement in a blended learning anatomy course

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.     

The mediating role of cultural capital in the relationship between socioeconomic status and student achievement in 14 economies

More empirical evidence is needed to answer the question of in what way a family's socioeconomic status (SES) affects student academic achievement, so this study explores the mediating role of cultural capital (CC) in the relationship between SES and student achievement, using the latest approach to testing mediating effects. The data sets from 14 economies in the Programme for International Student Assessment (PISA) 2009 were analysed. In general, the results supported the mediation effects of CC, and the mean of ratios of mediation effects to total effects was 23%. For the three frequently used indices of SES, parents’ occupations and education levels had larger impacts on student literacies than did family wealth possession. For most economies, objectified cultural capital (OCC) can explain the effects of all three SES indices on student literacies, but embodied cultural capital (ECC) can only explain the effects of parents’ occupations and education levels on student literacies. Whether for reading literacy, science literacy or mathematics literacy, CC theory is applicable in most economies. However, the mediating effects on reading and science literacies were higher than those on mathematics literacy. For different economies, the explanatory power of CC theory was also different.     

The relationship between self-concept and achievement in TIMSS 2007: A comparison between American and Japanese students

The purpose of this research was to investigate the relationship between eighth-grade students?? maths-related self-concepts and their achievements in the Trends in International Mathematics and Science Study (TIMSS) 2007. The students?? maths self-concept was compared with other variables, namely their mothers?? education, their fathers?? education and the amount of books held in the students?? households. To investigate the potential role of culture, a comparison between American and Japanese students?? scores was also included. The findings demonstrated that students?? maths self-concept was positively associated with their achievement both in the United States and Japan, but Japanese students, while having higher achievement, had a lower maths self-concept than American students. Maternal education, paternal education and the number of books at home were also found to be positively related to achievement. Examining standardised coefficients, the study confirmed a strong interaction between maths self-concept and country, as well as a positive connection between maths self-concept as such (irrespective of the country) with maths achievement.     

Agreement between student achievement level and teacher judgment of student need for compensatory education

Teacher judgments of student need for compensatory education (CE) agree moderately with scores on the CTBS. If a CTBS cutting score at the 35th percentile is adopted, a near-maximum agreement rate (for about three-fourths of the students) is obtained. The accuracy of teacher judgments is not influenced by the racial/ethnic or economic characteristics of the students, extent of individualization of instruction, how students are selected for compensatory services, or teacher's training and experience.The research is based on work performed under Contract No. OE300-75-0332, with the U.S. Office of Education. The opinions, conclusions, and recommendations in this paper are those of the authors and do not necessarily represent Office of Education positions or policy.     

The relationship of three factors in printed materials to student achievement

In the design of curriculum materials, we should strive for a systematic method in which certain critical factors related to student achievement can be consciously incorporated, according to the author. The teacher might then assume the role of diagnostician.     

An assessment of international college student adjustment

International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs.