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71.
Much of the debate on the relative merits of vocational and academic education has focused on the costs of such schooling. The issue has usually been argued in terms of the public costs involved while the private costs have been ignored. This article compares both the public and private costs of technical-vocational and of academic upper secondary education in Greece. For the Greek case, the private costs of education are much higher for academic than for vocational education while the public costs are similar. The implications of this observation for educational policy are discussed. 相似文献
72.
Anastasia L. Hansen 《Psychology in the schools》2007,44(8):839-848
Gay, lesbian, bisexual, and transgender (GLBT) students experience harassment, alienation, and violence in schools. Several school‐based interventions have been suggested to provide a safe and effective learning environment for these students, but few have been evaluated or investigated experimentally. This review utilizes A.K. Ellis' (2001) model to review the research on school‐based interventions for GLBT youth at the levels of theory, applied investigation, and widespread implementation. Results suggest that, although the research base for psychological needs of GLBT youth is well established, applied investigation of small‐ and large‐scale implementation is in the early stages. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 839–848, 2007. 相似文献
73.
This article is concerned with exploring the ways in which head teachers’ leadership for social justice is understood and enacted within the context of inclusion. Head teachers’ leadership praxis is influenced by individual understandings of social justice, as well as dominant institutional realities and policy priorities that indicate the extent to which there is commitment to the process of socially just change. This commitment is significantly manifested in the ways in which an educational system advances new forms of professionalism, effectiveness indicators and accountability regimes that are aligned with concerns about providing socially just and non-discriminatory learning communities for learner diversity. 相似文献
74.
Mariza Chatzistamatiou Irini Dermitzaki Anastasia Efklides Angeliki Leondari 《教育心理学》2015,35(7):835-850
The aim of the study was to investigate the relationships between elementary students’ reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies they use to self-regulate mathematics learning, their achievement goals in relation to mathematics, their self-efficacy concerning mathematics learning and achievement, the value they attribute to mathematics as a subject domain and their enjoyment of mathematics learning. Structural equation modelling confirmed a mediation model, that is, students’ mathematics self-efficacy, value beliefs about mathematics and enjoyment mediated the effects of achievement goals on reported strategy use. Results are discussed in terms of implications for elementary students’ self-regulated learning skills. 相似文献
75.
This paper has several purposes. It introduces a new project funded by the European Commission within its Training and Mobility of Researchers (TMR) programme; it describes the research design of the Oxford part of that project, which is now beginning, and of a comparative study which was already being undertaken in Oxford on the implementation of the ‘European Dimension’ in education in England, Scotland and Wales; and it describes a number of theoretical and methodological problems we anticipate having to address as the studies proceed. 相似文献
76.
Anastasia Efklides 《Learning and Instruction》2012,22(4):290-295
The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of metacognitive experiences, as posited by the cue utilization approach, the interrelations of metacognition with affect, and the influence of prior knowledge and individual differences factors on monitoring accuracy. The implications of the findings of the studies for learning in the classroom are also pointed out. 相似文献
77.
Anastasia Liasidou 《Support for Learning》2013,28(1):11-16
In the light of educational reforms aimed at promoting greater inclusive policies and practices, it is important to put a more pronounced emphasis on the needs of English language learners (ELLs) with special educational needs and/or disabilities. Simultaneously, a focus should also be placed on understanding and dealing with the disproportional representation of English language learners in special education categories. This dual and arguably sometimes mutually reinforcing phenomenon, along with its potential implications for education policy and practice, needs to be discussed against a convergent analytical framework drawn from bilingual and special education. The cross‐fertilisation of these disciplinary fields can provide a multimodal and comprehensive approach to meeting the intersectional needs of culturally and linguistically diverse students with special educational needs. To this end, it is important that issues of culture and language should become indispensable aspects of the special education knowledge base in inclusive classrooms. 相似文献
78.
79.
Research methods courses typically require students to conceptualize, describe, and present their research ideas in writing. In this article, the author describes her exploration in using arts‐based techniques for teaching research to support the development of students’ self‐study research projects. The pedagogical approach emerged from the author’s sociocultural theoretical perspective in using symbols and dialogue as mediating tools. Three arts‐based research projects were utilized to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers. Data included students’ implementation and assessment of projects; the instructor’s teaching logs; and students’ course evaluations. The projects served to illuminate the subtleties of research interests, self‐understanding and understanding of other’s research, and learning about self‐study by practicing it. Research methods instructors are prompted to consider what happens when students are asked to demonstrate their understanding of research using the arts and when they study the ‘so what’ of using them. 相似文献
80.
Anastasia Gouseti 《Cambridge Journal of Education》2013,43(3):377-390
The notion of school collaboration has become widely recognised as an effective means of fostering cultural links and supporting communication between geographically separated schools. As shall be acknowledged in this paper, school collaboration follows on from a long history of collaborative initiatives across the past 50 years. However, the introduction of digital technologies and the internet in the 1990s has raised new challenges and created new opportunities for ‘telecollaboration’ whilst the growth of social media over the past five years is seen to have transformed the ways in which online collaboration is experienced by most end users. Based on a review of the existing body of literature, this paper offers a critical overview of current models of web-based collaborative programmes – attempting to map out the complex nature of school collaboration and consider the actors and factors that can shape successful implementation into educational practices. 相似文献