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141.
Academic Functioning and Peer Influences: A Short‐Term Longitudinal Study of Network–Behavior Dynamics in Middle Adolescence 下载免费PDF全文
J. Ashwin Rambaran Andrea Hopmeyer David Schwartz Christian Steglich Daryaneh Badaly René Veenstra 《Child development》2017,88(2):523-543
In this study, the associations between peer effects and academic functioning in middle adolescence (N = 342; 14–15 years old; 48% male) were investigated longitudinally. Similarity in achievement (grade point averages) and unexplained absences (truancy) was explained by both peer selection and peer influence, net of acceptance, and connectedness. Friendships were formed and maintained when adolescents had low levels of achievement or high levels of truancy. Friends influenced one another to increase rather than decrease in achievement and truancy. Moreover, friends’ popularity moderated peer influences in truancy in reciprocal friendships but not in unilateral friendships, whereas friends’ acceptance moderated peer influences in achievement in both unilateral and reciprocal friendships. The findings illustrate the dynamic interplay between peer effects and academic functioning. 相似文献
142.
Martin Nekola Andrea Principi Michal Švarc Markéta Nekolová Deborah Smeaton 《Educational gerontology》2018,44(7):403-415
Adopting a longitudinal approach, this article examines downward occupational mobility (DOM) later in working life and its effects on job satisfaction and perceptions of working conditions of older workers in Europe. The main aim was to test whether the risk that workers will be negatively impacted and marginalized in the labor market due to demotion into lower quality jobs is offset by benefits. Based on an ordinal logistic regression of merged Survey of Health, Ageing and Retirement in Europe and English Longitudinal Study of Ageing datasets, the study found a positive significant impact of DOM on overall job satisfaction. Moreover, DOM was associated with a statistically significant reduction in workload pressure, although it did increase physical work demand. This article adds to the literature on marginalization of workers with indications that the lower income and status associated with DOM at older ages may have offsetting benefits. 相似文献
143.
Poetry 总被引:1,自引:0,他引:1
144.
Robert Brown Janet Scull Andrea Nolan Bridie Raban Jan Deans 《The Australian Educational Researcher》2012,39(3):313-331
This paper introduces the Young Learners?? Project, which is a large scale longitudinal study that aims to identify a number of factors associated with positive outcomes in literacy in the first year of school: the role of the preschool teacher, home life and child characteristics. In particular, it presents the design of one sub-study within the larger project that is focusing on the beliefs, theoretical constructs and literacy practices of 25 preschool teachers. The paper deliberates the methodological choices of a group of researchers who set out to represent in diverse ways, and for diverse purposes, the layered meanings inherent in preschool teachers?? beliefs and practices in relation to early literacy development. In particular, through reference to illustrative extracts of a single case analysis, the paper explores the possibilities and complexities of adopting mixed methods and in doing so, responds to a call for researchers to make explicit the purposes and challenges of case study methodologies. 相似文献
145.
Andrea R. Milner Toni A. Sondergeld Abdulkadir Demir Carla C. Johnson Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献
146.
Tertiary Education and Management - Transparency and comparability of higher education institutions especially in terms of their academic programmes and research activities are important issues for... 相似文献
147.
Challenges for researchers wishing to gain insights into student beliefs about mathematics and learning include the identification of prompts to which young children can respond easily and which have the potential to provide meaningful insights into their beliefs. This article reports on a selection of such prompts used within an exploratory study that investigated beliefs about mathematics, learning and helping factors for learning mathematics of eight children of 8 to 9 years of age. These prompts, described as creative interviewing procedures, are classified under the key categories of visual, verbal and text-based. The article provides brief details of the study as background but focuses on discussing the nature of the tasks, and, through the inclusion of a selection of responses, illustrates their potential value as research tools for gaining insights into young children’s beliefs about mathematics and learning. It seems that teachers could use the prompts to gain alternate perspectives into children’s beliefs which in turn might inform their instruction. 相似文献
148.
149.
Steve Graham Andrea Capizzi Karen R. Harris Michael Hebert Paul Morphy 《Reading and writing》2014,27(6):1015-1042
A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers. 相似文献
150.
Christine Bieri Buschor Christa Kappler Andrea Keck Frei Simone Berweger 《Gender and education》2014,26(7):743-758
The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'. 相似文献