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151.
Filipino parents’ school choice and loyalty: a factor analysis 总被引:1,自引:1,他引:0
Allan B. de Guzman Belinda V. de Castro Kieshia Albert B. Aquino Melinda Anne R. Buenaventura Anna Celina C. Duque Mark Lawrence D. R. Enriquez 《Educational Research for Policy and Practice》2008,7(2):109-122
This quantitative study aims to ascertain the significant relationship existing between parents’ profile, and their school
choice and school loyalty. Data were gathered using the researcher’s two-part made instrument. Respondents were first asked
to fill in a robotfoto for purpose of profiling their baseline characteristics and were later asked to rate listed indicators, using a modified
8-point Likert scale. Using statistical tools such as the ANOVA, factor analysis, correlation, mean, and standard deviation,
data were treated indepth. It is interesting to note that although parents are loyal to their alma mater, this does not have
a much impact on their choice of school for their children. On the whole, parents’ choice of school is based on its indispensable
qualities. Among the three interval-scale profiles of the parent respondents such as age, income, tuition fee payment and
number of children, none of these relate to school choice, but age, income, and tuition fee payment negatively relate to school
loyalty. From their nominal-scale profiles, significant differences were noted in their school choice when grouped according
to civil status, place of work, and terms of payment. With respect to school loyalty, significant differences occurred in
their responses when classified according to gender, terms of payment and their active participation in the Parent-Teacher
Association (PTA). 相似文献
152.
Stenlund Jörgen Ingemar Schönborn Konrad Janek Tibell Lena Anna Elisabet 《Journal of Science Education and Technology》2021,30(1):125-138
Journal of Science Education and Technology - Central to evolution is the concept of a common ancestry from which all life has emerged over immense time scales, but learning and teaching temporal... 相似文献
153.
Educational Psychology Review - Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive... 相似文献
154.
Joan Josep Suñol Joan Pujol Lidia Feliu Rosa Maria Fraguell Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637
This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness. 相似文献
155.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
156.
Saskia de Graaff Fred Hasselman Anna M.T. Bosman Ludo Verhoeven 《Learning and Instruction》2008,18(4):391-403
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained 17 CVC words. Children's performance on the free-sound-isolation task was better than on the constrained tasks. On all four tasks, children made fewer errors in isolating the initial phoneme than the final phoneme. Isolating the middle phoneme proved to be the most demanding. The effect of phoneme class depended on the type of task and on phoneme position. Findings were placed against the background of sonority and word-final phoneme vocalization in Dutch. 相似文献
157.
Helen R. Johnson Margaret J. J. Thompson Suzanne Wilkinson Louise Walsh Jonathon Balding Victoria Wright 《教育心理学》2002,22(5):553-556
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied. 相似文献
158.
Fourth- through seventh-grade children (mean age 11.5 years) estimated the likelihood that various consequences would occur following hypothetical acts of aggression toward victimized and nonvictimized classmates. Children also indicated how much they would care if the consequences were to occur. When contemplating aggression toward victimized classmates, children were more likely to expect tangible rewards, more likely to expect signs of victim suffering, and less likely to expect retaliation than when considering aggression against nonvictimized classmates. Also, when considering aggression toward victimized classmates, children cared more about securing tangible rewards but were less disturbed by the thought of hurting their victims or by the thought of their victims retaliating than when imagining aggression toward nonvictimized classmates. The foregoing pattern was stronger for boys than for girls. Implications for theories of aggression and for intervention with aggressive and victimized children are discussed. 相似文献
159.
Albano Giovanna Antonini Samuele Coppola Cristina Dello Iacono Umberto Pierri Anna 《Educational Studies in Mathematics》2021,108(1-2):15-34
Educational Studies in Mathematics - In 2020, the emergency due to the COVID-19 pandemic brought a drastic and sudden change in teaching practices, from the physical space of the classrooms to the... 相似文献
160.
This article describes an exploratory study of the research behaviors of sophomore students at a small liberal arts college. In light of the transitional nature of the sophomore year and the limited data available on the research practices of sophomores, the authors sought to better understand the following: Students’ topic selection, help-seeking behavior, types of sources consulted, source selection criteria, research challenges, and changes in information-seeking behavior from the first year to the sophomore year. This article describes findings from a survey and in-depth interviews, and it offers recommendations for further research. 相似文献