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31.
Brent K. Jesiek Maura Borrego Kacey Beddoes 《European Journal of Engineering Education》2010,35(2):117-134
Findings are presented from a series of moderated interactive sessions held at international engineering education conferences between July 2007 and December 2008, where attendees discussed the current state and future trajectory of engineering education research. More specifically, this study examines how session attendees described: (1) the relationship between engineering education research and educational practice, policy considerations and industry; (2) important stakeholders, mechanisms/strategies and challenges for relating research to practice, policy and industry. Thematic analysis and open coding procedures were used to analyse the data collected at each session. In summary, frequent discussion and widespread consensus was observed about the need to relate engineering education research to the practice of engineering teaching. Discussions about relating research to policy and industry remain formative, but appear to be gaining traction. The paper concludes by proposing a cyclic model to better conceptualise how engineering education research can be strategically related to practice, profession and industry across diverse local and global contexts. 相似文献
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This paper examines the Civil Society Education Fund’s (CSEF) impact on the non-governmental organisation education partnership (NEP) in Cambodia. With financial backing from the World Bank and the Fast Track Initiative, the CSEF is an initiative that is managed internationally by the Global Campaign for Education. Its goal is to help national networks of non-governmental organizations participate in education decision-making and to serve as a watchdog for progress related to internationally agreed upon goals. Through the CSEF, the deployment of various strategies, and other external factors, the NEP was able to able to achieve recognition, legitimacy and influence at the national level. However, the NEP has had to balance working with the state and working for the state. This case study highlights strategies used by civil society actors to engage state actors, the efficacy of international support, and the conflicts inherent in both. 相似文献
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Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning. 相似文献
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Allan Power Brent E. Faught Eryk Przysucha Moira McPherson 《Measurement in physical education and exercise science》2013,17(1):69-80
In this study the authors examine the test–retest reliability and concurrent validity of the Repeat Ice Skating Test (RIST). This was an on-ice field anaerobic test that measured average peak power and was validated with 3 anaerobic lab tests: (a) vertical jump, (b) the Margaria–Kalamen stair test, and (c) the Wingate Anaerobic Test. The participants (n?=?14) were 11- to 12-year-old males selected from a Peewee “A” level ice hockey team (Thunder Bay, Canada). The results of the test–retest reliability estimation showed that the RIST was a reliable test at measuring average peak power in watts (R = .99, C.I.95% = 0.97 to 0.99) and watts per kilogram (R = .98, C.I.95% = 0.94 to 0.99). The RIST was also a valid test when correlated with the 3 anaerobic lab tests for measuring peak power in watts: vertical jump (r = .86, C.I.95% = 0.72 to 0.94), Margaria–Kalamen stair test (r = .66, C.I.95% = 0.39 to 0.83) and Wingate Anaerobic Test (r = .86, C.I.95% = 0.72 to 0.93). The test is considered promising because it does not require any specific equipment, and is a sport-specific, on-ice test, that can be administered during a regular ice hockey practice session. 相似文献
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Within the mathematics education literature, the term constructivism has been subject to a diversity of interpretations, many of which are trivializations of original theoretical work. We suggest that trivialized versions of constructivism continue to be promulgated due, in large part,to misunderstandings of some of the vocabulary adopted by its advocates. This situation has been the source of considerable frustration in our ongoing efforts to communicate the insights and implications of radical and social constructivist theories to preservice and practicing teachers. We discuss some of the specifics of these frustrations along with strategies intended to flag and circumvent them in our work with teachers. The writing is structured around a set of recursively elaborated interpretations of a classroom episode. Developed around varied understandings of the terms structure and construct, these interpretations are intended to show how we have worked with teachers to foster a deep appreciation of how learning might be reframed as dependent on, rather than determined by, teaching.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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Jane T. Malin James H. Bray Thomas W. Dougherty W. Ken Skinner 《Research in higher education》1980,13(2):115-130
Questionnaire data collected from male and female university students 25 years of age or older were used to investigate correlates of their performance, satisfaction, and adjustment in college. Men reported lower levels of performance and satisfaction. Multiple regression analyses of predictors of college grade-point average, satisfaction with college, and affective changes occurring while in college indicated that these three measures were predicted by demographic variables, by aspects of the college experience, by the external out-of-college responsibilities of these students, and by their goals. Each of the three dependent measures was predicted by a different subset of these variables. 相似文献
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A review of cognitive teaching models 总被引:3,自引:0,他引:3