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941.
942.
943.
Traditional research into values has tended to dichotomise young people into categories of self and other orientations. In the present study values were explored within a contemporary context and analysed into more complex value sets. The sample comprised of 111 girls and 133 boys, aged 11-16 (mean = 13.2, SD = 1.14), who responded to four open-ended sentences designed to tap philosophies of life, fears and underlying values. The pleasures in life for girls tended to centre on relationships with family, friends and boys, whereas boys enjoyed activities such as sport. Many desired to win the National Lottery, although they also concurrently held humanistic values. The potential impact of these value sets on development during adolescence is discussed. For these young people, the best things in life are free but, like many adults, they dream of fame and fortune. 相似文献
944.
美国高校图书馆的麦当劳化 总被引:5,自引:0,他引:5
美国社会学家乔治·里茨尔在其撰写的一部有关麦当劳化的力作中指出 快餐行业的方方面面正在逐渐渗透到社会的其它领域。本文旨在探讨里茨尔先生的观点是否适用于高校图书馆部门,并着重分析高校图书馆向麦当化方向发展的程度、以及社会麦当劳化对于高校图书馆的影响。此外,作者还分析了与麦当劳化相对应的其它可能做法及其对高校图书馆的影响。 相似文献
945.
Brian Hudson 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(4):257-270
This paper reports on a study involving the evaluation and use of the National Curriculum Council sponsored multimedia package World of Number. The project was carried out in a South Yorkshire comprehensive school during the Spring Term of 1994. The intended mode of use of the package was unclear from the initial evaluation and also from initial teacher feedback. In addition little attention seemed to have been given to the role of the teacher. Examples of episodes of classroom interaction between the teacher/researcher and a small group of pupils working at the multimedia system are presented and an interpretation, which takes account of the role of the technology and of the teacher from a Vygotskian perspective, is offered. 相似文献
946.
947.
This paper reports on the initial outcomes from the end of the fourth year of a 5 year research and professional development
project to improve chemistry teaching among three cohorts of chemistry teachers in Manitoba, Canada. The project responds
to a new curriculum introduction advocating a tetrahedral orientation (Mahaffy, Journal of Chemical Education 83(1), 49–55,
2006) to the teaching of chemistry. The project in its entirety is based upon several theoretical models in fostering chemistry
teacher development (in particular Bronfenbrenner’s bio-ecological model). These models are described, as is the progress
made by teachers based upon the use of a Chemistry Teacher Inventory and associated teacher responses. Overall, statistical
analysis of perceptions of their own teaching and comments made by teachers suggests they are showing limited development
towards a tetrahedral orientation, albeit in a manner consistent with the curriculum. Ongoing research-based activities in
this project are also described. 相似文献
948.
The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science
inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic.
The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher
while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher.
The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect
of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions
of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check
for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher
developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were
found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation
was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating
the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience
with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated
questions, and student outcomes are discussed. 相似文献
949.
Chengfang Liu Linxiu ZhangRenfu Luo Xiaobing WangScott Rozelle Brian SharbonoJennifer Adams Yaojiang ShiAi Yue Hongbin LiThomas Glauben 《Economics of Education Review》2011,30(4):627-640
Many educational systems have struggled with the question about how best to give out financial aid. In particular, if students do not know the amount of financial aid that they can receive before they make a decision about where to go to college and what major to study, it may distort their decision. This study utilizes an experiment (implemented by the authors as a Randomized Control Trial) to analyze whether or not an alternative way of providing financial aid—by providing an early commitment on financial aid during the student's senior year of high school instead of after entering college—affects the college decision making of poor students in rural China. We find that if early commitments are made early enough; and they are large enough, students will make less distorting college decisions. 相似文献
950.
What supplies the concepts in causal inferences in story comprehension? This question was examined in 5 experiments. Elementary school children and college students listened to stories containing a "premise" sentence describing a character's intent in initiating a series of actions, followed by an unexpected "outcome." After each story, the subjects were asked inference questions about the reason for the outcome (Experiments 1-4) or asked to explain the outcome (Experiment 5). In the various experiments, the availability of object concepts for an inference was manipulated by providing 0 or 2 clues preceding the outcome, additional filler information that diluted the clue information, a mention of an object in the premise or no mention, and an object title for each story or no title. The results suggested that the availability of an object concept in sentences prior to the outcome was a critical determinant of whether an object inference occurred, especially for children. Given availability, the thematic prominence of the object influences whether the object will be used in an inference. 相似文献