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Ya‐Chen Su 《Educational studies》2011,37(1):73-88
Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purpose of the study was to examine the effects of the cultural portfolio project on: (1) students' concept development in their perceptions of the target language culture and their own; (2) students' evaluation of stereotypes towards English‐speaking cultures; and (3) students' self‐awareness and perception of EFL (English as a foreign language) and cultural learning process. Data were collected from students' cultural portfolio projects, classroom observation, and interviews. Results indicate that through the cultural portfolio project, students engaged in active learning, gained insight into specific aspects of the target language cultures and became more aware of the diversity within these cultures, and developed their ability to think critically instead of automatically accepting cultural information. 相似文献
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The study examined the predictive value of adolescents’ personality trait ratings by different groups of informants in explaining academic achievement [grade point average (GPA)] while controlling for students’ sex and their mothers’ education. The Inventory of Child/Adolescent Individual Differences was employed as a measure of students’ personality traits at the end of elementary schooling (mean age = 14.7 years) and two years later when the participants attended secondary schools. The trait ratings were obtained through self‐, maternal and peer reports at both measurement occasions. They explained substantial portions of unique variance in the students’ GPA concurrently, and over time. Ratings by each of the three groups of informants had an incremental validity over one another in predicting school grades. Among personality variables, conscientiousness and low extraversion were consistently predictive of GPA. 相似文献
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Esther T. Canrinus Michelle Helms‐Lorenz Douwe Beijaard Jaap Buitink Adriaan Hofman 《Educational studies》2011,37(5):593-608
This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience. 相似文献
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Yvonne Anders Pam Sammons Brenda Taggart Kathy Sylva Edward Melhuish Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441
The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group. 相似文献
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This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided. 相似文献
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