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排序方式: 共有264条查询结果,搜索用时 15 毫秒
91.
May Britt Drugli 《Scandinavian Journal of Educational Research》2013,57(2):217-225
This study explored the association between teacher-reported student-teacher relationship quality (closeness and conflict) and demographic factors, school functioning and child mental health in a cross-sectional study. The study was conducted among a national sample of Norwegian school children (N?=?825) in grades 1 to 7. Bivariate analyses and standard multiple regression analysis were conducted. Conflict in student–teacher relationships correlated highly with child mental health factors and in particular, problems of externalization. For closeness in student-teacher relationships, demographic factors accounted for the largest proportion of variance. Our findings suggest that different strategies may be needed to promote closeness and reduce conflict in student–teacher relationships. 相似文献
92.
Maud May Babcock 《Quarterly Journal of Speech》2013,99(2):173-176
CHIRONOMIA; OR A TREATISE ON RHETORICAL DELIVERY: COMPREHENDING MANY PRECEPTS, BOTH ANCIENT AND MODERN, FOR THE PROPER REGULATION OF THE VOICE, THE COUNTENANCE, AND GESTURE. TOGETHER WITH AN INVESTIGATION OF THE ELEMENTS OF GESTURE, AND A NEW METHOD FOR THE NOTATION THEREOF; ILLUSTRATED BY MANY FIGURES. By The Reverend Gilbert Austin, A.M. [London: T. Cadell and W. Davies, 1806]. Edited with Bibliography and Introduction by Mary Margaret Robb and Lester Thonssen; Foreword by David Potter. Carbondale and Edwardsville: Southern Illinois University Press, 1966; pp. xxix+13+xvi+584+15. $12.50. AN INTRODUCTION TO ARISTOTLE'S RHETORIC WITH ANALYSIS NOTES AND APPENDICES. By E. M. Cope [London and Cambridge: Macmillan, 1867]. Dubuque: William C. Brown Reprint Library, 1966; pp. xvi+464. $15.00. IBID. Ann Arbor: University Microfilms, 1966. Paper. $16.85. THE PUBLIC SPEAKING OF QUEEN ELIZABETH. By George P. Rice, Jr. [New York: Columbia University Press, 1951]. New York: AMS Press, 1966; pp. x+142. $5.00. THE RHETORICAL IDIOM. ESSAYS IN RHETORIC, ORATORY, LANGUAGE, AND DRAMA PRESENTED TO HERBERT AUGUST WICHELNS WITH A REPRINTING OF HIS “LITERARY CRITICISM OF ORATORY” (1925). Edited by Donald C. Bryant [Ithaca: Cornell University Press, 1958]. New York: Russell &; Russell, 1966; pp. x+334. $8.00. THE QUARTERLY JOURNAL OF SPEECH, VOLUME 1, 1915 [Chicago: University of Chicago Press], New York: Johnson Reprint Corporation, 1966; pp. 331, including Index. $20.00. 相似文献
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94.
Qiuxian Chen Margaret Kettle Lyn May 《Assessment & Evaluation in Higher Education》2013,38(7):831-846
Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised. 相似文献
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96.
Guanglun Michael Mu Xinrong Zheng Ning Jia Xiaohua Li Shaoyi Wang Yanchuan Chen Ying He Lyn May Merilyn Carter Karen Dooley Adon Berwick Angela Sobyra Carmel Diezmann 《The Australian Educational Researcher》2013,40(3):373-389
The promotion of educational equity and improvement of educational quality in China are contextualised in tenets of Confucianism and policy directives, inspiring educational research and practice. In this paper, we first explore the historical and cultural roots of educational equity and quality through Confucianism and elaborate on the current policy priority that aims to address educational equity and quality. We then present an overview of research on equity and quality in Chinese education. Informed by Confucianism, policy, and research, we pose a framework to structure our investigation and analysis of three illustrative examples, namely the Special Post Teacher Plan, amalgamation of rural schools, and schooling of floating children. Drawing insights from Confucianism, policy, research, and practice, we conclude that the promotion of educational equity through high quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China. 相似文献
97.
May Britt Postholm 《Educational Action Research》2013,21(4):551-565
This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council‐funded project in a school that explored learning strategies for pupils’ subject and social development. Action research is here called research and development (R&D) work as the term envisages that research and development are being conducted at the same time. Additionally, the term reflects the fact that the research is conducted within the framework of activity theory and Engeström’s expansive learning circle in which work is termed R&D. The article describes the possibilities and challenges for both teachers and researchers cooperating in R&D projects. Reflection on observed teaching are presented as a central activity in development work, covering the form and content of reflective dialogues; quotations from teachers are provided to show how the teachers experienced observation and reflection. The article discusses whether teachers become researchers, or whether they only develop in their role as teachers. The close cooperation between teachers and researchers in this work is also presented as a model for further education for teachers in‐service and for the training of teacher students. 相似文献
98.
标准化病人在医学教学中的应用:十年文献回顾 总被引:1,自引:0,他引:1
本文的目的是通过对近十年标准化病人应用于教学的相关文献的回顾,了解其应用对于医疗卫生职业学习者的知识、技能和行为方面的实际教育效果.在符合检索要求的69篇文章中,绝大多数研究结果表明标准化病人在医学教育中的应用发挥了积极的作用;同时也暴露出这些研究在设计上的不足.在今后的相关研究中应该加以改进,为教学设计提供证据和支持. 相似文献
100.
Bullying within academia often focuses on peer bullying or the student victim. However, the student bully who targets professors is a neglected area of study yet just as destructive, demeaning, and intimidating. Using a narrative lens analysis, the researchers share how the story of bullying unfolds in the classroom. Distinct triggers, such as entitlement or expectation management, mark the beginning of the narrative. As the narrative progresses, students display a variety of aggressive behaviors in an attempt to establish power or dominance over the targeted professor. The resulting academic contrapower harassment (ACPH) display may negatively impact the professor psyche, learning environment, and overall level of satisfaction with the professoriate, leaving a potentially open-ended narrative that impacts targeted professors for years to come. Thematic analysis reveals shared themes among targeted professors, indicating bullying is problematic on multiple levels. The findings suggest a lack of formal training and education while reinforcing the importance of peer networks. 相似文献