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981.
Gideon de Jong Miguel Arturo Fajardo Rojas Gloria Almeyda 《International Journal of Lifelong Education》2013,32(2):184-197
ABSTRACTSince the new millennium, the issue of financial inclusion of young people has increasingly gained recognition, especially in relation to those living in deprived circumstances. Financial inclusion can be promoted through education that specifically aims for the strengthening of young persons’ financial capabilities. In 2013, a participatory action research project was started in a rural region of Colombia to improve the research capacity of a local university through the development and implementation of a demonstration project on the financial inclusion of young people. University teachers, students and employees of a financial cooperative were trained in conducting qualitative methods with a specific aim of being responsive to the life stories of their interviewees. This paper shares the experiences from an international team of educational scholars who aim for the democratisation of research capacity and the dissemination of localised knowledge. This is done by working closely together with stakeholders and ultimately giving a voice to youth employed in the informal economy as they are usually the ones being most deprived from access to financial services. 相似文献
982.
Elizabeth de Freitas 《Teaching Education》2013,24(1):43-55
This paper reports on an action research project designed to explore the complexities of pre‐service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre‐service mathematics teachers participated in a course‐based research project to explore this issue. Participants completed a classroom discourse analysis and a self‐study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity. 相似文献
983.
This article is a report on a research project that collected detailed information on articles, book chapters, books, and so on, published by academics on the Chinese Internet between 1990 and early 2013. The findings of the meta-review of 20 years of Chinese Internet research, as gleaned from quantitative and qualitative analysis of the collected body of publications, are presented and discussed in this report. It engages with the conclusions drawn by previous meta-studies, and seeks to shed a critical, self-reflexive light onto the main discursive formations of their research field. The article concludes that there is still a lot of scope for growth in studies of the Internet in China and lists several of the identified research gaps. 相似文献
984.
Paulo Cardoso João Manuel Moreira 《International Journal for Educational and Vocational Guidance》2009,9(3):177-188
This study tested the hypothesis that self-efficacy in career roles moderates the relation between perception of career barriers
and career planning, in a study with Portuguese students, 488 in Grade 9 and 517 in Grade 12. The results supported the hypothesis
only among Grade 9 girls, showing that perception of career barriers leads to less career planning among girls low in self-efficacy.
The findings suggest that variables such as gender and psychological maturity need to be considered in understanding career
planning. 相似文献
985.
Michael Vaden-Kiernan Geoffrey Borman Sarah Caverly Nance Bell Kate Sullivan Veronica Ruiz de Castilla 《Journal of research on educational effectiveness》2018,11(1):109-132
This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = – .09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d = .12) and Hispanic (d = .10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found. 相似文献
986.
987.
Wilma C.M. Resing Erika Tunteler Froukje M. de Jong Tirza Bosma 《Learning and individual differences》2009,19(4):445-450
Our study aim was to examine whether ethnic-minority children would show different change patterns to indigenous children when presented with a seriation task within a dynamic testing context based on graduated prompt-techniques. We hypothesized that both Dutch-indigenous and ethnic-minority children would employ more sophisticated strategies after graduated prompt-training compared with untrained control-group children, and that trained ethnicity groups would show different progression paths from pre- to posttest. We also hypothesized that ethnic-minority and Dutch-indigenous children would progress differently in types of strategies over the course of their training, and that they would differ in number and type of instructions needed; i.e., whether various learning patterns could be detected. We further examined which variables predicted strategy-level best. Dynamically tested children changed their strategy behavior into the direction of a more advanced strategy; this change was the largest for the initial weaker scoring ethnic-minority children. These children also initially needed more but progressively needed less cognitive hints than Dutch-indigenous children during training. The graduated prompts approach we made use of clearly unfolds possibilities to detect and describe strong and weaker points in each child's solving processes before, during and after training. With a short intervention it appeared possible to describe how many prompts when and what type of prompts a child needed during training, i.e. to describe “the learning while tested” process. 相似文献
988.
Shingairai Chigeza Johannes H. de Kock Vera Roos Marie P. Wissing 《Africa Education Review》2017,14(3-4):20-35
This article describes the perceptions of first-year students’ subjective appraisal of ttheir wellbeing before, during and after participation in an induction programme at a higher education institution (HEI). Twenty-two first-year students participated in focus group discussions (FGDs) and semi-structured individual interviews. Thematic and interpretative analyses suggested shifts in the students’ levels of well-being: high before, low during, and increased after the induction programme. Low levels of well-being were linked to experiences of fear, feeling disrespected, and disillusionment with university life, leaders, and a perceived loss of autonomy, independency and social-relatedness. An increase in well-being was associated with social integration, support, the ability for self-reflection and perspective taking. Wellbeing is a relational and collective matter which is embedded in broader contexts. Therefore, historical legacies of oppression and inequality should be challenged through constructive debate, involving previously neglected voices intentionally; and creating opportunities for the expression of students’ needs and growth potential 相似文献
989.
Frans J. Prins Renske de Kleijn Jan van Tartwijk 《Assessment & Evaluation in Higher Education》2017,42(1):128-150
A rubric for research theses was developed, based on the manual of the American Psychological Association, to be used as an assessment tool for teachers and students. The aim was to make students aware of what is expected, get familiar with criteria, and interpret teacher and peer feedback. In two studies, it was examined whether students use and value these functions. In the first study, a rubric was provided to 105 Educational Sciences students working on their bachelor’s thesis. Questionnaire data indicated that students did value the rubric for the intended functions, although rubric use was not related to ability. In a panel interview, teachers stated that the number of proficiency levels should be increased to be able to distinguish between good and excellent students adequately, and that a criterion concerning student’s role during supervision should be added. Therefore, in the second study, 11 teachers were interviewed about their motives to give high grades and about the supervision process. This lead to an extra criterion concerning student’s role during supervision and an additional proficiency level to assess excellent performance. It is argued that an adequate course organisation is conditional for the rubric’s effectiveness. 相似文献
990.
Becky Francis Louise Archer Julie Moote Jen de Witt Lucy Yeomans 《British Journal of Sociology of Education》2017,38(8):1097-1110
Hyper-femininity and the construction of the ‘girly girl’ label have been documented widely, but there has been less attention to their content (or any distinctions between these constructs). Indeed, it can be argued that the content of femininity remains a controversial and somewhat under-researched topic in feminist scholarship. This is also the case in relation to science, which has been widely characterised as a masculine terrain, but there has been less attention to why femininity is excluded from/by science. This article attempts to unpick some of these issues, with a particular focus on the construct of the ‘girly girl’, in relation to access to science. Drawing on qualitative data from the Economic and Social Research Council-funded ASPIRES 2 project, we analyse the discourses used by young people and parents in discussion of ‘girly girls’ and physics. We show the misogynist and excluding discourses projected onto the ‘girly girl’, and indeed that are used to interpolate femininity more broadly. We found that in discussions of science and (hyper-)femininity, even potentially positive feminine attributes were denigrated. Hyper-femininity was produced as ‘more than lack’: vacuous, but also a risible presence. In reflecting on our findings we consider whether femininity may be more derided in some discursive contexts (e.g. science discourse) than others, and whether femininity can or should be conceived as more than lack. 相似文献