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991.
992.
White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity 总被引:1,自引:1,他引:0
Gill Crozier Diane Reay David James Fiona Jamieson Phoebe Beedell Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272
At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children. 相似文献
993.
David Palmer 《Research in Science Education》2008,38(2):167-188
This paper reports part of a larger study which was designed to investigate current practices in initial teacher education
programs in Australia. The main data collection was by telephone interviews, which were carried out with science education
specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher
education. The interviews focused on practices in relation to program structures, science content studies, science methods
studies and links to science-related school projects or to science business/industry. A large number of innovative practices
were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified
several aspects of science teacher education which were of concern. 相似文献
994.
David W. Chan 《教育心理学》2008,28(7):735-746
This study assessed perceptions of self‐efficacy and successful intelligence among 220 Chinese prospective and in‐service secondary school teachers in Hong Kong. Teacher self‐efficacy in six domains – teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning – was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self‐efficacy. Practical abilities were the most significant predictor of self‐efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self‐efficacy, is discussed. 相似文献
995.
A. Mark Langan David M. Shuker W. Rod Cullen David Penney Richard F. Preziosi C. Philip Wheater 《Assessment & Evaluation in Higher Education》2008,33(2):179-190
There are many influences on how assessors grade themselves and others. Oral presentations are useful for exploring such factors in peer, self‐ and tutor marked assessments, being rapidly completed and assessed, commonly used in HE and very difficult to anonymize. This opportunistic study examined the effects of gender and level of attainment on the triangulation of marks awarded to student presenters. Grades generated by peer assessment were associated more strongly with tutor‐awarded marks than those from self‐assessment. For self‐assessment there was a strong effect of gender (female students undervalued their performance compared with tutor grades). Peer assessment produced higher marks than from tutors, perhaps because of the close‐knit community developed during residential courses. For tutor marks, the greatest variability was at the lower end of the scale, whereas peer assessors were most variable when marking students who self‐evaluated or peer assessed highly. Students awarded a narrower range of marks to peers compared with tutors, but when self‐assessing used a larger range. Presentations by students who admitted to little sleep the night before received lower grades from both peers and tutors, but this was not reflected by self‐assessments, suggesting they were unaware of their poorer performances. Sessions with fewer talks (four rather than seven) reduced the ‘dip’ in marks previously observed in the middle of sessions. Findings are discussed in the context of bias in this mode of assessment. 相似文献
996.
Geoff Teece Dr Rosemary Preston Mike McLinden Merike Darmody Michael Crossley 《比较教育学》2008,44(1):111-119
997.
998.
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献
999.
1000.
Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students. 相似文献