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141.
Mary Ryan Karleen Gwinner Kerry Mallan Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献
142.
143.
Francis J. Di Vesta F. Michael Finke 《Educational technology research and development : ETR & D》1985,33(4):285-293
The robustness of the effect of precise elaborations on memory and the relationship of these effects to metacognitions about
learning was investigated in two studies. Twenty-six naive experimenters administered prepared tasks to 130 subjects. Participants
rated the comprehensibility of each sentence as it was read. An unexpected cued-recall test with a confidence rating for each
answer given was administered, followed by rating the ease of learning the types of items used in three treatments: precisely
elaborated, imprecisely elaborated, and unelaborated base sentences. Both studies resulted in very similar findings: Memory
for precise elaborations was 50% greater than for either imprecisely elaborated or unelaborated statements. Comprehension
ratings of the three sets of statements were not significantly different. Confidence ratings of correctly answered items were
significantly higher than of incorrectly answered items. 相似文献
144.
145.
Dennis A. Francis 《Sex education》2019,19(4):406-421
ABSTRACTUsing the interlocking concepts of power, knowledge and discourse, this article focuses on how counter normative sexualities are discursively constructed in the sexuality education classroom and with what effects. Drawing on in-depth interviews with teachers and classroom observation, the evidence highlights the presence of specific discourses about the teaching and learning of sexuality diversity. First, while many teachers argued for the inclusion of counter-normative sexualities, in their teaching and responses they privileged heterosexuality as legitimate and natural and same-sex sexualities as deviant and Other. Second, teachers’ discourses construct queer youth not only as innocent and childlike but also as hypersexual and rebellious – requiring discipline and intervention. These constructions link closely to discourses of pity and tolerance, or blame when counter-normative sexualities were expressed. Finally, despite heterosexuality being privileged in the classroom, teachers’ and pupils’ questions about gender and sexuality diversity suggest the need for a more defined and inclusive curriculum sexuality education curriculum. Findings justify concern about how counter-normative sexualities are addressed in the sexuality education classroom and advocate for improvement in teaching and learning about counter-normative sexualities in South African secondary education. 相似文献
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148.
The peer group as a context for the development of young adolescent motivation and achievement 总被引:14,自引:0,他引:14
Ryan AM 《Child development》2001,72(4):1135-1150
This study investigated the peer group as a context for the socialization of young adolescents' motivation and achievement in school. Social network analysis was used to identify peer groups of adolescents in middle school whose members regularly interacted with each other (N = 331). Actual reports from these peer group members were used to assess peer group characteristics. Multilevel analyses indicated that peer groups did socialize some academic characteristics, controlling for selection factors. Students' peer group context in the fall predicted changes in their liking and enjoyment of school (intrinsic value) and their achievement over the school year. Students' peer group context was unrelated to changes in their beliefs about the importance of school (utility value) or expectancies for success over the school year. 相似文献
149.
Martin Francis 《The Urban Review》1990,22(2):115-129
The abandonment of a commitment to the achievement of social democratic consensus in the Thatcherite project and the emphasis on individualism and the market means that a new source of cultural hegemony has to be sought. It is being attempted by the inculcation of a particular form of nationalism using the family and schools as a vehicle. The exact parameters of what constitutes Britishness are achieved by the marginalization of groups and movements that threaten the particular Thatcherite model of the nation and the imposition of a limited, and racist, model of culture. Within education a struggle is developing over content as the government seeks to impose a National Curriculum that reflects its ideology while structural changes hasten the commodification of education. Both the curriculum and structural changes are likely to have a detrimental effect on black and working-class pupils. 相似文献
150.
Curt M. Adams Jordan K. Ware Ryan C. Miskell Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180
This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance. 相似文献