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81.
Geraldine McDonald 《The Australian Educational Researcher》2001,28(1):81-105
The education systems in the States and Territories of Australia are analyzed using age by grade (Year) tables produced by the Australian Bureau of Statistics from the 1 July returns from government and nongovernment schools. The demographic patterns of 8-year-olds at Year levels show that the system of promotion through school and the rates of retention in the early years differ by State and Territory. The factors producing these variations are explored. Indigenous/non-indigenous differences in school progress are uneven across States and Territories and there are small differences favoring girls. Policy implications for the findings are discussed. 相似文献
82.
Thirty-seven children admitted to hospital with a diagnosis of abuse at an average of 5.5 years previously were compared with 37 non-abused children matched for age, sex, ethnic group, school and social class. The mean age of the children with 8.9 years (range 4.6-14.0 years). Self-esteem in the children was assessed by means of a structured interview with the child and the Piers-Harris Self-Concept Scale. The abused children saw themselves as having significantly fewer friends than the comparison children and they played with friends less often. They were less ambitious than the non-abused children with regard to the sort of occupation they would like as adults and were significantly lower in self-concept on the Piers-Harris Self-Concept Scale. These results show that, as well as providing treatment for abusive parents, a long-term program which aims at improving interpersonal relationship skills and self-esteem is required for abused children. 相似文献
83.
84.
Geraldine M. Farmer 《College Teaching》2013,61(2):148-149
85.
Mieke Vandewaetere Sylke Vandercruysse Geraldine Clarebout 《Educational technology research and development : ETR & D》2012,60(2):307-324
Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective
adaptive instruction are unraveled systematically, little is known about the relative effect of learners’ perceptions of adaptivity
in adaptive learning environments. As previous research has demonstrated that the learners’ view towards a learning environment
strongly influences their learning outcomes and learning process, it can be discussed whether program-defined adaptivity is
not only effective because of the underlying learner models, but also because the adaptivity is perceived and experienced
as such by the learners. In this study, we apply the cognitive mediational paradigm and hypothesize that perceptions of adaptivity
mediate the relation between adaptive instruction and learners’ motivations and learning outcomes. The results do not fully
support the claim of the cognitive mediational paradigm. Both adaptivity and perceptions were related to motivation, but learners’
perceptions did not act as a mediating variable. 相似文献
86.
David Corradi Jan Elen Geraldine Clarebout 《Journal of Science Education and Technology》2012,21(6):780-795
Theories on learning with Multiple External Representations (MER) claim that low prior knowledge learners in science have difficulties using MER, which are seen as necessary to achieve a conceptual understanding. In two experiments, we analyze the mechanisms underlying the learning of chemistry with MER. Our first experiment focuses on how MER can support learning. We found no difference in learning gains of conceptual understanding, regardless of the format (whether MER were provided or not). It is concluded that chemical MER on themself cannot be seen as learning aids. The second experiment compares three types of instructional aids (prompts, prompts with an answer, and note-taking) to determine which types of aids enhance learning with MER. Contrary to the findings of Seufert (Learn Instr 13:227?C237, 2003), path-analysis suggests that the lowest prior knowledge group benefits the most from instructional aids such as prompts and note-taking. These aids guide learners?? attention towards one specific representational format (symbols), while other formats (submicroscopic representations) receive less attention. 相似文献
87.
Geraldine Ditchburn 《Asia Pacific Journal of Education》2012,32(3):259-269
The introduction of an Australian curriculum is likely to have a widespread and long-term impact on schools, teachers and students, and yet there has been a swift and an almost unquestioning acceptance of its introduction by the Australian public and by educators. This paper will use theoretical frameworks informed by Gramsci's cultural hegemony and the discourses and concepts related to global neo-liberalism, to contribute to an understanding of the overwhelming acceptance of the idea of a national curriculum. The paper will refer to critiques of neo-liberalism that have shaped a range of educational priorities internationally and in Australia. Using a critical approach to sources from the Australian Curriculum, Assessment and Reporting Authority and elsewhere, it will be argued that the introduction of an Australian curriculum is intentionally positioned to primarily meet the needs of global markets and the economy. The paper will conclude by suggesting that economic interests under neo-liberal conditions are driving and defining our approach to an Australian curriculum and that this agenda has the potential to sideline other important considerations, such as addressing issues of diversity and local contexts that must inhere in any curriculum provision. 相似文献
88.
David M. J. Corradi Jan Elen Beno Schraepen Geraldine Clarebout 《International Journal of Science Education》2013,35(5):715-734
When learning with abstract and scientific multiple external representations (MERs), low prior knowledge learners are said to have difficulties in using these MERs to achieve conceptual understanding. Yet little is known about what these limitations precisely entail. In order to understand this, we presented 101 learners with low prior knowledge of abstract scientific MERs to see (a) how many, and what kind of ideas (propositions) learners remembered from these MERs and (b) what the impact of these ideas is on conceptual understanding of the content. Propositional analysis indicates that learners created flawed internal representations. The discussion analyses the potentials that the learners have in using abstract representations to increase their understanding of scientific information and possible effects of instruction. 相似文献
89.
Abstract This article describes how the World Wide Web was implemented in a graduate course. The interactions that took place among the students and between the students and instructor illustrate how problem‐based learning strategies can be supported by the Web. Of particular note, the course content focused on technology‐based learning, thus students were immersed in an authentic learning environment. The article chronicles the various strategies ? that students implemented to facilitate the problem‐solving process and concludes by way of issues to consider when implementing such strategies within Web‐based learning environments 相似文献
90.