This qualitative case study attempts to conceptualize certain ‘patterns’ and ‘processes’ of which 28 mature women undergraduates give meanings to their motivation for higher education in their life contexts. Particular attention has been paid to include diverse groups of women according to their age, prior educational background, marital and occupational status. This was to seek for possibilities of differences amongst the mature women undergraduates, which is a scholarly neglected issue in the existing literature. Life history interviews were conducted with individual participants aged 25–75. Based on a combination of grounded theory approach and feminist post-structuralist theory, three types of learners were identified primarily in different generation—an age cohort that shares certain experiences in common. They are younger ‘careerist learners’, ‘personal growth learners’ and older ‘vicarious living learners’. Although the motivations for these three types of learners overlap to some extent, they disclose distinct gendered subjectivities. The analysis suggests that this partly reflects the historical dynamics of gender relations in Korean society. Drawing on empirical findings, this paper argues that more attention needs to be paid to diversities among mature women students and to socio-historical contexts under which those learners’ motivations and perspectives are constructed. 相似文献
ABSTRACTIn Taiwan, there are service learning programs organized by older adult educational institutions that are held in high esteem. Director leadership plays a key role in the effectiveness of such institutions, and the leadership experiences of such directors in guiding service learning are worth exploring. This study conducted a qualitative approach and selected directors from eight Active Aging Learning Centers (AALCs) who achieved outstanding leadership effectiveness to take part in one-on-one and in-depth semi-structured interviews. The results indicated that: 1. Directors infused the entire service learning process with inspirational motivation by adopting through individualized consideration as a starting point. 2. When directors led the preparation process for service learning, they focused on inducing intellectual stimulation among the older adult learners, such that they felt empowered and capable of providing community services. 3. During the community service phase, directors practiced a form of leadership characterized by idealized influence to encourage, accompany, and support the elderly while they engaged in service learning. 4. The dilemma faced by directors was dissatisfaction with the leadership. Directors responded by reminding them of their original service learning intention and downplaying issues, which made the service learning group undergo a positive transformation. 5. The results of directors’ leadership had a positive effect on the community as it led to more dynamism and more people participating in community service. 相似文献
Item response theory (IRT) methods are generally used to create score scales for large-scale tests. Research has shown that IRT scales are stable across groups and over time. Most studies have focused on items that are dichotomously scored. Now Rasch and other IRT models are used to create scales for tests that include polytomously scored items. When tests are equated across forms, researchers check for the stability of common items before including them in equating procedures. Stability is usually examined in relation to polytomous items' central “location” on the scale without taking into account the stability of the different item scores (step difficulties). We examined the stability of score scales over a 3–5-year period, considering both stability of location values and stability of step difficulties for common item equating. We also investigated possible changes in the scale measured by the tests and systematic scale drift that might not be evident in year-to-year equating. Results across grades and content areas suggest that equating results are comparable whether or not the stability of step difficulties is taken into account. Results also suggest that there may be systematic scale drift that is not visible using year-to-year common item equating. 相似文献
Action learning differentiates itself from other inquiry‐based learning approaches in that it requires learners to take actions based on project outcomes. While implementing their plans and reflecting on consequences of their actions, learners are given more and varied learning opportunities. Despite the apparent benefits of action learning, it entails a more complex process and a higher level of involvement from top management than do ordinary training programs. This article seeks to identify benefits and limitations of action learning and proposes a process model that enhances its benefits and helps to overcome its limitations. Thirty‐one research studies from academic journals were reviewed to identify espoused benefits and limitations of action learning. Those findings were used as the foundation for development of the PAIR model. 相似文献
The situated development of South Asian communities in the UK has led to the growth of a number of schools in which ‘ethnic minority’ pupils form a majority. Such a situation throws into higher relief issues and concerns surrounding cultural transmission and encounter, and communicative competence.
This paper recounts some of the principal findings of research in which the teaching staff of a large 9‐13 middle school were interviewed individually regarding their perceptions of their South Asian pupils. The school has an almost wholly South Asian intake and is situated near the centre of a large northern city.
The teachers’ markedly deficit view of their charges is detailed and this is followed by an explanation of their constructions in microsociological terms. A model is presented which clarifies the processes by which close intercultural interaction seem to accomplish worlds as divergent.
The author teaches children with special educational needs at the school in which the study was undertaken. 相似文献
The goals of this study were to investigate the timing and the mechanism by which two types of model-centered instruction
(MCI)—expert modeling (EM) and self-guided modeling (SGM)—might be made increasingly effective, efficient, and engaging for
learners with different levels of expertise. The 62 pre-service and in-service evaluators who participated in the study were
randomly assigned to one of these two types of MCI. The participants in the EM group were provided with the conceptual models
used by experts to solve ethical conflicts within program evaluation. The participants in SGM group received no guidance in
developing their own mental models. Regarding instructional effectiveness measures, there were no significant differences
between the two types of MCI. However, inexperienced learners in the EM group invested less instructional effort and time
than did those in the SGM group. In addition, inexperienced learners in the EM group also exhibited more engagement than did
those in the SGM group. Therefore, EM is likely to be the more appropriate instructional design for inexperienced learners.
Expert modeling required experienced learners to invest more mental effort, because if the conceptual model of the expert
was redundant, it required them to integrate the previous schema with resulting overload of their working memory. Regardless
of the types of MCI employed, the inexperienced participants showed significantly higher levels of attention and satisfaction
than did the experienced participants. 相似文献
In the process of children’s talent development, fathers have been largely ignored compared to mothers who are mostly identified
as the initial and primary influence for their children. Though modern fathers are becoming more engaged in childrearing and
interacting more with their children and changes in family systems lead to new challenges and demands for defining parental
roles today, fathers are still predominately portrayed as the principal breadwinners of families. Literature including both
empirical and anecdotal data has documented positive and promising outcomes of paternal involvement for children’s talent
development though fathers’ roles are not always differentiated from mothers’ roles and little research studied fathers and
gifted children, exclusively. This paper includes a comprehensive review of fathers’ contributions to children’s talent development
and discussion about issues and suggestions for research involving fathers and talent development. 相似文献