大学英语基础阶段语法教学的思考

大学英语基础阶段不能忽视语法教学。语法教学应注重传统语法与交际语法相结合,注重英汉语法的比较,重视口语语法,从而促进学生英语学习的进步,提高教学质量。     

The Contribution of Reasoning to the Utilization of Feedback from Software When Solving Mathematical Problems

This study investigates how students’ reasoning contributes to their utilization of computer-generated feedback. Sixteen 16-year-old students solved a linear function task designed to present a challenge to them using dynamic software, GeoGebra, for assistance. The data were analysed with respect both to character of reasoning and to the use of feedback generated through activities in GeoGebra. The results showed that students who successfully solved the task were engaged in creative reasoning and used feedback extensively.     

Impact of the Good Behavior Game on special education teachers

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.     

The academic progress of foreign students: study achievement and study behaviour

In this study we investigated associations between studying in a foreign language and students' academic achievement and study behaviour. Data were gathered in the Netherlands, at the Delft University of Technology (DUT). The results show that the success rate of foreign students was about the same as that of the Dutch students, but that foreign students needed more time to pass the examination. Language proficiency played a major part in explaining differences in study achievement as did the presence or absence of a selection procedure in the student's country of origin. Furthermore, the results show that the study behaviour of foreign students was significantly different from the Dutch students: their average grades on examinations were lower, they made more attempts before passing an examination, they were more likely to postpone examinations and to follow a different order from the recommended one. Suggested measures to improve foreign students' study success include requiring higher levels of language proficiency and stricter selection of foreign students in the country of origin. It is suggested that a system of mentors which provides for intensive coaching of foreign students in their first year may prevent a slow start.     

Investigating the enactment of social presence in blended adult education

ABSTRACT

Background

While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out.     

Transitions and re-engagement through second chance education

The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance programs outside the school environment. The argument for second chance education presented in this paper is developed within the context of the ‘risk’ society and in relation to recent theories of youth transitions.     

Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: what is the state of the game?

Environmental education, both in and outside of the classroom, aims to facilitate adoption of sustainable practice by both school students and the general public. This paper explores the role of free‐choice learning experiences in this regard. An overview of theoretical approaches underpinning free‐choice learning research is provided, examples are presented of the ways in which informal educational settings can promote environmentally sustainable attitudes and behaviour, and the factors contributing to the effectiveness of these endeavours are discussed. By reviewing research evidence in relation to these issues, the paper identifies the current ‘state of the game’ and areas where new research is needed.     

Developmental trajectories of externalizing behaviors in childhood and adolescence

This article describes the average and group-based developmental trajectories of aggression, opposition, property violations, and status violations using parent reports of externalizing behaviors on a longitudinal multiple birth cohort study of 2,076 children aged 4 to 18 years. Trajectories were estimated from multilevel growth curve analyses and semiparametric mixture models. Overall, males showed higher levels of externalizing behavior than did females. Aggression, opposition, and property violations decreased on average, whereas status violations increased over time. Group-based trajectories followed the shape of the average curves at different levels and were similar for males and females. The trajectories found in this study provide a basis against which deviations from the expected developmental course can be identified and classified as deviant or nondeviant.