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141.
Schürmann Linda Gaschler Robert Quaiser-Pohl Claudia 《European Journal of Psychology of Education - EJPE》2021,36(3):739-757
European Journal of Psychology of Education - Preservice teachers should learn about motivation theory during their university studies in order to be able to motivate their students in their future... 相似文献
142.
Edwin S. Thompson Miriam Linda Akeriwe Angela Achia Aikins 《New Review of Academic Librarianship》2016,22(2-3):325-336
ABSTRACTThe quality of research depends greatly on access to existing information. Institutional repositories (IRs) have the potential to enhance and promote the dissemination of knowledge and research. This may lead to discoveries and innovation alongside maximizing return on investment in research and development. Following some background information, this article briefly discusses the processes involved in the establishment of Ghana's University for Development Studies (UDS) IR (UDSspace). Marketing and advocacy strategies employed to engage Faculty to enable them to contribute meaningfully and effectively in the populating of the IR are outlined and benefits described. The study uses a quantitative method. A questionnaire was used to elicit data from faculty. This article describes the various communication methods used to promote the IR and evaluates their effectiveness in getting users to participate in populating the IR. The survey found that although as high as 80.3% of respondents were aware of the benefits of an IR and 66.2% were aware of the existence of the UDS IR, 86.8% of respondents had not submitted to the IR. 相似文献
143.
Linda Hargreaves Bev Hopper 《Early Years: An International Journal of Research and Development》2006,26(2):171-186
Using survey and interview data from the Teacher Status Project, this paper explores early years teachers' sense of status and compares it with primary and secondary teachers' perceived status. If, as Hoyle has suggested, working with children is an intractable barrier to enhanced status in the eyes of the public, early years teachers are faced with the greatest challenge. At the same time, their closer links with parents and community affords them more opportunity to enhance the esteem in which they are held through the way that they do their work. The data seem to support this view, but it is argued that whilst curriculum guidance, and the recognition of the Foundation Stage have enhanced these teachers' sense of status in the public eye, the effects of the ten‐year strategy could undermine this progress unless an emphasis is placed on the teaching, pedagogical element of their specialist expertise. 相似文献
144.
145.
Effects of a prenatal care intervention for adolescent mothers on birth weight, repeat pregnancy, and educational outcomes at one year postpartum
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Ford K Weglicki L Kershaw T Schram C Hoyer PJ Jacobson ML 《The Journal of perinatal education》2002,11(1):35-38
About one-third of adolescent mothers receive inadequate prenatal care, and babies born to young mothers are more likely to be of low birth weight. The objective of this study is to evaluate a peer-centered prenatal care program for adolescent mothers. Pregnant adolescents were randomly assigned to an experimental or control group in a mastery modeling peer-support intervention designed to improve long- and short-term perinatal outcomes. A sample of 282 urban pregnant adolescents (94% African American, 4% Caucasian, 2% other) participated in the study. Participants were recruited from five clinics located mainly in Detroit, Michigan. Participants in the experimental group received care in a small group setting and learned to perform critical measurements with a peer partner during prenatal visits. Participants in the control group received individual prenatal care in the same clinics. Outcome measures included birth weight, years of schooling completed at one year postpartum, planned and unplanned pregnancy at one year postpartum, and employment and school attendance at one year postpartum. Mothers in the experimental group had a lower rate of low birth weight (6.6% vs. 12.5%, p=0.08). The rate of unplanned pregnancy was also lower for adolescents in the experimental group (13.4% vs. 15.9%), although this difference was not statistically significant. Adolescents who participated in the intervention were more likely to have continued their education during the pregnancy and the postpartum year. The mastery modeling, peer-centered, prenatal care program produced some positive pregnancy outcomes for adolescent mothers. 相似文献
146.
Restructured extracurricular activities are a component in many of the proposed solutions for the educational problems of
minority students in urban schools. This study investigates the relationships between participation in traditional extracurricular
activities and the academic achievement levels of minority male and female students in poor urban schools. Using a national
data base, we found that, in almost 50 percent of the cases, male student participation in extracurricular activities was
associated with lower achievement levels. For female students, the results were mixed. In 23 of the 90 different analyses
run, females who participated in extracurricular activities were found to have higher achievement levels than nonparticipating
females. In 6 cases, female participants had lower achievement levels. In the remaining cases, no differences were found.
Reasons for and implications of the results are examined. 相似文献
147.
148.
Debra A. Harley Theresa M. Nowak Linda J. Gassaway Todd A. Savage 《Psychology in the schools》2002,39(5):525-538
College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc. 相似文献
149.
Linda M. LeBlanc 《Early Childhood Education Journal》1989,16(3):28-31
Alex is watching three other boys engage in a super-hero play act. The boys are playing Star Wars, protecting their fort from the Evil Warriors. For the past couple of days, Alex has walked near the same small group of boys and watched intently as the boys play out their drama. He moves close but says nothing.In another corner of the room, Emily and Jessica are playing house. Emily plays the mother and wants Jessica to assume the role of baby. Their play is interrupted by Jessica's refusal to be the baby. While Emily insists, Jessica refuses and soon, the play disintegrates.Steven, a new boy in the classroom, had been introduced to the class earlier in the morning. Now he is wandering from center to center, looking on as others became involved in their free choice of activity. The teacher is busy working with a small group in the science center, and Steven is on his own.Linda M. LeBlanc is Assistant Professor in the Department of Education at Whittier College in Whittier, California. 相似文献
150.
Linda Allal 《Assessment in Education: Principles, Policy & Practice》2020,27(4):332-349
ABSTRACT This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment. 相似文献