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991.
Laura-Marie U. Schr?der Arjen E. J. Wals C. S. A. van Koppen 《Environmental Education Research》2020,26(8):1088-1111
AbstractThis research investigates the state of student participation in the Eco-Schools programme in two selected secondary schools located in Spain and the Netherlands. The focus is on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström’s Second Generation Activity Systems Model is used as an analytical framework. The study also reflects on the merits and shortcomings of this framework. The analysis of the two cases revealed contradictions in the intended effect of the Eco-School programme on fostering student-led change towards sustainability and a whole-school approach. The research suggests that student participation in Eco-School programme can be fostered by using an activity-based ‘whole institution’ approach that interlinks a reflective and action-based procedure, by adapting the students’ learning environment according to their needs and capabilities, by providing for close teacher guidance in Eco-School activities and establishing good student-teacher-relationships, and, finally, by incorporating the Eco-School programme into the school’s overall educational framework. 相似文献
992.
Erik Alb?k 《Cultural Studies of Science Education》2011,6(2):475-478
Several scholars have tried to clarify how journalists handle and implement the abstract objectivity norm in daily practice.
Less research attention has been paid to how common abstract professional norms and values, in casu the objectivity norm, may systematically vary when interpreted and implemented in daily journalistic practice. Allgaier’s
study “Who is having a voice?” is a most welcome contribution to the, so far, limited literature on variation in the interpretation
and implementation of journalistic norms among journalists. Not only does it demonstrate how the interpretation of journalistic
norms may vary among journalists, but it goes one step further and demonstrates how variation in the implementation of such
norms may affect journalistic products. 相似文献
993.
Britta?OerkeEmail author Katharina?Maag Merki Monika?Holmeier Daniela?J.?J?ger 《Educational Assessment, Evaluation and Accountability》2011,23(3):223-241
The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters
and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have
not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams
in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase
in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from
2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively.
As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination
systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none
of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful
and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted
and consequences for further studies are formulated. 相似文献
994.
A Video Lecture Capture (VLC) system was implemented to address issues relating to retention, and to reverse the trend of
high drop, failure, and withdrawal (DFW) rates. The purpose of this study was to examine student perceptions of how using
VLC impacted their academic performance. Areas of interest surrounded students’ perceived benefits, value, and helpfulness
of using the system. In addition, the study probed the concern of many about the impact using VLC would have upon class attendance.
Finally the study compared students’ perceptions about their performance as a result of using VLC with faculty perceptions
about their students’ performance as a result of using VLC. It was hypothesized that there is a significant difference between
student and faculty perceptions. 相似文献
995.
Prof. Dr. Vera King Prof. Dr. Hans-Christoph Koller Dipl.-P?d. Janina Z?lch Javier Carnicer M. A. 《Zeitschrift für Erziehungswissenschaft》2011,14(4):581-601
Many studies have shown that young males of Turkish descent are disadvantaged in terms of educational opportunity in Germany. In this, the lower educational successes of children from migrant families are neither simple effects of lower levels of social capital nor of lower educational aspiration. With the aim of tracing unexplained mechanisms of the intergenerational transmission of educational chances, the interdependency of educational success or failure of young men of Turkish descent and adolescent processes of detachment and family relations were reconstructed using an intergenerational research design. This shows the major importance of parents?? processing of their immigration experiences in the context of discrimination and disadvantage, the effects of this on the parent-child-relationship, especially in adolescence, and the impact of intergenerational dynamics on the realization, processing and effects of differing educational aspirations and careers. 相似文献
996.
In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design &; Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design &; Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design &; Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design &; Technology. It has been claimed by many that Design &; Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design &; Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice. 相似文献
997.
998.
999.
This project explored a classroom model of motivation in which the source of student motivation is based on internal mechanisms
or structures and classroom student/instructor interactions. It also extended earlier research in which beliefs of veteran,
entry level, and preservice teachers have been explored. For this project, 117 elementary teachers (Grades K–5) with at least
3 years of experience and 126 secondary teachers (Grades 6–12) with similar teaching experiences completed a 40-item Likert-type
questionnaire that focused on the four classroom dimensions of Affirmation, Rejection, Student Empowerment, and Teacher Control.
The results suggested that elementary teachers and secondary teachers varied in their reported desire for teacher empowerment
versus student empowerment in the classroom, and for providing a positive classroom environment as opposed to one that encourages
a classroom atmosphere of rejection. Implications for future research and the need for creating affirming, empowering, motivational
classroom environments are discussed. 相似文献
1000.
Benlihan U?ur Buket Akkoyunlu Serap Kurbano?lu 《Education and Information Technologies》2011,16(1):5-23
The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’
individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom
settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation,
Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the
students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended
learning method and its use are quite positive. 相似文献