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121.
Peter Kelly 《牛津教育评论》2013,39(4):505-519
Since the 1970s, school effectiveness research has looked for process-variables filling the black box between mainly structural school features and cognitive outcomes in students. Two concepts came to the fore: school climate and school culture. Both concepts are currently used interchangeably, although it is open to debate whether both are actually the same thing. Because of the way culture and climate are defined and subsequently measured, we propose school culture is a better frame from which to study school effectiveness. This article goes through the premises of perceptual measurement usually overlooked in climate research, and we demonstrate empirically by means of very basic and simple methods and techniques that perceptual measurement and measurement based on assumptions are different approaches and might yield totally different results on an aggregated level. We conclude by demonstrating how culture can be probed and integrated in the models traditionally used in school effectiveness research in an advantageous and theoretically sound way. 相似文献
122.
The aim of this research is to explore the similarity and differences international students encounter while studying and living in a regional area of Australia as compared to their Asian homeland. This study builds on both academic and lifestyle issues previously identified in research and explores the international students' experiences on their academic adjustments while living in a regional area. The findings of this investigation identified three themes: education, finance, and culture. The analysis identified that students experience some level of difficulty at an initial stage but were positively accustomed to the local settings after a period of time. Finally, the findings in this paper are valuable to educational institutions, especially those of regional areas seeking to understand how international students behave and act when studying and living in a regional area. Additionally, this paper will also give prospective students an overall understanding of what to expect when they choose to study in a regional area in Australia. 相似文献
123.
Recently a new mean scaled and skewness adjusted test statistic was developed for evaluating structural equation models in small samples and with potentially nonnormal data, but this statistic has received only limited evaluation. The performance of this statistic is compared to normal theory maximum likelihood and 2 well-known robust test statistics. A modification to the Satorra–Bentler scaled statistic is developed for the condition that sample size is smaller than degrees of freedom. The behavior of the 4 test statistics is evaluated with a Monte Carlo confirmatory factor analysis study that varies 7 sample sizes and 3 distributional conditions obtained using Headrick's fifth-order transformation to nonnormality. The new statistic performs badly in most conditions except under the normal distribution. The goodness-of-fit χ2 test based on maximum-likelihood estimation performed well under normal distributions as well as under a condition of asymptotic robustness. The Satorra–Bentler scaled test statistic performed best overall, whereas the mean scaled and variance adjusted test statistic outperformed the others at small and moderate sample sizes under certain distributional conditions. 相似文献
124.
Ya P. Hsiao Francis Brouns Liesbeth Kester Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100
Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction. 相似文献
125.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
126.
Peter Hollindale 《Children‘s Literature in Education》1977,8(3):109-119
The work of Mollie Hunter is published and read throughout the world. She won the Carnegie Medal in 1974 forThe Stronghold, and she was the May Hill Arbuthnot Lecturer in 1975, travelling in the United States for six weeks giving a series of addresses that have been collected inTalent Is Not Enough (Harper & Row, 1976).Peter Hollindale is Senior Lecturer in English and Education at the University of York, and author ofChoosing Books for Children (Elek). He has lectured widely in children's literature at colleges of education and in-service courses for teachers. He contributed an article on John Masefield toCle 23. 相似文献
127.
This paper discusses procedures for the analysis of instructional strategies incorporated into distance learning materials, especially with regard to the development of the higher order cognitive ability—critical thinking. It examines the function of task analysis as an integral part of the instructional design process, analysing three different approaches available to the instructional designer towards the analysis of tasks required of distance learners. Comparing the learning hierarchy, the concept hierarchy, and the information processing approaches, it was found that the latter was the only one suitable for this current study because of the requirement that critical thinking be linked with domain‐specific knowledge, rather than be learned as an independent ability. Different algorithms for both the student and the designer/analyst are included as part of the information processing approach, and, although these methods are yet to be validated, they seem to offer sufficient promise, while allowing the analyst to make further decisions during the analysis. 相似文献
128.
Peter G. Cole Lee Chee Pheng 《International Journal of Disability, Development & Education》1998,45(4):411-422
Thirty children with partial sight and 30 children with unimpaired sight aged between 8 and 12 years were randomly assigned to either verbal mediation or visual mediation training regimes. Participants were asked to complete four variations of the Tower of Hanoi puzzle and success on the task was judged on the basis of the number of moves and time taken to complete the puzzles. Children with visual impairments had some difficulty in adjusting to the requirements of the problem‐solving tasks. However, on the final and most difficult of the tasks (a four‐disc problem), the children with impaired sight performed very much like participants without visual impairments. The effect of verbal mediation training was superior to that of visual mediation training in the final trials of the four‐disc problem‐solving period for both children with partial sight and children without visual impairments. 相似文献
129.
Peter Lang 《Pastoral Care in Education》1998,16(3):3-10
The use of circle time is becoming increasingly widespread in this country, but what exactly it involves and should achieve is subject to a wide range of interpretations. Such a situation can make the identification of what should count as good or appropriate practice very hard to undertake. This paper describes three examples of the development of circle time in other countries. These models are used as a means of critically reflecting on practice here. Some key points raised are the importance of the relationship between theory and practice and between specific processes and their outcomes. Lack of evaluative research and adequate training are also identified as significant issues. 相似文献
130.
This paper describes the origins, development and characteristics of a study course for teacher‐education and industrial‐design undergraduates. Starting from identification by a handful of staff of a range of student needs, the course developed an informal, gaming approach that encouraged pooling of and reflection on a wide range of participants' study practices. This approach was found to require, and indeed to prove inseparable from, a broader reflection on the roles and rules, processes, products and assessment of undergraduate study. Staff — staff and staff — student negotiations, stimulated by the processes of planning, delivering and reflecting upon this course, come to be seen as constituting a promising kind of staff and curriculum development. 相似文献