Gaston Mialaret  Gilbert de Landsheere  Dieter Mahr  Marcel Postic  A. Harry Passow  Elaine Rivers  Desmond J. Keegan  Jindra Kulich  Wolfgang Mitter  Joseph I. Zajda  John Eggleston  Shoshannah Langerman  A. W. Wood  Joachim Herzer  Peter Waterman  Hans Scheuerl  Andrew S. Kwon  Betty Heyder  Barbara Lloyd 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):347-378

  相似文献   

    

Desmond Rutherford 《Higher Education》1987,16(6):739-745

  相似文献   

    

Kimberly C. Ishoy  Paul D. Swan 《Performance Improvement》1992,31(10):11-15

  相似文献   

The value to science education of teachers researching their own praxis     

Professor Kenneth Tobin 《Research in Science Education》1999,29(2):159-169

  相似文献   

    

Wei-Kuo Lin Assistant Professor 《亚洲交流杂志》2013,23(1):85-102

The present study tested inoculation theory in international context. Core inoculation concepts and variables were examine, especially focusing on relationships among inoculation treatments, issue involvement, perceived threat, resistance to counter-attitudinal attack, attitudinal confidence, and change of attitude.

A two-wave telephone survey of 206 randomly sampled citizens was conducted in Taiwan. The method of field experiment in a context of the formation of public opinion regarding Taiwan's political future was performed. Results from the panel data supported major hypotheses of this study. Inoculation strategies elevated people's resistance to attitude change. People who identified themselves with higher party identification were more resistant to counter-attitudinal political attacks. In addition, people who received an inoculation pretreatment, as compared to those who did not, grew more confident in their attitudes over time. A partial support data also indicated that higher involved participants tended to be more resistant to counter-attitudinal messages. This study has provided international evidence for the robust inoculation theory and related strategies.  相似文献   

    

Katie E. Cherry Professor  Susan Brigman  Celinda Reese-Melancon  Allison Burton-Chase  Kayla Holland 《Educational gerontology》2013,39(3):168-178

The purpose of this study was to examine relationships among memory aging knowledge and memory self-appraisal in college students and community-dwelling older adults. Participants completed the Knowledge of Memory Aging Questionnaire ([KMAQ] Cherry, Brigman, Hawley, & Reese, 2003 Cherry , K. E. , Brigman , S. , Hawley , K. S. , & Reese , C. M. ( 2003 ). The knowledge of memory aging questionnaire: Effects of adding a ‘don't know’ response option . Educational Gerontology , 29 , 427 – 446 . doi: 10.1080/713844360 [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) and the Memory Functioning Questionnaire ([MFQ] Gilewski, Zelinski, & Schaie, 1990 Gilewski , M. J. , Zelinski , E. M. , & Schaie , K. ( 1990 ). The memory functioning questionnaire for assessment of memory complaints in adulthood and old age . Psychology and Aging , 5 , 482 – 490 . doi: 10.1037/0882-7974.5.4.482 [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). We hypothesized that poorer performance on the KMAQ stereotype scale, suggesting an ageist response bias, would be associated with more negative self-appraisals of memory. Results confirmed that responses on the KMAQ stereotype scale were significantly associated with responses on the MFQ Frequency of Forgetting scale and two shorter scales derived from the full MFQ, the memory self-efficacy scale (Zelinski & Gilewski, 2004 Zelinski , E. M. , & Gilewski , M. J. ( 2004 ). A 10-item Rasch modeled memory self-efficacy scale . Aging & Mental Health , 8 , 293 – 306 . doi: 10.1080/13607860410001709665 [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), and a revised Seriousness of Forgetting scale after controlling for age and educational level. Implications of these findings for the development of instructional materials to improve memory aging knowledge and memory self-appraisal in adulthood are discussed.  相似文献   

    

Doo H Lim PhD  Assistant Professor 《Educational Media International》2013,50(2):163-175

Globalization and technology are two of the many drivers that impact today’s education, locally and internationally. The purpose of the research study was to identify how online learners in Korea and the US perceived online learning motivation differently and what learner characteristics and cultural orientation affected the online learners’ learning motivation. Major findings revealed that there was a significant difference in learning motivation between the US and Korean online learners. The study also discusses how cultural orientation and learner characteristics affected the learning motivation of online learners for each country.

Différences interculturelles de la motivation de formation en ligne. La globalisation et la technologie représentent deux conducteurs qui ont l’impact sur l’éducation d’aujourd’hui localement et internationalement. Le but de cette étude de recherche était d’identifier comment les étudiants en Corée et aux Etats‐Unis perçoivent la motivation de formation en ligne différemment et comment les caractéristiques des étudiants et leur orientation culturelle affectent leur motivation de formation en ligne. Les conclusions principales révèlent qu’il y a une différence significante concernant la motivation de formation entre les étudiants en ligne des Etats‐Unis et de Corée. L’étude explique également comment l’orientation culturelle et les caractéristiques des étudiants affectent la motivation de formation des étudiants en ligne pour chaque pays.

Unterschiede zwischen verschiedenen Kulturen bei Online‐Lernmotivation. Globalisierung und Technik sind zwei der vielen Antriebe, die die heutige Bildung am Ort und international betreffen. Der Zweck der Forschungsstudie war, herauszufinden, wie Online‐Anfänger in Korea und den USA Online‐Lernmotivation unterschiedlich wahrnehmen, und wie die Anfängermerkmale und die kulturelle Orientierung die Lernmotivation der Online‐Anfänger beeinflussten. Die hauptsächlichen Befunde ergaben, dass es einen signifikanten Unterschied bei der Lernmotivation zwischen den US‐amerikanischen und koreanischen Online‐Anfängern gab. Die Studie erörtert auch, wie kulturelle Orientierung und Persönlichkeitsmerkmale die Lernmotivation von Online‐Lernern in jedem Land beeinflussen.  相似文献   

    

Professor Marie Parker-Jenkins  Dr. Dimitra Hartas Med Ph.D. C. Psych 《Education 3-13》2013,41(2):39-42

In this article, we explore distinctions between creative practice and a practice which fosters creativity, drawing on case study data from an English nursery and a first school. We suggest that, in practice, these distinctions are very blurred.  相似文献   

    

Rev. Professor Séamus V. Ó Súilleabháin 《Irish Educational Studies》2013,32(1):1-8

Abstract

... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391)

In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all.  相似文献   

    

Professor Kay Livingston 《欧洲师范教育杂志》2009,32(2):93-94

  相似文献