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81.
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. 相似文献
82.
83.
Research in Higher Education - Across disciplines, male faculty spend more time on research than female faculty. Yet, women tend to teach and mentor students more hours than men (Misra et al. in... 相似文献
84.
Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an explanatory case study in which use of the self-assessment tool, in combination with other elements, contributed to change in the instructional practice of a grade 8 mathematics teacher. Provision of a self-assessment tool contributed to teacher growth by: (1) influencing the teacher's definition of excellence in teaching and increasing his ability to recognize mastery experiences; (2) helping the teacher select improvement goals by providing him with clear standards of teaching, opportunities to find gaps between desired and actual practices, and a menu of options for action; (3) facilitating communication with the teacher's peer; and (4) increasing the influence of external change agents on teacher practice. The study argues that providing a self-assessment tool is a constructive strategy for improving the effectiveness of in-service provided it is bundled with other professional growth strategies: peer coaching, observation by external change agents, and focused input on teaching strategies 相似文献
85.
Sarah G. Ross Brianna Bruggeman Melanie Maldonado Megan Deiling 《Journal of College Student Psychotherapy》2020,34(3):183-197
ABSTRACT Although college student mental health concerns are on the rise, many struggling students do not seek psychological treatment when needed. Stigma toward psychological treatment has been demonstrated to influence intent to seek treatment in college student populations. This study aimed to identify factors that predict treatment stigma in college students by examining other forms of student-held stigma, parent-held stigma, and mental health literacy. Results indicated that student-held personal, perceived, and self-stigma all predicted student attitudes toward treatment, while parent-held personal stigma was found to predict self-stigma in students. Those individuals who had received previous education about psychological disorders had lower levels of personal stigma, and, surprisingly, higher levels of self-stigma. Implications for campus outreach programming are discussed. 相似文献
86.
Roy B. Clariana Steven M. Ross Gary R. Morrison 《Educational technology research and development : ETR & D》1991,39(2):5-17
This study investigated the effects of using different forms of computer-based feedback on high school students' learning of science material. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings (immediate vs. retention), five levels of similarity between lesson and posttest questions, and five feedback conditions: knowledge of correct response (KCR), delayed KCR, answer until correct (AUC), questions only (no feedback), and no questions. Results showed significant benefits for feedback over no feedback, with AUC becoming more advantageous and delayed feedback less so as lesson-posttest question similarity decreased. Also, with decreased question similarity and the availability of supporting text, overall feedback effects tended to decrease. The results are discussed in terms of the information processing effects of the different feedback forms, a factor that CBI designers often fail to exploit in planning feedback conditions.This article is based on a doctoral dissertation submitted to the faculty of Memphis State University by the first author. Reprint requests should be addressed to Steven M. Ross, Department of Foundations of Education, Memphis State University, Memphis, TN 38152. 相似文献
87.
Ross Collin 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):298-309
This article presents a discourse analysis of Kylene Beers’ presidential address to the 2009 conference of the National Council of Teachers of English (NCTE-USA). The address, titled “Sailing over the Edge: Navigating the Uncharted Waters of a World Gone Flat,” calls teachers to reject the standardized education of the industrial order and to harness the creativity at the heart of the “flat world” (i.e. global, knowledge-based capitalism). The discourse analysis focuses on the figure of the “flat world” – an increasingly common image in education research – and asks how the speech uses the figure of the “flat world” to reimagine the role of education under global capitalism. Mobilizing the ideas of Fredric Jameson, the Marxist literary critic, the article asks how the speech's story of education in the “flat world” offers “an imaginary resolution of a real contradiction” between industrial and knowledge-based capitalisms. 相似文献
88.
89.
From conception to performance: How undergraduate students conceptualise and construct essays 总被引:1,自引:0,他引:1
Interviews with forty six undergraduate students enrolled in either first or third year of a Bachelor of Education explored how they conceptualised and undertook an essay writing task. The conceptual structure of their essays was analysed using the SOLO Taxonomy. Comparisons between students who wrote essays of differing levels of complexity revealed that there were major differences between students at every stage of the essay writing process. Compared to students writing essays with simple conceptual structures, students writing more complex essays engaged in processes of reconstruction rather than knowledge telling, put more effort into finding references, used organisational systems for integrating their notes according to topics or themes, built arguments rather than presented information when structuring and drafting their essays, were concerned with improving ideas and arguments as well as mechanics when revising their essays, had a more sophisticated understanding of the concepts underlying the assessment criteria, and expected and received higher grades. The results suggest a developmental process in underlying conceptualisations of both the body of knowledge forming the content of the essay, and the essay writing processes themselves. As such, attempts to improve students' essay writing skills need to shift from a focus on discrete skills to an emphasis on the relationship between students' understanding of the content and their ability to write about it. As part of the writing process, students need help building understandings representing the body of knowledge they are writing about, and this help needs to be geared to their current level of operation. 相似文献
90.
This paper investigates the importance of knowing whether or not deaf and hard-of-hearing students have one or more deaf or hard-of-hearing parents. As noted by Mitchell and Karchmer (2004), deaf and hard-of-hearing school-age children and youth in the United States with at least one parent identified as "hearing impaired" are nearly evenly split between having at least one deaf parent and having at least one hard-of-hearing parent. However, there is no literature on the importance, if any, of this distinction. Findings from the investigation reported herein suggest that the distinction between having a deaf versus a hard-of-hearing parent is quite substantial, particularly as it pertains to the use of signing in the home. Further, signing in the home, which is reliably predicted by parental hearing status, is a significant predictor of the school setting in which the student is currently placed and the instructional use of signing in the classroom. Limitations related to the available measure of parental hearing status are discussed. 相似文献