Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study... 相似文献
AbstractThis paper is intended as an exploration of university faculty and students’ perceptions of a number of dimensions involved in the written composition of academic texts. We analysed the responses to scale 3 in the European Writing Survey (EUWRIT) (in its Spanish version: Encuesta Europea sobre la Escritura Académica, EEEA) by a group of social science and humanities students (n = 1,030) and faculty (n = 230) from nine Spanish universities. We then examined the similarities and differences in their perceptions and established a factorial structure of the different dimensions underlying the writing process. The data indicate that both groups concur in the value assigned to both changing ideas in the course of the composition process (although this process seems to be understood differently by each group) and the revision and feedback processes. The students, however, claim to be involved in more planning and previous reading activities than the teachers perceive them to be. The significance of these results for a process-oriented perspective in academic writing is discussed. 相似文献
Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training. 相似文献
Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (Mage = 15.80, SDage = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes. 相似文献
Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.