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31.
This article presents the case of Geoffrey, a prolific 5‐year‐old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age‐based comparable rather than as an adult‐based predictor, consistent with Jackson's (2000) domain‐specific developmental theory of giftedness. Geoffrey demonstrated highly precocious writing, both in production and in sophistication, and he demonstrated these abilities across a range and variety of content topics. The convergence of contributing influences evident in Geoffrey's life supports a growing literature on the coalescence factor within precocity. This implies that parents and educators have to carefully consider their influences. Suggestions are made concerning how developmental models of giftedness may need to expand to accommodate precocious writers. 相似文献
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Patterns of response to an approaches to studying inventory across contrasting groups and contexts 总被引:1,自引:0,他引:1
Noel Entwistle Hilary Tait Velda McCune 《European Journal of Psychology of Education - EJPE》2000,15(1):33-48
The development of the Approaches and Study Skills Inventory for Students (ASSIST) is reported, which incorporates a revised
version of the Approaches to Studying Inventory. This questionnaire was completed by three separate samples; 1284 mainly first-year
students from six British universities, 466 first-year students from a Scottish technological university; and 219 students
from a ‘historically disadvantaged” South African university. Analyses of these data were designed to explore the patterns
of response found in sub-groups which varied in terms of their levels of attainment and contexts. Maximum likelihood analysis
of the largest sample confirmed the expected three factors of deep, surface apathetic, and strategic approaches to studying,
and almost identical patterns were also found in the other two samples, and in students having contrasting levels of attainment.
There were, however, some interesting minor differences in the South African sample. K-means relocation cluster analysis was
then carried out on the largest sample and produced clusters with generally coherent patterns of response. However, one persistent
low attainment cluster showed unexpected, dissonant patterns of response, combining moderately high scores on the sub-scales
of both deep and surface apathetic approaches, associated with low scores on the strategic approach. 相似文献
34.
Previous research on conceptions of teaching comes from three distinct areas. The first is based on interviews with students and staff in higher education, the second involves the investigation of the conceptions and beliefs of schoolteachers, while the third derives from more general consideration of the nature of conceptions themselves. The empirical study reported here drew on these differing research areas to distinguish between beliefs and conceptions about good teaching and to explore their possible origins. The data came from student teachers, but the findings contribute to current thinking about conceptions of teaching in higher education. Bringing the empirical findings together with the three areas of previous research enables a more complete concept map to be drawn to summarise what may underlie the notion of “good teaching”. 相似文献
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Noel Entwistle Béla Kozéki Alistair Pollitt 《European Journal of Psychology of Education - EJPE》1987,2(2):183-203
The theoretical basis, the development and the use of an inventory designed to measure styles of learning and motivation are described. On the basis of previous research, items within the inventory were located on 20 sub-scales. The ten motivation sub-scales were derived from a theory of school motivation which was based on extensive interview and inventory work carried out in Hungary with children, their parents and teachers. The ten scales describing styles of learning were derived from concepts describing learning approaches and styles which emerged from interviews and experimental research with students in British and Swedish higher education. Versions were prepared in both English and Hungarian and given to samples of 614 British and 579 Hungarian pupils aged between 13 and 17 years. A remarkably similar factor structure was obtained in each sample. An analysis of mean scores indicated distinctive differences both between boys and girls, and between British and Hungarian pupils. Cluster analysis was used to investigate the possible existence of styles which combined both approaches to learning and aspects of school motivation. The potentiality of the inventory for use in conjunction with study skills courses is discussed. 相似文献
37.
These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region. 相似文献
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Noel Gough 《Environmental Education Research》1999,5(1):35-48
In this article I critically analyse some of the ways in which human subjectivity and agency are constructed in contemporary discourses of environmental education research, with particular reference to conceptual change discourses such as those borrowed from ‘misconceptions’ research in science education. I argue that the methods of constructivist science education research are not necessarily applicable to either the (human) ‘subjects’ or subject‐matters (in an epistemological sense) of environmental education, and that poststructuralist methodologies may provide useful frames for rethinking the ways in which understandings of human subjectivity and agency are deployed in environmental education research. 相似文献