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973.
Joséphine Wouango 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):213-233
Girls’ access to higher education in Burkina Faso: parental choices, student trajectories, challenges – What motivates parents from less well-off backgrounds to invest in extended schooling for their daughters? What drives the girls from these backgrounds to stay in the school system up to university level? Many studies on Burkina Faso’s education system show that there are still disparities between girls and boys at all levels, with the gap widening as the level of studies gets higher. Under these conditions, the prospect of pursuing higher education is less certain for girls from less well-off families. Yet, girls from these backgrounds are relatively present at the University of Ouagadougou. Based on a qualitative survey of students and their parents, this article highlights the social rationale determining the specific educational trajectories of these girls. The level of schooling of the older siblings, the girl’s positon in relation to her siblings, or concern for equity are factors in some parents’ decision to enrol their daughters in school. Parents invoke several reasons to justify sending their daughters to university, one of the most frequent being the argument that their daughters faithfully help them in return. As for the students, they mention various motivations to explain why they have persisted with their schooling and university studies, often in difficult circumstances, notably the desire to help their parents. The article also highlights the importance of family support as a factor in girls attending school and university, as well as in the pursuit and success of their studies. 相似文献
974.
Mariacute;a Pilar Jiménez‐Aleixandre Juan Ramón Gallástegui‐Otero 《Environmental Education Research》1995,1(1):75-83
A curricular unit called ‘Let's Save Energy!.’ was developed and tested as part of a project of Science Materials for Secondary Education. The project is focused on human needs, and how Science relates to them. This paper discusses how E.E. is built into a ‘traditional’ science topic (Energy), and some of the activities used to develop an awareness about the need and ways to ‘save’ Energy. A simulation game is presented with a focus on international co‐operation and environmental protection. The process of the development of the materials, and some results of its use in the classroom with 15/16‐year‐old pupils are discussed. 相似文献
975.
Linda Sprague Martinez Edmond Bowers Amanda J. Reich Uchenna J. Ndulue Albert An Le Flavia C. Peréa 《International Journal of Science Education》2016,38(4):688-699
Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to ‘think’ like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC. 相似文献
976.
The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers’ job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers’ perceptions of stressors (athlete-related and workload-related) and coaching efficacy, and how this in-turn influenced teachers’ job satisfaction. The sample examined 2949 teachers from across Canada who volunteered as high school sport coaches, above and beyond their regular teaching load. The results supported that the data fit the model well (SBχ2(264) = 973.36, p < .001, SRMR = .08, CFI = .91, TLI = .90, RMSEA = .055 CI95 [.052, .059]) and that teachers who reported a positive coaching environment had increased coaching efficacy and decreased perceptions of athlete-related and workload-related stressors. Increased coaching efficacy predicted higher job satisfaction, while increased perceptions of stressors predicted lower job satisfaction. 相似文献
977.
AbstractSince education aims to offer applicable knowledge, studying knowledge–behavior relationship is of key importance in promoting environmental education. But there is scarcity of studies addressing the relationship between knowledge and real behavior choices. We examined the connection between environmental knowledge and behavior (self-reported and measured in an operative way) among 10-12-year-old students, with special focus on the potential mediating role of attitudes. The main research question was whether knowledge (measured with an achievement test) correlates with actual environmental behavior, and how mental accessibility of environmentalism is related to the relationship between knowledge and actual behavior (i.e. choosing a material for completing a manual task). The study with 325 persons revealed that although the positive connection between knowledge and self-reported behavior was fully mediated by environmental attitudes, knowledge was just slightly related to actual behavior, even when the topic of environmentalism appeared before the behavior choice. However, behavior was related to school, suggesting that school-level socialization (beyond the knowledge transfer) is highly influential in forming environmental behavior. The difficulties of studying actual behavior and implications of our findings for practitioners from the field of environmental education are discussed. 相似文献
978.
Karin Bolldén 《Studies in Continuing Education》2016,38(1):1-15
This study aims to examine teachers' embodiments online. The analysis is based on online ethnographic data from two online courses in higher education settings using different information and communication technologies. The perspective of practice theory and the concepts of being a body, having a body and the instrumental body were used to analyse how teachers step into an embodied presence. The embodied presence depends on both teacher judgements and what the technology offers. The finding adds to the understanding of the concept of teacher presence online, in showing that teacher embodiment occurs online and furthermore that the body could be understood as multiple. The result also shows how online and offline bodies hang together, actualising the offline body in the online setting, which in turn raises questions on the dualism of online and offline. Teachers also deliberately used their embodiments and bodily traces online in order to sustain presence and to bring about certain teaching practices. Their bodily positioning signalled what kind of teaching that would take place. A deliberate positioning of the online body in a virtual world also helped to reduce the complexity of the arrangements for the students. 相似文献
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980.
Females are known to excel over males in most reading tasks, but notconsistently so in tasks that require processing information from maps,tables, charts and diagrams, so called `Documents'. The IEA ReadingLiteracy data provides possibilities to investigate gender differencesacross countries in such tasks in two age groups, 9-year-olds and14-year-olds. The general question about cultural influences vs. aninvariant pattern of gender differences is of great interest for genderresearch, and central in this study. The aim of the paper is to describeand analyze gender differences on Document tasks, and investigate if andhow the pattern of differences varies over countries. Another aim is todemonstrate the power of using a multivariate analysis technique bycontrasting it against traditional univariate approaches. The univariateanalysis indicates female advantage as the most common in the youngergroup and a mixed pattern in the older. The multivariate analysisindicate that Document tasks are not unidimensional, because bothgeneral and specific dimensions can be extracted from the raw scores.The traditional univariate analysis often disguised true patterns ofdifferences in the data, both in terms of country differences and interms of the direction of the gender differences. Raw score differencesbetween the genders proved to be due to differences in both general andpassage specific dimensions. Ten of the countries showed genderdifferences in both directions in the general dimension among9-year-olds, while an almost consistent pattern of female advantage wasfound among 14-years-olds. Many of the specific passage dimensionsturned out to favor either males or females. This complex pattern variedover both age groups and across countries, although commonalities in thepattern among subgroups of countries were common. 相似文献