排序方式: 共有41条查询结果,搜索用时 15 毫秒
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Karen Ashton 《Compare》2016,46(3):414-434
This paper reflects on the methodology used in international comparative education surveys by conducting a systematic review of the European Survey on Language Competences (ESLC). The ESLC was administered from February to March 2011, with final results released in June 2012. The survey tested approximately 55,000 students across 14 European countries with the goals of (1) providing comparative data on foreign language competence and (2) informing policy on language learning and teaching. The paper argues that there is a gap between the purpose of international comparative education surveys such as the ESLC and the methodology used, and thus also the ability of the data to feed into and inform policy. It is suggested that further methodological advances and improvements are needed if surveys are to produce data that give a clearer and more in-depth understanding of what actually goes on in classrooms and positively impact on learning and teaching. 相似文献
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Behavioral sleep cycles in the human newborn 总被引:1,自引:0,他引:1
R Ashton 《Child development》1971,42(6):2098-2100
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Arthur Ashton 《Education 3-13》2013,41(2):7-11
In contrast to the previous article this one emphasises the importance of reading fiction. The joy of getting engrossed in ‘a good book’ is certainly something we should offer children. It is only one part of reading but an important one. Indeed its power to get the reading habit established is hard to over-emphasise. Hence this survey of factors that seem to affect children's voluntary fiction reading is interesting. The authors argue that the habit is a tender plant, easily disturbed. Both authors work at the Faculty of Education, New University of Ulster, Coleraine, Northern Ireland, and will supply a longer research report ‘Words, Words, Words’ on request. 相似文献
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Clarence Ashton Wood∗ 《Religious education (Chicago, Ill.)》2013,108(4):259-264
Using the feedback loop model, Dr. Steward provides a new view of recent Christian educational theory 相似文献
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Jennifer Randhare Ashton 《International Journal of Inclusive Education》2013,17(8):775-795
If teachers are to play a positive educative role in addressing societal gender-related issues that impact on social justice and inclusiveness, teacher education institutions have to ensure that their graduating teachers are well equipped with the necessary understandings and skills to enact this role. This research draws on interviews with men primary school teachers in New Zealand, Sweden and the UK. It investigates their remembered experiences during teacher education relating to gender discourse and whether the education they received, if any, has influenced their classroom practices. Across the three countries, the men had varying levels of recall, ranging from comprehensive gender-related education to none whatsoever. In Sweden, a governmental emphasis on gender equality in society appeared to have influenced the teachers' attitudes and practices regardless of the amount of teacher education relating to gender that they remembered. The teachers' comments suggest that those of us engaged in teacher education need to address any apparent gaps in gender studies at pre-service level. Both men and women teacher education students require comprehensive gender studies if they are to recognise and realise their potential to deconstruct traditional stereotypes and contribute to social justice and inclusiveness. 相似文献
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Michele Gregoire Gill Patricia Ashton James Algina 《Contemporary educational psychology》2004,29(4):389-409
School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles—demandingness (academic press) and responsiveness (communal values)—predict students’ mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students’ perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate. 相似文献
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