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581.
The English Proficiency Level (EPL) of 205 first year business students from 16 Asian countries was assessed on arrival in Australia using the Australian Second Language Proficiency Ratings (ASLPR). Academic grades were recorded for their first, second and third semesters. Statistical analysis of the students' records shows that educational background is the major determinant of success in business courses, with no statistically significant effect coming from EPL. In practice, English proficiency is used as a major selection criterion in its application to the entry of full fee paying international students; on the basis of the evidence presented here, there is no need for a stringent EPL criterion to be applied, which is an important finding for those involved in the selection of international students who wish to study in Australian institutions. An important policy impinging on academic achievement is that students who fail their first semester are allowed to continue their studies; the policy leads to an estimated 39% of students allowed such grace going on to obtain a pass for the course; EPL bears no relationship to academic achievement for students in this category, the major determinant being their educational background. Thus, it is important that stringent conditions are applied to potential international students' educational background, but that they are not disadvantaged by their English language ability. 相似文献
582.
Drawing on examples from a range of contexts, this article explores some of the challenges for schooling in the 2lst century from the vantage points of both resource rich and developing countries, suggesting that schools on each side of the global North/South divide have much to learn from each other. It offers an inclusive framework for schooling for the 21st century, identifying the foundations which need to be put in place to establish that framework, as well as the options along the way. The core challenges are seen as how to prepare our young people – the citizens of tomorrow – for an increasingly uncertain and technologically orientated world; how to equip them to assess the relevance of a vast array of facts and information and discriminate between competing ideologies; and how to encourage them to relate to each other in a fragmented, although globalised, world. 相似文献
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Developmentally appropriate music education is often unintentionally neglected in many preschool, kindergarten, and primary grade programs. Some early childhood teachers may fail to take advantage of opportunities to support children's musical development because they are insecure with their own musical abilities. Other teachers devote relatively little time to music activities because they are unable to locate good quality, age appropriate music tapes, books, and records. This neglect is particularly acute in kindergarten and primary grades, where the current emphasis on basic skills instruction forced on classroom teachers relegates the music curriculum to about thirty minutes of instruction a week from a specialist music teacher. This short dose of music study, removed from the context of classroom and group activities, is not enough to give children an understanding and appreciation of music in their lives. Early childhood teachers themselves must take a more active role in teaching music if children are to develop knowledge, skills, and positive attitudes about music.Kathryn Woodson Barr is a Graduate Assistant at the Barbara K. Lipman Early Childhood School and Research Institute. Memphis State University. John M. Johnston is an Associate Professor of Early Childhood Education, Department of Curriculum and Instruction, Memphis State University. 相似文献
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Peer- and teacher-reported prosocial behavior of 339 6th-grade (11-12 years) and 8th-grade (13-14 years) students was examined in relation to prosocial goals, self-processes (reasons for behavior, empathy, perspective taking, depressive affect, perceived competence), and contextual cues (expectations of peers and teachers). Goal pursuit significantly predicted prosocial behavior, and goal pursuit provided a pathway by which reasons for behavior were related to behavior. Reasons reflected external, other-focused, self-focused, and internal justifications for behavior; each reason was related to a unique set of self-processes and contextual cues. Associations between prosocial outcomes and sex and race (Caucasian and African American) were mediated in part by self-processes and contextual cues. The implications of studying prosocial behavior from a motivational perspective are discussed. 相似文献
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Kathryn Elizabeth Bojczyk Heather Rogers Haverback Hye K. Pae 《Early Childhood Education Journal》2018,46(2):169-178
The aim of this study was to examine the relationships between mothers’ self-efficacy beliefs, their preschool children’s home learning environments, and literacy skills. A sample of 112 mother–child dyads was recruited from Head Start centers in rural and urban communities. The measures included maternal self-efficacy and maternal perceptions of child’s readiness to read as well as the Stipek Home Learning Activities (SHLA) scale, Home-Learning Environment Profile (HLEP), and the Stony Brook Family Reading Survey (SBFRS). Modeling path analysis was performed. Model fit indices indicated that the resulting model was a good fit for the data. Concerning the direct effects of maternal self-efficacy on home learning environment, positive significant effects for the SHLA measure as well as the HLEP were found. However, no direct effect was found with regard to maternal self-efficacy on SBFRS indicating evidence for the domain specificity of efficacy beliefs. Implications of the study include findings that higher maternal self-efficacy is related to creating a more positive home learning environment. Additionally, higher maternal perceptions of child readiness to read mediates the relationships between higher maternal self-efficacy and a more positive home literacy environment. Moreover, these findings highlight the link between home learning environment and children’s receptive vocabulary skills. 相似文献
590.
Hodges Tracey S. Wright Katherine Landau Roberts Kathryn L. Norman Rebecca R. Coleman Julianne 《Learning Environments Research》2019,22(3):427-441
Learning Environments Research - In this study, we examined students’ access to text, defined as the number of texts freely available to children in their classrooms. From 60 elementary... 相似文献