The Artistic Characteristics of Great Expectations

The whole thesis is to study the delicate techniques of displaying arts and literature exercised by Dickens.Furthermore,the thesis is to guide readers to know about the wordings and humour of Dickens and appreciate the charm of Great Expectations through a large number of examples.     

The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland

This paper draws on longitudinal data to examine the extent to which parents’ educational expectations shape academic development and changes in self-concept among young people with different types of disability. The analysis is based on the Growing Up in Ireland longitudinal study, which tracked 7423 children between the primary to secondary school years, 21% of whom were identified with one of four main disability types. Our conceptual framework assumes that parental expectations at age 9 will be influenced by both the child’s disability and child’s academic achievement at that stage, as well as being influenced by other factors such as parent’s own education, family economic vulnerability, family relationships and family structure. Therefore, we take these factors into account in tracing the consequences of parental expectations at age 9, on academic and social outcomes at age 13 after the transition to secondary education. Among young people with a disability, poorer self-concept at age 13 is partly explained by lower parental expectations, particularly for those with general learning and emotional/behavioural disabilities. Similarly, parental expectations are a significant influence on children’s academic outcomes and partly explain the effects of disability status on academic development. Parents’ beliefs about their children’s abilities have a strong influence on achievement and self-concept, raising important issues around the need to promote equality of opportunity, raising awareness of the educational opportunities available, promoting positive expectations and engagement with school and the importance of promoting a range of opportunities for achievement.     

Undergraduate Mathematics Experience: Its Significance in Secondary Mathematics Teacher Preparation

This paper reports views of studentteachers on a one year secondary teacherpreparation course about their undergraduateexperiences of learning mathematics. Writtenresponse data were collected from 173 studentteachers (trainees) from several differentinstitutions and their views were collated andthematised. The principal issues that arise arethose of discontinuity of experience fromschool to university, the lack of preparednessfor ``struggle' in the face of challengingmathematics at university and an unresponsivestyle of teaching and assessing. Thesignificance of these views to the students asprospective teachers and the ways in which theycould be used by teacher educators on trainingcourses is discussed.     

Structural embeddedness of students’ professional expectations: the Czech Republic and Taiwan in comparative perspective

Abstract

We compare the role of gender, socioeconomic background and measured ability on students’ secondary school placement and professional expectations in Taiwan and the Czech Republic, two countries that have experienced substantial reforms in their educational systems in the context of political change and economic development. Using data from the international PISA 2006 survey of 15-year-olds, our analysis reveals that Czech academic upper-secondary schools are much more selective in terms of socioeconomic background and gender than comparable Taiwanese senior high schools. Controlling for measured ability and other factors, students’ professional expectations are also more closely linked to socioeconomic background and gender in the Czech Republic than in Taiwan.     

Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad^® from students within the same cohort and assignment. The results showed that although initially sceptical of audio compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first-class performing students (?>?70%) had more positive experiences of written feedback than those who received an upper second-class grade (60–69%). In general, the results imply that audio feedback provided through turnitin for iPad^® is a viable alternative to written feedback. The findings are discussed in relation to past research findings.     

成人高校向普通高校转型时期的学情分析及对策研究(一)——以新疆教育学院为个案分析

随着我国教育事业的快速发展和教育体制的深入改革,成人高等院校面临着调整与转型。为了把握普高生与成人脱产生的差异,本文以新疆教育学院为个案,对普高生与成人脱产生在学习期望值等方面的差异进行了调查与分析,并提出相应对策,以期为转型期成人高校的发展尽微薄之力。     

Expectations and experiences of off-campus PhD students in Australia

This study describes research examining the expectations and experiences of PhD students undertaking a PhD in off-campus research institutes and hospitals that are affiliated with an Australian research-intensive university. Much of our knowledge of the expectations and experiences of PhD students in Australia stem from those that undertake research training in the classical university structure and that progress towards research training directly from their undergraduate studies. However, increasing numbers of research higher degree students are based in off-campus research institutions, which are becoming increasingly fertile training grounds for research higher degree students in the sector. While participants’ experiences and expectations were largely consistent with our current understanding of the Australian PhD experience, many reported a perceived lack of support programmes. Workload and time commitments, pressure to produce results and their off-campus location potentially conspire to reduce access to on-campus support services offered by the university. Opportunities therefore exist for student advisors, service providers and university leaders to increase accessibility to academic development programmes and pastoral care, including both online and off-campus provision as appropriate, to enhance the PhD experience for this growing cohort of students.     

How Students Verify Conjectures: Teachers’ Expectations

Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics.     

动机因素与第二语言习得——调动冷漠型学生的学习动机

为了调动冷漠型学生的学习动机,本文从非智力因素在第二语言习得中的作用出发,进而分析动机作为期望值的结果,旨在从动机的角度帮助第二语言老师和学习者改善其教学和学习方式。     

Student knowledgeability,student sex,class size,and class level: Their interactions and influences on student ratings of instruction

Student knowledgeability, class size, and class level were found to significantly influence students' ratings of instruction. In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Also, large courses and advanced courses were most highly rated by students. The effect of student sex on student ratings of instruction varied as a function of the particular aspect of instruction being evaluated. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction, as assessed by factor analysis. Student knowledgeability and class size were found to be the main predictors of student ratings on these dimensions.