Documents found
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116911.More information
Keywords: différenciation pédagogique, enseignement personnalisé, échec en 1er cycle universitaire, dynamique motivationnelle, sentiment de compétence
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116912.More information
Keywords: engagement, 1er cycle universitaire, classe inversée, pédagogie active
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116913.More information
Objective – The objective of the study was to investigate how first-year undergraduate students in a general education communication course engaged with government information sources in their academic research. The study examined the frequency, types, and access points of cited government information, as well as patterns in secondary citations and topic-based variation, to identify implications for library instruction, discovery systems, and collection strategies. Methods – For the study, the researchers analyzed citations from persuasive papers submitted by 136 students across 14 course sections. A total of 1,704 citations were reviewed, of which 124 were identified as government information sources. A classification scheme was developed to code citations by source type, government level, agency, and access point. Researchers also conducted a secondary citation analysis to identify where students referenced government-produced content through nongovernmental sources and categorized papers by topic to assess variation in government information use. Results – Government sources constituted 7.3% of all citations, with 45.3% of students citing at least one government source. Most cited materials came from U.S. federal agencies, particularly the Department of Health and Human Services and the U.S. Congress. Students predominantly accessed government sources through open Web sources, with minimal use of library databases and materials. The types of government sources most commonly cited were webpages, press releases, and reports. An additional 201 secondary citations referenced government information indirectly. Citation patterns varied by topic, with higher engagement in papers on government, immigration, and environmental issues. Conclusion – The findings suggest that even without explicit instruction or assignment requirements, undergraduate students demonstrated baseline awareness and independent use of government information sources. However, their reliance on open Web access and secondary references highlights gaps in discovery, evaluation, and access. Instructional support could enhance students’ ability to locate and critically engage with more complex and authoritative government documents. Beyond instruction, the findings inform strategies for enhancing discovery, improving visibility, and promoting balanced access to government information.
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116914.More information
Due to globalization, cultural awareness has been recognized as an essential factor in the context of teacher-education programs. The current research focuses on the role of cross-cultural training in increasing teachers' readiness for multicultural classrooms in Pakistan. This study employed a mixed-methods approach, collecting both quantitative and qualitative data through surveys and interviews with pre-service teachers. This investigation established a positive relationship between cross-cultural training, cultural diversity knowledge, and teacher self-efficacy in handling diversity. In addition to the above, regression analysis also confirmed that all these factors collectively explain a significant proportion of the variations in teacher preparedness. They integrated cross-cultural competencies in teacher-education curricula to prepare future instructors for diverse learners. The following recommendations are necessary to enhance the quality of teacher-preparation programs: the adoption of standardized assessments, the integration of fieldwork experiences, and regular professional development for teachers. This research contributes to the growing body of literature that advocates for a more cohesive approach to multicultural education, highlighting its significance in the educational process.
Keywords: Cultural Awareness, Teacher Education, Multicultural Environment
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116915.More information
Keywords: Risorgimento, Aurelio Saffi, Giorgina Craufurd, storia della famiglia, mazzinianesimo
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116916.More information
Although there is a growing body of research on teachers’ wellbeing, research on the relationship between teacher wellbeing and leadership roles in educational contexts is limited. Improved teacher wellbeing encourages teachers to engage in leadership roles, which affects student outcomes. This article discusses the dynamic symbiotic relationship between teacher leadership and teacher wellbeing. It posits that optimizing teacher wellbeing will increase teachers’ willingness and ability to take on more formal and informal leadership positions in schools for a sustained period. Utilizing human capital theory to illustrate the importance of investing in teachers’ physical, emotional, and cognitive states, this article proposes a “CEP Power-Up” decentralized-intentional approach encompassing four strategies to enhance schoollevel teacher wellbeing, leading to an uptake of leadership positions in Singapore schools.
Keywords: bien-être des enseignants, teacher wellbeing, leadership enseignant, teacher leadership, théorie du capital humain, human capital theory, Singapore, Singapour
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116917.More information
The Dry River Diorite is one of the few mafic bodies spatially associated with the White Mountain Batholith of New Hampshire, USA. However, new U–Pb zircon geochronology reveals a 119.92 ± 0.62 Ma emplacement age for the diorite, considerably younger than the ca. 200–180 Ma batholith and indicates that it is instead a member of the younger White Mountain Magma Series (ca. 130–100 Ma) of the New England–Quebec province. The diorite is mildly silica undersaturated, with chondrite-normalized REE and spider diagram patterns that indicate ocean island basalt compositions. Several tectonic discrimination diagrams indicate the magmas have within-plate basaltic compositions. Ce/Yb versus La/Ta and Sm/Yb versus La/Sm values indicate the magmas are 2–5% partial melts of garnet peridotites. ƐNd and initial 87Sr/86Sr values range between 4.27 to 3.44 and 0.7036 to 0.7040 respectively. All these geochemical characteristics are identical to those of the mafic rocks of eastern Monteregian Hills and the Ossipee complex basalts of central New Hampshire. Modeling of the Dry River Diorite as the mafic endmember of the felsic rocks of the younger White Mountain Magma Series indicates that the felsic rocks contain up to 50% crustal endmember. Previous high-precision geochronological studies indicated a relatively brief period of magmatism across this region and have argued that observed age progressions of continental magmatism are consistent with the Great Meteor Hotspot hypothesis for their formation. The age produce here for the Dry River Diorite is consistent with this trend’ however, the younger-than-predicted age is likely the result of Pb-loss or complex geological factors. Although the Cretaceous magmatic rocks in this region do not easily fit a linear age progression as a simple hotspot model might predict, the confluence of geodynamic processes that have shaped this region over 200 myr are not simple and require a high standard of verification for any one hypothesis. Whether these magmas resulted from complex hotspot dynamics, asthenospheric upwelling, or some other mechanism or combination of mechanisms requires a clear path to deconvolve the role each process had in shaping the magmatic history we can now observe. The new geochronologic data we present is consistent with other ca. 120 Ma, geographically proximal plutons in the region and therefore consistent with the age progression a hot spot model would predict for a large fraction of the Cretaceous magmatism observed across the region; however this does not preclude other models, e.g., edge-driven convection, for parsimoniously explaining magmatism in the region that does not conform to this track.
Keywords: White Mountain Magma Suite, Alkaline Rocks
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