Výsledky vyhledávání - "Neil R. Hufton"

Teachers' beliefs about student motivation: similarities and differences across cultures

Autor: Neil R. Hufton, Julian Elliott, Leonid Illushin

Publikováno v: Comparative Education. 39:367-389

The opinions of 108 teachers, about what influenced adolescent students' motivation and de-motivation, were sought through interview, at sites in each of the UK, the USA and Russia. Teachers' opinions in all three milieux were found to concur—on th

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::bbf46bc10ef9681041315350e639691b
https://doi.org/10.1080/0305006032000134427

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Educational Motivation and Engagement: Qualitative accounts from three countries

Autor: Neil R. Hufton, Leonid Illushin, Julian Elliott

Publikováno v: British Educational Research Journal. 28:265-289

This article extends and develops earlier survey studies by reporting findings from detailed interviews with adolescents in Sunderland, Kentucky and St Petersburg. The interviews sought to examine a number of key factors underpinning educational moti

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::d23ea37399e6b54451fa773214b38d27
https://doi.org/10.1080/01411920120122185

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'The Kids are Doing All Right': Differences in parental satisfaction, expectation and attribution in St Petersburg, Sunderland and

Autor: Neil R. Hufton, Julian Elliott, Leonid Illushin, Wayne Willis

Publikováno v: Cambridge Journal of Education. 31:179-204

Comparative studies of attitudes in different countries have resulted in the claim that parents in the USA and England tend to have unrealistically positive views of their children's schools and academic performance. Low expectations, together with a

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::6ced1510a2c4398f0e7b4558e9448c92
https://doi.org/10.1080/03057640125202

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Motivation in the Junior Years: International perspectives on children's attitudes, expectations and behaviour and their relationship to educational achievement

Autor: Julian Elliott, Neil R. Hufton, Leonid Illushin, Fraser Lauchlan

Publikováno v: Oxford Review of Education. 27:37-68

This paper reports findings from a large-scale international investigation of a number of factors that are considered to impact upon educational motivation and achievement. Following on from an earlier investigation of adolescent attitudes, the prese

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::35bede3541238d09e6373d19b689f4f6
https://doi.org/10.1080/03054980123436

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Truth and Inquiry: A reply to David Bridges

Autor: Neil R. Hufton

Publikováno v: British Educational Research Journal. 27:79-82

A distinction is drawn between factual propositions and theoretical propositions. It is accepted that truth can be attributed to factual propositions, but argued that the unproblematic attribution of truth may be restricted to these. For theoretical

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2e3fd86afbc575326f154b22f6d9a531
https://doi.org/10.1080/01411920124820

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Epistemic or Credal Standards for Teachers' Professional Learning and Educational Research - A Common Framework for Inquiry?

Autor: Neil R. Hufton

Publikováno v: Teachers and Teaching. 6:241-257

Three potential epistemic standards for teachers' professional learning are reviewed and criticised: foundationalist, Popperian, and decision-theoretic. Susan Haack's 'foundherentism' is outlined and proposed as supplying an adequate credal standard

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2f6df79f71cd05c790e9079c24f62a60
https://doi.org/10.1080/713698741

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Motivation to Learn: The pedagogical nexus in the Russian school: Some implications for transnational research and policy borrowing

Autor: Neil R. Hufton, Julian Elliott

Publikováno v: Educational Studies. 26:115-136

Earlier research had shown that in some Russian schools, pupils were significantly more highly motivated to learn in school than in some American and English schools. Further inquiry was conducted to ascertain to what extent such high motivation migh

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::1d2d220dcc6cd49a81002822837f1c7f
https://doi.org/10.1080/03055690097772

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