PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students.     

SOCIAL COMPARISON IN PHYSICAL EDUCATION: AN EXAMINATION OF THE RELATIONSHIP BETWEEN TWO FRAMES OF REFERENCE AND ENGAGEMENT,DISAFFECTION, AND PHYSICAL SELF‐CONCEPT

Drawing from theory and research into social comparison processes, the present study sought to determine children's motives for comparison in addition to the coexistence of class and individual comparisons in school physical education. The main and interactive effects of these types of comparisons were examined in relation to pupils’ physical self‐concept, as well as self‐reported behavioral engagement and disaffection in class. In total, 545 children (M_age = 13.89 years, SD = 1.57 years) from two schools in England completed the questionnaire. Moderated hierarchical regression analysis demonstrated that the higher a child's perception of his or her ability was compared with his or her classmates, the greater the level of engagement and physical self‐concept and the lower the level of disaffection. Interaction analysis showed that when perceived ability with reference to the class was low, a downward comparison with an individual enhanced engagement, but this was not the case when perceived ability was high. Findings suggest that further research into social comparison processes in this setting is warranted.     

熟练-非熟练蒙族双语者英语表征的实验研究

运用语义启动实验的基本思路,通过语言内和语言间不同水平的实验,采用典型的启动效应的实验方法,考查不同熟练度对蒙族双语者英语表征的影响。结论:(1)不同熟练度的蒙族双语者的英语表征都存在语义启动效应;(2)不同熟练度的蒙族双语者都存在L1-L3、L2-L3的语言间启动效应。L1-L3、L2-L3之间的连接强度要高于L3-L1、L3-L2的连接;(3)不同的熟练度会影响双语儿童的第二语言学习;(4)蒙语和汉语都是蒙族双语者的强势语言。     

AN ANALYSIS OF TEACHING AND THE RELATIONSHIP BETWEEN UNIVERSITY TEACHERS AND STUDENTS

As a principal task of higher education in the German Democratic Republic is to create the conditions by which it will have a major impact upon development, a major aspect of these conditions refers to the relationship between university teachers and students. The totality of this relationship can be broken down into relationships of partnership, of authority, and of work. The third of these relationships, particularly collaboration in research projects, creates the best links between teachers and students and enables teachers to gain the fullest knowledge of their students and to have the most fruitful influence over them. The validity of this assertion has been corroborated by the results of the author's investigations of the stimulating and orientational effects of communicative and cooperative relations at Central Exhibitions of Achievements of Students and Young Scientists in the German Democratic Republic. In order to obtain the best pedagogical results through collaborative work, the teacher must understand and add to the student's motivations and be prepared to stimulate the learning process through constant evaluation of both specific achievements and of the development of the student's personality resulting from work on the project. The latter evaluation criterion is in turn best measured by the assessment of results achieved against objectives and by an analysis of the environment of the study process. As individual teachers can only know students in specific courses, the position of “seminar group advisor” has been created in the GDR to be filled by young academics who are assigned to groups of students from their matriculation to their graduation.     

物理课程标准与物理教学大约的比较

本文在基础教育改革的背景下，谈中学物理教学大纲到中学物理课程标准的变迁，并从教学理念、教学目标、教学要求上对两者进行比较．     

INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF‐REPORT VERSION OF SELF‐REGULATION STRATEGY INVENTORY

Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals).     

COMBINING SELF‐MONITORING AND AN INTERDEPENDENT GROUP CONTINGENCY TO IMPROVE THE BEHAVIOR OF SIXTH GRADERS WITH EBD

A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed.     

足球技战术渗透教学法的实验研究

足球战术教学一直是高校体育教学中的薄弱环节, 本文通过足球技战术渗透教学法的改革实验, 增强了大学生足球战术学习效果, 供广大高校体育教师参考.     

PRESERVICE TEACHERS’ CLASSROOM MANAGEMENT TRAINING: A SURVEY OF SELF‐REPORTED TRAINING EXPERIENCES,CONTENT COVERAGE,AND PREPAREDNESS

Many teachers report that their preservice training in classroom management was inadequate or ineffective, but little is known about the types of training they receive. In this exploratory study, 157 preservice teachers from throughout the United States were surveyed about the training sources through which they obtained knowledge and skills in classroom management as well as the content and their attitudes toward the training. A majority of students took stand‐alone courses in classroom management, which were reported to provide the most comprehensive content, but the most frequently reported sources were mentoring and fieldwork. Participants reported that a combination of didactic coursework and hands‐on training were associated with the highest sense of preparedness to use classroom management strategies. Implications for future research and school psychological services are discussed.     

FACTORS THAT PREDICT ELEMENTARY EDUCATORS’ PERCEPTIONS AND PRACTICE IN TEACHING SELF‐DETERMINATION

Promoting self‐determination has been suggested as a means for students with disabilities to access the general curriculum. We surveyed 407 elementary educators to examine a) the effects of classroom setting and teaching self‐regulation strategies on the perceived importance and frequency of teaching self‐determination; and b) the severity level of student disability, teacher primary assignment, teaching experience, and classroom and school setting on self‐regulation instruction. Teaching experience and classroom setting predicted the use of self‐regulation strategies, but primary assignment, school setting, and student disability did not. Self‐regulation instruction predicted the frequency of teaching self‐determination, but neither it nor classroom setting predicted the perceived importance of teaching self‐determination. Limitations and implications of this study are discussed, and suggestions for future research are offered.     

中国足球联赛失序的信任学追问

中国足球联赛04-05赛季出现了混乱与失序,本文试从信任的角度,以追问的形式来解释造成这种状况的社会性原因。通过对“何为信任”的回答来说明信任的概念;“信任在足球联赛发展中的作用是什么”用来揭示信任在联赛发展中的重要性;通过作答“中国足球联赛信任缺失的表现在那些方面和信任缺失的根源在那里”来阐明目前中国足球联赛信任缺失的现状及原因;恢复球迷信任解决联赛失序问题的建设性意见则在“重塑中国足球联赛信任的措施有那些”的答案里面。     

DEGREE OF ALIGNMENT BETWEEN BEGINNING TEACHERS' PRACTICES AND BELIEFS ABOUT EFFECTIVE CLASSROOM PRACTICES

Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves.     

EXAMINATION OF THE RELATIONSHIP BETWEEN ENGAGEMENT IN SCIENTIFIC ARGUMENTATION AND CONCEPTUAL KNOWLEDGE

Whereas there are some studies presenting the effects of argumentation on science knowledge development, there is still a need for research discovering the interrelationship between knowledge and argumentation. The purpose of this research was to investigate a possible relationship between students?? engagement in argumentation and their conceptual knowledge. A case study design was carried out for this research. The participants of the study were tenth graders studying in an urban all-girls school. There were 5 argumentations promoted in different contexts which were embedded through the dynamics chapter, for a 10-week period. Some of the conclusions drawn from the study are as follows: First, students?? quantity and quality of arguments improve through time as they get more involved with argumentation. Second, students?? knowledge does not improve instantly when they are involved with argumentation activities, that is, knowledge development in an argumentation process takes time. Third, students?? prior knowledge affects their participation in argumentation. Last, there are some patterns that indicate the relationship between argumentation and knowledge. However, students?? arguments and their knowledge do not develop at the same time.     

TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.     

音乐教学中师生沟通艺术的探索

师生之间良好沟通方式的建立,是教育产生效能的关键。教师的接纳鼓励和正确的评估,不仅培养了学生学习音乐的兴趣,而且加强了学生的审美能力。     

THE POWER OF SOCIAL AND MOTIVATIONAL RELATIONSHIPS FOR TEST‐ANXIOUS ADOLESCENTS’ ACADEMIC SELF‐REGULATION

Based on cognitive evaluation theory (CET) and organismic integration theory (OIT) – both sub‐theories of self‐determination theory (SDT) – the present study examined whether the academic self‐regulation of youth with test anxiety can be strengthened through social and motivational relationships with peers and teachers. This study employed a large sample (N = 1088; MAge = 13.7) of early adolescents from secondary schools in Brandenburg, Germany. Structural equation modeling (SEM) was used to test the proposed associations. The results revealed a negative association between test anxiety and intrinsic motivation as well as test anxiety and identified regulation, which was fully mediated by teachers as positive motivators. Furthermore, both teachers as positive motivators as well as the teacher‐student relationship were found to be strong predictors of the self‐determined aspects of academic self‐regulation. Additionally, both peers as positive motivators and the student‐student relationship are essential for external self‐regulation.     

INDIRECT EFFECTS IN THE PEER VICTIMIZATION‐ACADEMIC ACHIEVEMENT RELATION: THE ROLE OF ACADEMIC SELF‐CONCEPT AND GENDER

Peer victimization is a concern because victimized youth are more likely to have social, emotional, and academic difficulties. The current study examined the link between peer victimization and academic achievement by exploring the indirect effect of academic self‐concept on two variables. The sample consisted of 140 middle school students (40% male, 60% female). Using structural equation modeling, a mediation model revealed a significant indirect effect of victimization on academic achievement through academic self‐concept; however, when tested for gender differences, the indirect effect was only significant for girls. Interpretation of these results and suggestions for future studies are discussed.