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1.
This paper demonstrates a formal statistical test that can be used to help researchers make decisions about alternative statistical
model specifications. This test is commonly used by researchers who would like to test whether adding new variables to a model
improves the model fit. However, we demonstrate that this formal test can also be employed when alternative representations
of variables or constructs are considered for inclusion in a regression. An empirical example is provided using information
from a widely cited US Department of Education report. Substantively, we find evidence that an alternative representation
of an important policy variable would have been a better fit to the data than the index that was used in the analysis conducted
in the report.
相似文献
Stephen L. DesJardinsEmail: |
2.
Alexander C. McCormick Gary R. Pike George D. Kuh Pu-Shih Daniel Chen 《Research in higher education》2009,50(2):144-167
This study compares the explanatory power of the 2000 edition of Carnegie Classification, the 2005 revision of the classification,
and selected variables underlying Carnegie’s expanded 2005 classification system using data from the National Survey of Student
Engagement’s spring 2004 administration. Results indicate that the 2000 and 2005 classifications generally offer comparable explanatory power for measures of self-reported
gains and student engagement, but the new variables from the 2005 system are more strongly related to cognitive outcomes and
engagement than were the two categorical groupings. The variables most consistently related to outcomes and engagement are
graduate-undergraduate coexistence, residential character of the campus, and arts and sciences share of undergraduate majors.
Implications of the findings for research and assessment are discussed.
相似文献
Alexander C. McCormickEmail: |
3.
The influence of personal networks and social support on study attainment of students in university education 总被引:2,自引:0,他引:2
In this paper, the influence of personal networks and social support on study attainment of students in university education
is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent
on studying and working, procrastination and self-esteem. The study is a follow-up of the ’89 cohort study, but is restricted
to those students who have transferred to university education after finishing secondary education. The students have been
approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study
attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal
networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.
相似文献
Lilian EggensEmail: |
4.
Richard White Paul Gardner Malcolm Carr Alister Jones Ken Appleton Marilyn Fleer Christine Redman Vaille Dawson Wen-Hua Chang Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(2):263-301
This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers
who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation
of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.
相似文献
Stephen M. RitchieEmail: |
5.
Approaches to research in the social sciences often embrace schema that are consistent with positivism, even though it is
widely held that positivism is discredited and essentially dead. Accordingly, many of the methods used in present day scholarship
are supported by the tenets of positivism, and are sources of hegemony. We exhort researchers to employ reflexive methods
to identify the epistemologies, ontologies and axiologies that are salient in their scholarship and, when necessary, transform
practices such that forms of oppression associated with crypto-positivism are identified and extinguished.
相似文献
Kenneth TobinEmail: |
6.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
Catherine MilneEmail: |
7.
Honorine Nocon 《Journal of Educational Change》2008,9(4):339-347
The sustainability of research-based innovations in schools is constrained not only by systemic institutional barriers and
inherent contradictions between schooling and research, but also by the related issue of time. This case study suggests that
relative timescales, e.g., the collective activity of schooling over decades versus the individual actions of researchers
over semesters or years, hinder the coordination and synchronization of schooling and research processes. Using cultural–historical
activity theory and heterochrony, this analysis of data from a 4-year collaborative school-university research and development
project suggests that, in spite of active support from school personnel, temporal conflicts undermined research activity and
the sustainability of the innovation. At the same time, when researchers aligned their actions with the actions and timescales
of school personnel, core elements of the innovation were appropriated into school practice.
相似文献
Honorine NoconEmail: |
8.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |
9.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
Peter MacauleyEmail: |
10.
Pascarella (J Coll Stud Dev 47:508–520, 2006) has called for an increase in use of longitudinal data with pretest-posttest
design when studying effects on college students. However, such designs that use multiple measures to document change are
vulnerable to an important threat to internal validity, regression to the mean. Herein, we discuss a brief history of regression
to the mean and illustrate a straightforward procedure to make adjustments to initial pretest scores for regression to the
mean effects utilizing a method developed by Roberts (in: G. Echternacht (Guest ed.) New directions for testing and measurement,
1980). Analyses are shown with both unadjusted and adjusted pretest scores, illustrating dramatic differences in conclusions
about whether students change across time.
相似文献
Corinna A. EthingtonEmail: |
11.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
Calvin KalmanEmail: |
12.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
Claire Howell MajorEmail: |
13.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
14.
15.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
16.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
Peter WoodEmail: |
17.
Where practice and theory intersect in the chemistry classroom: using cogenerative dialogue to identify the critical point in science education 总被引:2,自引:0,他引:2
Sonya Martin 《Cultural Studies of Science Education》2006,1(4):693-720
This paper argues for an inclusive model of science education practice that attempts to facilitate a relationship between
“science and all” by paying particular attention to the development of the relationship between the teacher, students and
science. This model hinges on the implementation of cogenerative dialogues between students and teachers. Cogenerative dialogues
are a form of structured discourse in which teachers and students engage in a collaborative effort to help identify and implement
positive changes in classroom teaching and learning practices. A primary goal of this paper is to introduce a methodological
and theoretical framework for conducting cogenerative dialogue that is accessible to classroom teachers and their students.
I propose that researchers must learn to disseminate their findings to teachers in ways that are practical, in that they provide
teachers with information needed to make concrete connections between the research and their teaching, while continuing to
make available the theories that support their findings. Using an integration research framework in conjunction with a temporality
of learning model, I introduce a method of disseminating research findings that provides both classroom teachers and researchers
with access to different forms of knowledge about cogenerative dialogues in the same paper. In doing so, this article examines
the relationships between teacher knowledge and researcher knowledge by exploring the practical application of cogenerative
dialogues for classrooms teachers and the theoretical implications of using cogenerative dialogues for researchers.
相似文献
Sonya MartinEmail: |
18.
This paper suggests an alternative to the standard practice of measuring the graduation rate performance using regression
analysis. The alternative is production frontier analysis. Production frontier analysis is appealing because it compares an
institution’s graduation rate to the best performance instead of the average performance. The paper explains the differences
between these two types of analysis and provides examples of their application using data for 187 national universities.
相似文献
David H. FeldmanEmail: |
19.
20.
This article reviews the contributions of Campbell John McRobbie, Cam, to science education scholarship and research within
the Australasian Science Education Research Association (ASERA) and within the broader science education community. Cam provided
strong leadership and vision across many spheres of science education and leaves a legacy to the field that includes, (a)
long term administrative and academic support of ASERA as an organization and for its incorporation, (b) firm establishment
of RISE as an international journal of high quality, and (c) strong collegial approach to supporting the research of his colleagues
including early career researchers and research degree candidates.
相似文献
Keith SkampEmail: |