共查询到20条相似文献，搜索用时 15 毫秒
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Peter Moss 《教育政策杂志》2013,28(5):631-634
This paper outlines what is involved in Sure Start, one of New Labour's key social policy interventions. It is argued that there are policy continuities with older redemptive policies which focus on young children. It is also argued that Sure Start could provide a bridgehead for a more socially democratic orientation into early childhood policy. 相似文献
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There is a need to identify students' early attitudes toward mathematics and science to better support their long-term persistence in science, technology, engineering, and mathematics (STEM) careers. Seventh graders from a nationally representative sample (N = 2,861) were classified based on their responses to questions about their attitudes toward mathematics and science using latent class analysis. Four distinct groups of students that differed in terms of their attitudes were identified. There were relationships between attitudinal group membership, demographic characteristics, mathematics and science achievement, and STEM career attainment. Females and underrepresented minorities were more likely to be in the positive attitude group. However, despite these early positive attitudes, females and underrepresented minorities were less likely to be employed in a STEM career some 20 years later. Information about student interests organized in this manner can be used to better target specific interventions to support and encourage persistence in STEM careers. 相似文献
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Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post-16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post-16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England- or UK-based project to investigate the consequences of embedding careers education in STEM lessons be undertaken. 相似文献
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Impact of sustained professional development in STEM on outcome measures in a diverse urban district
Robert M. Capraro James Joseph Scheurich Meredith Jones Jim Morgan Kristin Shawn Huggins 《The Journal of educational research》2016,109(2):181-196
Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning. 相似文献
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Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and learning context to student achievement. This article presents the results of a systematic review of the research literature on TIMSS. Its main purpose is to find out to what extent TIMSS has contributed to insights into ‘what works in education and what does not’, particularly with regard to school and classroom factors. The review was guided by a generic framework developed within the tradition of educational effectiveness research. The review showed that: (a) since 2000, the number of publications which use TIMSS data for secondary analyses aimed at explaining differences in student achievement has increased strongly; (b) a number of studies, especially older ones, did not take account of the specific sample and test design of TIMSS; and (c) there are large differences between countries in school and classroom factors associated with student achievement. In the light of these results, we discuss the benefits and limitations of country and system comparisons. 相似文献
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Alpaslan Sahin Adem Ekmekci Hersh C. Waxman 《International Journal of Science Education》2013,35(11):1549-1572
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For more than half a century concerns about the ability of American students to compete in a global workplace focused policymakers' attention on improving school performance generally, and student achievement in science, technology, engineering, and mathematics (STEM) specifically. In its most recent form—No Child Left Behind—there is evidence this focus led to a repurposing of instructional time to dedicate more attention to tested subjects. While this meant a narrowing of the curriculum to focus on English and mathematics at the elementary level, the effects on high school curricula have been less clear and generally absent from the research literature. In this study, we sought to explore the relationship between school improvement efforts and student achievement in science and thus explore the intersection of school reform and STEM policies. We used school‐level data on state standardized test scores in English and math to identify schools as either improving or declining over three consecutive years. We then compared the science achievement of students from these schools as measured by the ACT Science exams. Our findings from three consecutive cohorts, including thousands of high school students who attended 12th grade in 2008, 2009, and 2010 indicate that students attending improving schools identified by state administered standardized tests generally performed no better on a widely administered college entrance exam with tests in science, math and English. In 2010, students from schools identified as improving in English scored nearly one‐half of a point lower than their peers from declining schools on both the ACT Science and Math exams. We discuss various interpretations and implications of these results and suggest areas for future research. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 804–830, 2012 相似文献
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This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk‐taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self‐efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 942–960, 2012 相似文献
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Päivi H. Taskinen Kerstin Schütte Manfred Prenzel 《Educational Research and Evaluation》2013,19(8):717-733
Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students' career preferences. Then, we tested the expected effects on a sample of German 9th-grade students (N = 7,813). We focused on two school factors: the amount of (additional) science activities and the real-life applications in science classes. The multi-level analysis showed that school factors were highly relevant for the students' interest in science and science self-concept. In turn, interest in science and science self-concept affect the students' interest in science-related careers. We conclude that focusing on the link between individual and school characteristics is important for the understanding of students' interest in science-related careers. 相似文献
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STEM教育是现代社会对于教育变革思考进行的大胆探索,它是融入了许多不同种类学科的一种教育教学形式,打破了学科与学科之间存在的固定界限,主要目的是进行跨学科的知识融合,培养学生的思维创造能力和各方面的学习能力,进而提高学生的综合素质。 相似文献
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《School Effectiveness & School Improvement》2012,23(4):380-397
ABSTRACTThe effects of private schooling on Programme for International Student Assessment (PISA) scores of 63 countries across the globe from 2000 to 2012 are estimated. I employ year and country fixed effects regression models and use the short-run demand for schooling within a country and year as an instrument to predict private share of schooling enrollment. I find evidence to suggest that an increased share of private schooling leads to improved PISA scores around the world. Specifically, the model using control variables alongside country and year fixed effects finds that a 1 percentage point increase in the private share of schooling enrollment is associated with a 1.4-point increase in math scores and a 1.1-point increase in reading scores. However, only the reading result remains statistically significant in the instrumental variables analysis. 相似文献
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科技的不断发展为教学改革提供了新思路,而STEM作为融合性的新教育理念和模式,实现了科学、技术,工程及数学四门学科的整合,更侧重学生数学核心素养和技术素养的培养,引导学生学以致用,解决实际问题。本文主要以中学数学教学为例,探讨STEM教育模式指导下数学课程的有效设计,以期更好地推动中学数学教学。 相似文献
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《The Journal of educational research》2012,105(2):67-74
Abstract The effect of part-time work intensity on high school course work completed in mathematics and science and its indirect effect on 12th-grade achievement was explored. Longitudinal data from a nationally representative sample were used to test the models through path analysis. Socioeconomic status and previous achievement were included as exogenous variables for control purposes, and part-time work intensity was hypothesized to negatively affect course work completed in the 2 subjects, as well as 12th-grade achievement through course work during high school. Results suggest that, controlling for the background variables, there was a significant negative effect of part-time work intensity on course work and that its indirect effect on 12th-grade achievement through course work was larger than its direct effect. 相似文献
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Mark R. Connolly Jana L. Bouwma-Gearhart Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34
Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
| Mark R. ConnollyEmail: |
Mark Connolly is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design. 相似文献
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We study school choice in England using a new dataset containing the choices of all parents seeking a school place in state secondary schools. We provide new empirical evidence to inform how the school choice market functions, including the number of choices made, whether the nearest school is the first choice and the probability of an offer from the first choice school. These indicators show that school choice is actively used by many households in England. We use the rich data available to describe how choices vary by pupil, school and neighbourhood characteristics and how school choice is used differently by different groups and in different parts of the country. For the first time, we are able to present national data on how the school choices made by parents vary according to pupils’ ethnic group and across urban and rural areas. We show, contrary to some existing literature that has relied on smaller and less representative samples of parents and pupils, that school choices do not vary significantly by social background. We show that parents pro-actively use the choice system and present new evidence on the extent to which the current school admissions criteria that prioritise distance penalise poorer families. 相似文献
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We investigate the role of specialized science, technology, engineering, and mathematics (STEM) high schools in New York City (NYC) in promoting performance in science and mathematics and in closing the gender and race gaps in STEM subjects. Using administrative data covering several recent cohorts of public school students and a rich variety of high schools including over 30 STEMs, we estimate the effect of attending a STEM high school on a variety of student outcomes, including test taking and performance on specialized science and mathematics examinations. While comparisons of means indicate an advantage to attending a STEM school, more thorough analysis conditioning on a rich set of covariates, including previous grade test performance, reduces or eliminates this advantage. Females and males in STEMs do better than their counterparts in Non-STEMs, but the gender gap is also larger in these schools. We also find that the black-white and Hispanic-white gaps are smaller in STEM relative to Non-STEM schools across almost all outcomes, but the Asian-white gap, in contrast, is larger in STEMs relative to Non-STEMs. 相似文献