Development and Validation of Chemistry Self-Efficacy Scale for College Students

This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs.     

Needs assessment in STEM disciplines: reliability,validity and factor structure of the Student Support Needs Scale (SSNS)

Retention is a major problem in most colleges and universities. High dropout rates, especially in the STEM disciplines (science, technology, engineering and mathematics), have proved intractable despite the offering of supplemental instruction. A broad model of support systems that includes psychological factors is needed to address retention in STEM fields. The purpose of our study was to develop an instrument to identify the support needs of college students. We adapted the theoretical model of the performance pyramid to create a 48-item measure called the Student Support Needs Scale. We examined the psychometric properties of our scale by subjecting the measure to a principal component analysis, which resulted in a robust 36-item, six-factor solution. Finally, we established the reliability and validity of the resulting instrument. Once student needs have been assessed using our scale, interventions may be tailored to the needs of a minority group, discipline, geographic area and/or institution. This instrument could help university programmes to make informed decisions about resource allocation based on students’ needs.     

在中国大学生样本中的修订成人依恋量表 AAS

对国外成人依恋量表(Adult Attachment Scale,AAS)翻译后分两次对国内799名大学生施测,删除不合适的项目后检验其信效度,结果表明：修订的 AAS 分为依恋回避和依恋焦虑两个维度,依恋回避维度包括7个项目、依恋焦虑维度包括6个项目;探索性因素分析显示项目因子载荷在0.42~0.75之间,两个因素共可解释总体变异的45.23%;验证性因素分析的各项拟合指数均较为理想;依恋回避和依恋焦虑两个维度的会聚效度、区分效度、效标效度、α系数、组合信度均达到了心理测量学的要求。修订的 AAS 能真实和稳定地测量大学生的成人依恋,可以作为评估工具在以后的研究中加以运用。     

Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety,Self-Efficacy,and Perceived Emotional Support

This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of two feedback scenarios in which level of face threat was manipulated. Student feedback anxiety was measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that feedback anxiety predicts lower self-efficacy for learning and less perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student–instructor communication are discussed.     

Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective

Student hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investigated N = 397 high school students in 20 classrooms during a videotaped lesson in each subject. Multilevel regression analysis suggests that student motivation accounts for significant variance in hand-raising. The results show subject-specific differences: Student self-concept predicts hand-raising in Mathematics, while students' situational interest predicts their hand-raising in Language Arts. Students’ externally regulated motivation is predictive across both subjects. In Study 2, N = 14 high school students were interviewed about their hand-raising behavior. The results validate and extend the findings from Study 1. Finally, this research emphasizes the importance of fostering student hand-raising and discusses the implications for future research.     

The Classroom Systems Observation Scale: Development of an instrument to assess classrooms using a systems perspective

This study describes the development of the Classroom Systems Observation Scale (CSOS) (Fish & Dane, 1992) and reports initial reliability and validity data. The CSOS assesses preschool through sixth grade classroom functioning from a systems perspective using a theoretical framework based on the Circumplex Model of Marital and Family Systems (Olson, Russell & Sprenkle, 1989). The CSOS is theoretically derived, has acceptable interobserver agreement, fair to moderate stability, and is comprised of factors consistent with conceptual components. The design of the CSOS represents a theoretical shift by changing the focus of observation from the individual child to the classroom system. The CSOS can be used in research and holds promise for clinical applications.     

Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP-SF)

High self-efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full-length TEIP scale, the TEIP-SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain-specific factors. In conclusion, the TEIP-SF represents a concise, efficient means of assessing teachers' self-efficacy about teaching in inclusive classrooms.     

Development,validation, and factorial comparison of the McGill Self-Efficacy of Learners For Inquiry Engagement (McSELFIE) survey in natural science disciplines

Sociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students’ personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-focused survey that addresses three components that are theoretically important for engaging in scientific inquiry: (a) SPCs, (b) ILOs, and (c) POS. Evidence for construct and content validity were obtained by using experts’ judgments and confirmatory factor analysis with a sample of 110 undergraduate students enrolled in science disciplines. Internal consistency of the factors and instrument was also examined. The McSELFIE instrument is a reliable and valid instrument for measuring science undergraduate students’ self-efficacy for inquiry engagement. Matched pairs analyses were conducted among the instruments’ factors. Students reported the highest self-efficacy for openness, applying knowledge, and carrying out investigations. Students reported the lowest self-efficacy for extraversion, understanding metacognitive knowledge, and planning investigations. Theoretical and practical implications are discussed.     

The Lamer Social Competence in Preschool (LSCIP) Scale: Structural Validity in a Large Norwegian Community Sample

There is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n?=?1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time.     

一份阅读试题的评估(Ⅰ)

This paper evaluates a reading test designed as the final examination of some third year seeondary school students in Singapore. Based on the data, histogram is made to illustrate the distribution of different marks among the candidates. The paper then proceeds on to discuss the reliability and validity of the test. Problems affecting the validity of the test are pointed out and improvements are suggested.     

基于GEM模型的铜陵铜文化产业集群竞争力实证研究

主要运用GEM模型构建铜陵铜文化产业集群竞争力评价体系,通过调查问卷、AHP法等对数据进行判断分析,定量评价铜陵铜文化产业集群竞争力,找出其薄弱环节,认为铜陵铜文化产业集群竞争力具有一定竞争优势.但是企业的机构、战略和竞争、相关辅助行业得分较低,集群竞争力水平还亟待提高.     

Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.     

Teacher autonomy within a flexible national curriculum: development of Shoah (holocaust) education in Israeli state schools

This article considers the role of teacher agency and curricular flexibility as pedagogic features of Shoah education in Israeli state schools. The analysis is based on a recent national study which included a quantitative survey (questionnaires), qualitative methods (focus groups, interviews, observations) and a socio-historical review. As teaching of this subject has expanded in both religious and general streams of the Hebrew-language state school system, it has been addressed in diverse ways in terms of method, materials and content. Loosely defined requirements enable educators to be active agents in individualizing the curriculum. It is proposed that this is beneficial when addressing an inherently sensitive subject that is tied to teachers’ and students’ sense of identity and worldview. Implications of a new national curriculum for Shoah education are discussed. Relevance of teacher agency in Shoah education in other settings is considered.     

基于文化变迁路径的旅游开发探究——以漳州为例

通过对漳州文化的实证研究发现,移民文化、边界文化、流域文化、海陆文化演化共同构成本地区文化变迁路径的四个方向,其文化层次包括艺术文化、建筑文化、宗教文化、美食文化等.依据自然、经济、社会变迁背景提出了纵横产业融合、慢文化旅游开发、区域旅游竞合、现代服务业升级等旅游开发创新模式.     

An Evaluation of an Anti‐bullying Peer Support Programme in a (British) Secondary School

In this paper Tony Hurst highlights that peer support programmes can contribute to the effectiveness of pastoral care by involving the pupils in the helping process and this can contribute to their personal and social development. He notes that there are a number of things that can go wrong with such programmes and that they should not be seen as an alternative to an effective traditional pastoral system. The main body of the paper describes the development and evaluation of a programme in a relatively large urban secondary school. This evaluation identified both the positive feelings of pupils and staff about the programme and the important contribution it made. Some issues and problems were also identified and as a result the conclusion includes a number of recommendations and summarizes the various valuable outcomes.     

Age is more than just a number! The role of age and maturity in the processes leading to early school leaving in Flanders (Belgium)

In many educational systems, age is used as a criterion to organise education. Children's age is used to group students together and indicate entry into particular programmes. The use of age for organisational purposes in education stems from the idea that age provides an indication of the development of children, which is associated with teaching and learning. However, more far‐reaching consequences of age‐related educational practices are insufficiently recognised in policy and academic research. Qualitative methods are used to study students and school personnel in diverse types of educational institutions in Flanders (Belgium) to assess how age and age‐related issues matter for the students’ educational trajectories and educational decision‐making processes leading to early school leaving. Data analyses reveal that school staff members consider age and perceived maturity during evaluation procedures. Students also consider age during educational decision‐making processes: when getting older or being too old for the grade, students increasingly weigh the costs and benefits associated with getting an educational qualification and being enrolled in school and alternative opportunities. Students’ expectations related to age shape their school experiences and feelings of belonging. The findings of this study demonstrate how these educational practices add to the reproduction of inequalities through education. These results could inform debates concerning the evaluation procedures in secondary education, compulsory education and the reduction of early school leaving in Europe.     

基于化学核心素养之“科学态度与社会责任”的评价与思考--2019年高考(天津卷)理科综合化学部分的分析与启示

学科核心素养是学科育人价值的集中体现,是学生通过学科学习而逐步形成的正确价值观念、必备品格和关键能力。"科学态度与社会责任"素养发展是用科学、合理、辩证的观点认识社会发展中各领域的问题,依据建立的化学视角,应用物质组成、性质和转化等相关知识分析解释环境、健康、材料和能源资源中涉及的相关问题,形成可持续发展的核心观念;应用物质转化、反应原理的知识解决生活问题,依据可持续发展的核心观念做出科学合理的决策。本文在分析2019年高考(天津卷)理科综合化学部分试题特点并对考生的作答表现进行诊断性评价的基础上,重点提出提升"科学态度与社会责任"学科核心素养的教学建议,为发展学生学科素养提供参考。     

An analysis of teacher questioning behaviour in constructivist primary science education using a modification of a descriptive system designed by Barnes and Todd (1977)

An analytical framework was developed (after Barnes and Todd 1977) to enable both the cognitive and social aspects of teacher questioning in constructivist primary science education to be explored. The data categorized within this framework were collected both before and after a period of questioning INSET in the forms of audio‐taped discussions between teacher and children; audio‐taped, focused interviews between teacher and researcher; and reflective written assignments. The categories used within the framework enabled distinctive individual profiles to be identified for the participating teachers, and the manner in which these profiles changed over time could be charted. The potential for developing the usefulness of this framework for future work is considered in terms of refining some categories and improving the research design. It is suggested that the framework could be a useful diagnostic tool to help teachers develop their use of a child‐centred, constructivist teaching philosophy in primary science education.