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1.
This study uses the Peruvian Young Lives International Study of Childhood Poverty's School Level data to investigate the effect of Quechua-medium instruction on academic achievement. We find that Indigenous children who attend Quechua-medium schools achieve 0.429 standard deviations higher scores in mathematics compared to Indigenous children who attend Spanish-medium schools. There is no evidence that these effects are caused by quantitative or language achievement acquired prior to entering school. Our findings suggest that Quechua-medium education for children of Quechua speaking parents may play a role in ameliorating the Indigenous test score gap. 相似文献
2.
Derek Bland 《The Australian Educational Researcher》2012,39(1):75-89
For marginalised secondary school students, mainstream education may no longer appear to be an inviting place. While proposed
solutions to problems of disengagement and marginalisation appear to concentrate on finding ways to coerce students back to
mainstream education through, for example, ‘learning or earning’ legislation, this article suggests that more effective solutions
may be found by engaging with the students in the margins that they occupy. Following discussion of key influences on student
disengagement and a theory of imaginations, a ‘students-as-researchers’ (SaR) model of working with young people is discussed
to demonstrate that, through the scaffolded application of active imagination, it is possible for such students to identify
and create their own connections to the mainstream. The SaR model is illustrated through reference to groups of disaffected
high school students who participated in an action research project to investigate apparent low aspiration for tertiary education
among their peers at schools serving low-income communities in Queensland, Australia. 相似文献
3.
This article is an extention of “The Proper Study of Instructional Technology” published in ECTJ, 1984, 32, pp. 67–88, and
is best understood in that context. By considering instructional technology as a subset of technology rather than as a subset
of education, we can examine more freely the institutions of education in relation to their acceptance or rejection of the
design and implementation of technologically based instruction. Methods of institutional analysis used in other disciplines
can be helpful. For example, a method of organizational analysis developed by Charles Perrow, a sociologist, is used to maintain
that education institutions reflect a craft rather than a technology orientation. A legal anlaysis is also used to show how
the governance of education reinforces its craft nature. The analyses are intended to stimulate a line of research that uses
aspects of the institutions themselves as variables. 相似文献
4.
Is it possible to compress instruction time into fewer school years without lowering education levels? A fundamental reform in Germany reduced the length of academic track schooling by one year, while increasing instruction hours in the remaining school years to provide students with a very similar core curriculum and the same overall instruction time. Using aggregated administrative data on the full population of students, we find that the reform increases grade repetition rates and lowers final grade point averages, without affecting graduation rates. The results suggest adverse reform effects on student performance, but the economic significance of the effects appears moderate. 相似文献
5.
Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect
the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research
shows that the implementation of environmental education in primary schools is problematic and has had limited success. However,
the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective
implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about
environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of
environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge
and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education
goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and
beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland
primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental
education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring
to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental
literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved
within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals
of environmental education, namely the production of an informed, committed and active citizenry. 相似文献
6.
Alex Kudryavtsev Richard C. Stedman Marianne E. Krasny 《Environmental Education Research》2012,18(2):229-250
Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction. 相似文献
7.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
8.
Rodwell Chitiyo Stephen W. Harmon 《Educational technology research and development : ETR & D》2009,57(6):807-830
In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education,
this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school
teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction,
and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data
collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing
Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies
were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration
tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized
by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a
hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration
policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus
of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice
and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional
technology integration in “developing” and/or low-income countries like Zimbabwe. 相似文献
9.
Elizabeth Bettini Sungur Gurel Yujeong Park Walter Leite James McLeskey 《Exceptionality》2019,27(1):18-31
To effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have recommended that leader preparation programs should provide prospective leaders with more preparation in special education. However, research to date provides limited indications of whether more preparation would in fact support more effective leadership for special education. Therefore, we examined data from the Early Childhood Longitudinal Study to determine whether principals’ qualifications in special education and in reading predicted struggling readers’ and students with disabilities’ reading achievement growth in kindergarten. We found no effects; principals’ coursework in special education, coursework in reading, prior experiences as a special education teacher, and experience in school leadership did not predict reading achievement growth among students with or at-risk for disabilities. 相似文献
10.
Liesje Coertjens Jelle Boeve-de Pauw Sven De Maeyer Peter Van Petegem 《International Journal of Science and Mathematics Education》2010,8(3):497-522
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental
education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this
issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes
and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school
effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation
for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools)
were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status,
socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore,
the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with
higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental
attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more
science-literate children and their less or average science-literate peers. 相似文献
11.
The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical
college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking
ability, and express greater satisfaction with their classes than those receiving traditional instruction. In applying a poststructural
feminist model, the researchers intended to help both the teacher and students work together to overcome the estrangement
and alienation that have long been the norm in the contemporary Chinese education system. The research results show that the
poststructural feminist pedagogy had a positive effect upon the participants in the experimental group. Several conclusions
are elicited from the study. First, in the English language achievement post-test, the participants receiving the poststructural
feminist instruction significantly outperformed those receiving the traditional banking instruction in terms of listening,
vocabulary, grammar, and reading. Second, in the critical thinking ability post-test, the participants significantly outperformed
those receiving the traditional banking instruction in terms of length, focus, content, organization, and style. Third, in
regard to the students’ satisfaction, it was clearly shown that the students who received the instruction informed by poststructural
feminist pedagogy expressed significantly greater satisfaction than those who had received traditional banking instruction
in terms of instructional objective, teaching method/materials, teacher quality, class environment, and assessment. 相似文献
12.
《Teaching and Teacher Education》2001,17(1):33-50
This paper discusses the interaction among school and university contexts, instruction, and individual practice that occurs as telecommunications technology is integrated into teacher education programs. Data from a series of studies of such integration within one university are presented and discussed. A model to guide future research is proposed. 相似文献
13.
Marcela Pozas Verena Letzel Christoph Schneider 《Journal of Research in Special Educational Needs》2020,20(3):217-230
Given the increasing diversity of the student body, teachers are called to appropriately address students’ various learning needs by means of differentiated instruction (DI). However, empirical research has yielded mixed evidence on teachers’ reported use of DI. Using nationally representative data from the National Educational Panel Study in Germany, this article aimed to explore German (as native language) and Mathematics teachers’ use of DI practices. In addition, this study took into consideration contextual factors, such as school track, and investigated the impact of teachers’ constructivist beliefs on their DI implementation. Results from a mixed analysis of covariance indicated that teachers occasionally implement DI practices. Furthermore, between‐subject effects reported differences across school tracks. It appears that advanced secondary school teachers implement less often DI practices. The covariate of teachers’ constructivist beliefs was also positively linked to overall teachers’ implementation of DI. Implications of the results, as well as further lines of research are discussed. 相似文献
14.
Jan Felshin 《Quest (Human Kinetics)》2013,65(1):36-40
This paper reviews the current research on teacher effectiveness as it applies to physical education in the areas of (a) teacher expectations, (b) classroom management and organization, (c) a supportive learning environment, (d) active teaching, task-oriented, or direct instruction, (e) curriculum pacing, (f) student opportunity to learn, including allocated, engaged, and academic learning time, (g) teaching to mastery, and (h) grade-level differences. Some problems in applying the research to actual school situations are presented, along with implications for physical education. 相似文献
15.
16.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
17.
The issue of school non-completion continues to be a matter of concern for policy makers and practitioners in Australia today.
Despite the efforts of governments and school systems to improve participation and retention rates, often one in three students
drop out of school before completing Year 12. Major factors influence non-completion and militate against young people remaining
at school. Findings from recent research indicate that some non-completers choose to re-enter education through second chance
programs outside the school environment. The argument for second chance education presented in this paper is developed within
the context of the ‘risk’ society and in relation to recent theories of youth transitions. 相似文献
18.
Intuition was one of the four key themes for science education that emerged from the Woods Hole Conference in 1957. Despite
the considerable influence of this conference on a generation of curriculum projects the intuition theme was almost completely
ignored. Recent studies of intuition, including an analysis of Nobel laureates' views of scientific intuition, are considered.
This enables several conceptions of the nature and role of intuition in science to be defined, and its importance to be assessed.
The assumption that it is also important in science education is examined by considering conditions in science teaching and
learning that may encourage intuitive thinking in the light of current research developments that could lead to a new agenda
for school science.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: phenomenography, ways of knowing, higher education—teaching and learning. 相似文献
19.
Engineering education has been well implemented in the majority of developed countries such as the USA, Germany, and the United
Kingdom so that the gap between engineering science and engineering practice is greatly bridged. However, in China, the gap
still exists, and some attempts by Chinese government, even though having made obvious progress, are not very satisfactory
yet. Thus, the research on feasible engineering education strategy has drawn our pressing concerns. Based on the analyses
of participants’ motivation and value chain, an evolutionary model of institute–industry interoperation is proposed, which
includes isolated stage, orienting stage, interacting stage, interoperating stage, and convergence stage. The case of one
school of software in China is analyzed to support and clarify this model. This institute–industry interoperation model is
showing considerable vitality in the development of engineering education, and it can present reference value not only to
China but to other countries as well. 相似文献
20.
Geneviève L. Lavigne Robert J. Vallerand Paule Miquelon 《European Journal of Psychology of Education - EJPE》2007,22(3):351-369
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits
that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence.
These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads
to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high
school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with
LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence
and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels
of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from
a motivational approach in this area. 相似文献