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991.
Barbara Jordan 《Research in Science Education》1992,22(1):240-247
Attitudes to science develop early in life. In early childhood, the almost exclusively female staff members lack confidence
in the area of science, and are therefore unable to develop an adequate science program for their children. In an action research
project involving one third of the adults staffing a playcentre, during one term, the science programme in the centre was
considerably improved, on measures of dialogues with the children, and of planning activities specifically for science. The
staff members, mothers in the playcentre, reported increased confidence in talking with children about science topics, and
a significant change in their interaction patterns both with their own families and with other children in the playcentre
science programme. The action research method was found to be particularly helpful in supporting the group of parents in improving
their centre's science program.
Specializations: mathematics and science curricula and teacher education in early childhood. 相似文献
992.
Barbara Schulte 《课程研究杂志》2018,50(5):624-637
ABSTRACTIt is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. 相似文献
993.
Amy J. Stichman McKenzie Wood Anna-Alicia Watson 《Journal of Criminal Justice Education》2019,30(1):1-21
Despite the prevalence of sexual assault on college campuses, college students’ views regarding rape continue to be an understudied area. Using criminal justice and sociology students who either attended a mock sexual assault trial or viewed the trial video in their class, this study examined students’ attitudes toward rape and rape myth acceptance. Surveys assessed what students believed the verdict should be and why, along with questions surrounding rape myths and beliefs regarding women. Results indicate that female students were more likely to find the defendant guilty. None of the attitudinal variables or plans to work in the criminal justice system, however, had an effect on the verdict. Multiple factors such as gender, race, and hostility toward women influenced attitudes regarding rape myths. These findings suggest that attitudes may be less important when determining sexual assault defendants’ guilt than the facts of the case. Policy implications are discussed. 相似文献
994.
Faculty Views of Student Evaluation of College Teaching 总被引:1,自引:1,他引:1
The literature abounds with psychometric studies of course evaluation measures and articles debating the merits of student ratings of instruction, but little research has focused on faculty perceptions of this procedure. In the present study faculty perceptions are explored at a teachers' college where evaluation is carried out annually on a sample of courses. The sample includes 101 instructors who completed the research questionnaire. Faculty attitudes reflected a broad range of responses towards validity of student ratings, and their usefulness for improving instruction. Although overall attitudes were mildly positive, few instructors reported changing instruction as a result of student ratings. Moreover, few supported sending evaluation results directly to college administrators or publishing them for student consumption. 相似文献
995.
Development of Multifaceted Risk Taking and the Relations to Sex Steroid Hormones: A Longitudinal Study
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Jiska S. Peper Barbara R. Braams Neeltje E. Blankenstein Marieke G.N. Bos Eveline A. Crone 《Child development》2018,89(5):1887-1907
Risk taking is a multidimensional construct. It is currently unclear which aspects of risk‐taking change most during adolescence and if/how sex hormones contribute to risk‐taking tendencies. This study applied a longitudinal design with three time‐points, separated by 2 years, in participants aged 8–29 years (670 observations). The Balloon Analogue Risk Task, a delay discounting task, and various self‐report questionnaires were administered, to measure aspects of risk taking. Longitudinal analyses demonstrated mostly nonlinear age‐related patterns in risk‐taking behavior and approach‐related personality characteristics (peaking in late adolescence). Increased testosterone and estradiol were found to increase risk‐taking behavior and impulsive personality, but decrease avoidance‐like personality. This study demonstrates that risk taking is most pronounced in mid‐to‐late adolescence and suggests that sex hormones accelerate this maturational process. 相似文献
996.
Hamdan Alamri Victoria Lowell William Watson Sunnie Lee Watson 《Journal of Research on Technology in Education》2020,52(3):322-352
AbstractIn this qualitative comparison study, we examine the perceived efficacy of using personalized learning (PL) activities based on PL principles to support students’ psychological need satisfaction and intrinsic motivation in an online course using a traditional one-size-fits-all model. We apply self-determination theory as a framework to investigate students’ perceptions of their psychological need satisfaction (e.g., competence, autonomy, and relatedness) and relation to students’ intrinsic motivation when enrolled in an online course implementing PL principles. Overall, the study results showed the potential of implementing personalized learning principles in online courses to support students’ psychological need satisfaction (e.g., autonomy and competence) and intrinsic motivation. Furthermore, students perceived the PL interventions as engaging and effective in meeting their learning needs and interests. 相似文献
997.
Foorman Barbara R. Chen Dung-Tsa Carlson Coleen Moats Louisa Francis David J. Fletcher Jack M. 《Reading and writing》2003,16(4):289-324
This investigation examined the extent to whichcurricular choice and incorporation of phonemicawareness (PA) into the kindergarten curriculumaffects growth in kindergarten literacy skillsand first-grade reading and spelling outcomesin 114 classrooms in 32 Title 1 schools for4,872 children (85% African American). Literacy curricula were described as havingmore or less teacher choice and more or less PAand were implemented with ongoing professionaldevelopment. Observations of curriculumfidelities and ratings of student behavior werealso obtained. Alphabetic instruction withoutPA was not as effective as alphabeticinstruction with PA. However, effectiveinstruction in PA and alphabetic codingappeared to be as much a consequence of ongoingprofessional development as it was a functionof prescribed PA activities. Results providelarge-scale classroom support for findings onPA reported by the National Reading Panel[(2000). Teaching children to read: An evidence-basedassessment of the scientific research literature onreading and its implications for reading instruction.Washington, DC: National Institute of Child Health andHuman Development]. 相似文献
998.
Barbara Applebaum 《Educational theory》2007,57(4):453-467
A bstract . In part of an ongoing study of white complicity, moral responsibility, and moral agency in social justice education, Barbara Applebaum asks in this essay what model or models of moral responsibility can help white students recognize their white complicity and which models of moral responsibility obscure such acknowledgment. To address this question, she explores the concept of white complicity and its relation to racism and raises some compelling conceptual and pedagogical questions. Then she reviews a recent analysis of the concept of "complicity" and shows it to be inadequate as a foundation for white complicity. Finally, Applebaum describes Iris Marion Young's conception of a Social Connection Model of Responsibility and shows it to be capable not only of elucidating white complicity but also, when incorporated in social justice pedagogy, of diminishing denials of white complicity by white students. 相似文献
999.
1000.
The last century, in particular the latter half, saw radical shifts in the roles and expectations of women in society. This article investigates the views of 14‐ to 16‐year‐olds in the year 2000 on work and family roles, exploring both their general views on gender roles and their own personal aspirations for the future. In general the young people believed that it was equally important for males and females to get good qualifications at school, to have worthwhile careers and that childcare should be a joint responsibility. They also believed that males and females could do any job they wanted to these days. Their views were tempered, however, by the inequalities that they saw around them in the workplace and in their own families. While young people’s attitudes may have changed, they are still choosing fairly gender‐typical subjects at school and aspiring to different types of occupation. The article concludes that while great strides have been made in changing attitudes towards gender equality, there is still a long way to go before equal opportunities are really achieved. 相似文献