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51.
Tamjid Mujtaba Martin Lawrence Mary Oliver Michael J. Reiss 《Studies in Science Education》2018,54(1):41-67
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement. 相似文献
52.
The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf. 相似文献
53.
54.
Soonhye Park Soo-Young Lee J. Steve Oliver Bonnie Cramond 《Journal of Science Teacher Education》2006,17(1):37-64
This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices. 相似文献
55.
Doris Holzberger Sarah Reinhold Oliver Lüdtke Tina Seidel 《Studies in Science Education》2020,56(1):1-34
ABSTRACTIn the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths. 相似文献
56.
Oliver D. Hensley 《Research in higher education》1980,12(3):255-269
The validity of the scholars' departmental rating (SDR) model for determining the quality of an institution's graduate program has been the subject of intense controversy for over a half-century. This study, using the aggregated data from each of four classical rankings of graduate programs in United States universities, found that the rankings of institutions in separate studies correlate significantly with each other and that the results from the SDR model correlate significantly with the objective measures of academic honors, basic research, and research and development awards. The author concludes that the SDR model is valid for the purposes intended. 相似文献
57.
58.
Oliver T. Massey Kathleen Armstrong Michael Boroughs Kelli Henson Linda McCash 《Psychology in the schools》2005,42(4):361-372
Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence‐based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school‐based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361–372, 2005. 相似文献
59.
Catherine McLoughlin & Ron Oliver 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):125-136
In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised. 相似文献
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised. 相似文献
60.
Michael Clemens Rumpf John Cronin Jonathan Oliver Michael Hughes 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(3):256-263
The purpose of this study was to quantify the reliability of kinematic and kinetic variables using a sample of pre-peak-height-velocity (PHV) male athletes sprinting on a non-motorised treadmill. Following variables were measured and their normative data presented, average and peak velocity, average and peak power, average and peak horizontal force, average and peak vertical force, average step frequency, average step length, average work. Twenty-five participants performed three 5-s all-out sprints from a standing split start on a non-motorised treadmill on three separate occasions. Per cent change in the means (-3.66 to 3.35%) and coefficients of variation (0.56–7.81%) were thought reliable for all variables. However, average step rate, average horizontal force and average vertical force did not meet the standards (≥0.70) set for acceptable intraclass correlation coefficients (ICC). Due to the homogeneous group, it was expected to receive low ICC values. Therefore, youth sprinting performance can be tested reliably on a non-motorised treadmill, especially if the per cent change in the mean and CV are deemed the important reliability measures. Normative data are given for the participant’s age as well as their maturity level for kinematic and kinetic variables. 相似文献