Mary Alice Bruce  Richard A. Shade 《TechTrends》1995,40(4):18-22

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Bruce D. Grossman 《The Educational forum》2013,77(2)

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Bruce S. Cooper  Donald H. Layton 《Peabody Journal of Education》2013,88(4):373-379

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Bruce Thompson 《Journal of Experimental Education》2013,81(1):80-93

The author asserts that editors should publicly declare their expectations and expose the rationales for editorial policies to public scrutiny. He argues that editorial policies ought to require effect size reporting, as those at 17 journals now do. He also argues (a) that score reliabilities should be reported; (b) that stepwise methods should not be used; (c) that structure coefficients should be interpreted; and (d) that if used wisely, confidence intervals differ from hypothesis tests in important ways. The use of noncentral t and F distributions to create confidence intervals about effect sizes also is appealing.  相似文献   

A factor analytic study of secondary science teacher competencies within which growth is perceived as important by science teachers,supervisors, and teacher educators     

Bruce R. Tulloch 《科学教学研究杂志》1986,23(6):543-556

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Bruce S. Thornton 《Academic Questions》2017,30(4):514-518

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Mesut Saçkes  Kathy Cabe Trundle  Bruce W. Tuckman  Lawrence A. Krissek 《Journal of Experimental Education》2013,81(4):338-351

The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts.  相似文献   

    

Kgosietsile Velempini  Bruce Martin  Thomas Smucker  Adah Ward Randolph  John E. Henning 《Environmental Education Research》2018,24(7):1000-1016

This study explored the extent to which teachers integrate environmental education and local environmental knowledge into the curriculum of a secondary school in the Okavango Delta of Botswana. In doing so, the study explored the potential value of place-based education in redressing concerns brought to light in postcolonial critiques of education in southern Africa. The study found that teachers sought to integrate environmental education into the curriculum through lessons that included references to local place names and local flora and fauna, lessons addressing issues related to environmental resource management in the region, and the acknowledgment and celebration of traditional lifestyle activities in the schools. The study also found that efforts to integrate environmental education into the curriculum were limited by a lack of educational resources needed to support these endeavors as well as a lack of adequate teacher training promoting this educational goal. The results also illustrate the potential value of place-based education in redressing the legacy of southern Africa’s colonial past in schools in Botswana and southern Africa.  相似文献   

    

Hye Jeong Kim  Bruce Herbert 《Journal of Science Education and Technology》2012,21(4):504-512

Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development needs to be carefully designed. To respond to this challenge, we developed the Inquiry Resources Collection (IRC), which offers a wiki-based inquiry resource collection developed by scientists to support novice science teachers?? inquiry lesson design. The collaborative managing and sharing of knowledge in a professional development program via a wiki environment is the key to developing a practical resource for novice teachers teaching scientific inquiry. Based on our reflection of data gathered during 4?years of our project, we invoked the ideas of boundary objects and reflective apprenticeship between scientists and teachers to design the IRC.  相似文献   

    

Cecilia Casanueva  Mary Dozier  Stephen Tueller  Melissa Dolan  Keith Smith  Mary Bruce Webb  T’Pring Westbrook  Brenda Jones Harden 《Child abuse & neglect》2014

This study describes the extent of caregiver instability (defined as a new placement for 1 week or longer in a different household and/or with a new caregiver) in a nationally representative sample of infants, followed for 5–7 years. Data were drawn from the National Survey of Child and Adolescent Well-Being (NSCAW), a longitudinal study of 5,501 children investigated for child maltreatment. The analysis sample was restricted to 1,196 infants. Overall, 85.6% of children who were infants at the time of the index maltreatment experienced at least one caregiver instability event during their first 2 years of life. Caregiver instability was associated with the child having a chronic health condition and the caregiver being older than 40 years of age at baseline. The levels of instability reported in this study from infancy to school entry are extremely high. Children with more risk factors were significantly more likely to experience caregiver instability than children with fewer risk factors. The repeated loss of a young child's primary caregiver or unavailable, neglectful care can be experienced as traumatic. Some evidence-based programs that are designed to work with young maltreated children can make a substantial positive difference in the lives of vulnerable infants.  相似文献