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161.
Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed. 相似文献
162.
This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. 相似文献
163.
Journal of Science Teacher Education - 相似文献
164.
165.
Daniel Koretz Jennifer L. Jennings Hui Leng Ng Carol Yu David Braslow Meredith Langi 《Educational Assessment》2016,21(4):231-247
Test-based accountability often produces score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower stakes audit test. However, Koretz and Beguin (2010) noted weaknesses of audit tests and suggested self-monitoring assessments (SMAs), which incorporate audit items into high-stakes tests. This article reports the first three trials of SMAs, evaluating whether SMAs can detect inflation that had already been documented. The studies were conducted with mathematics tests in three grades. Despite severe conservative biases, the audit component functioned as expected in many of the trials. The difference in performance between nonaudit and audit items was associated with factors that earlier research showed to be related to test preparation and score inflation, such as scoring just below the Proficient cut in the previous year and school poverty. However, a number of null findings underscore the need for additional research into the design of audit items. 相似文献
166.
Although the studies of the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network (this issue) and of Watamura, Donzella, Alwin, and Gunnar (this issue) identify the potential of child care to affect children's adjustment, how these effects are produced remains unclear. In this commentary, it is argued that there is a need to expand child care research by considering one of the most important, but unrecognized, contributors to child care effects-peers. Research is reviewed that suggests that children's interactions in same-sex peer groups at child care affect their short- and long-term adjustment. We consider how research on early peer influences can inform the findings of the NICHD Early Child Care Research Network and Watamura et al. studies, aswell as contribute to the next generation of child care research. 相似文献
167.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. 相似文献
168.
Carol Ascher Ph.D. 《The Urban Review》1982,14(2):127-133
169.
Young children find meaning in the drawings they create that may not be apparent to an adult observer. The purpose of this study is to access the children’s views using a drawing change task. Seventy‐three pre‐schoolers were asked to draw a person and then draw a person with a belly button. It was anticipated that tadpole (no separate body) drawers would include a body to accommodate this new feature. Instead belly buttons were included without modifications to the figure suggesting that in the children’s view tadpole figures are not as deficient as they might appear. When placing a belly button on a figure drawn by someone else 40% of tadpole drawers responded differently compared to their own. Possible explanations considered are the effect of active involvement in creating a drawing, the respect for another’s drawing intention, and lack of awareness of differences due to working memory limitations. 相似文献
170.
Kandia Lewis Lia E. Sandilos Carol Scheffner Hammer Brook E. Sawyer Lucía I. Méndez 《Early education and development》2016,27(4):478-494
Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children’s language abilities are discussed. 相似文献