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61.
62.
The low numbers of students, particularly girls, pursuing science after the age of 16 continues to give cause for concern, despite the inclusion of science as a core subject in the curriculum of primary schools in England and Wales. This article explores the perceptions of primary pupils with regard to science since its introduction as a compulsory component of the curriculum. The findings tend to replicate those of earlier studies, indicating that primary pupils, both girls and boys, view science positively while at primary school and look forward to science at secondary school. However, results show that, within science, girls' and boys' preferences are different. Girls have greater preference for biological topics while boys demonstrate a wider range of interests. Furthermore, the introduction of the National Curriculum appears to have had negligible effect in broadening the interests of girls. It is argued that intervention strategies are needed in order to make all fields of science attractive to girls and that this should begin in the primary phase of education. 相似文献
63.
Rossana Bisceglia Michal Perlman Diana Schaack Jennifer Jenkins 《Early childhood research quarterly》2009,24(2):121-132
The psychometric properties of the Infant–Toddler Environment Rating Scale-Revised Edition (ITERS-R) were examined using 153 classrooms from child-care centers where resources were tied to center performance. An exploratory factor analysis revealed that the scale measures one global aspect of quality. To decrease redundancy, subsets of items were selected randomly and by experts who rated items according to ease of administration and importance to quality. The shorter subsets demonstrated good discriminant validity, adequate to good psychometric properties, and high associations to the full ITERS-R score. They also demonstrated similar associations to staff education and staff-to-child ratio, as the full instrument. The best assessment of quality was demonstrated by the shortened subset that included items that assess both structural and process features of quality. Multilevel-analyses indicated that classrooms from the same providers score more similarly on ITERS-R than classrooms from other providers. The implications for using the ITERS-R in high-stakes contexts are discussed. 相似文献
64.
Debra A. Murphy William D. Marelich Diane M. Herbeck Diana L. Payne 《Child development》2009,80(6):1676-1691
The influence of parenting skills on adolescent outcomes among children affected by maternal HIV/AIDS (N = 118, M age = 13) was investigated. Among families with more frequent family routines, over time adolescents showed lower rates of aggression, anxiety, worry, depression, conduct disorder, binge drinking, and increased self‐concept. Among families with higher levels of parental monitoring, adolescents showed significant declines in anxiety and depression, conduct disorder, and binge drinking, along with increased self‐concept. Mothers’ level of illness was associated with parenting. Greater variability in parental monitoring resulted in higher levels of problem behaviors. 相似文献
65.
Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献
66.
This study of classroom discourse and other data from a physical science course for in-service teachers show the areas of
success and challenge of the participants in making claims supported by justifications. It also shows that the teachers learned
to make scientific claims and were able to make some justifications. Nevertheless, many found the process difficult. Some
of those who performed well in the course did not consider the pedagogy suitable for their own students. The implications
of the findings for elementary teacher education are discussed. 相似文献
67.
Tünde Varga-Atkins Mark O’Brien Diana Burton Anne Campbell Anne Qualter 《Journal of Educational Change》2010,11(3):241-272
Previous literature has demonstrated that networks can be valuable sources of professional learning. In 2005 all Liverpool
schools formed into ten Learning Networks with the aim of improving the quality, and entitlement of, continuing professional
development (CPD) for staff as part of a whole-scale local authority initiative. The Liverpool Learning Networks Research
explored professionals’ CPD experiences following this organizational change and whether it has enhanced their practice. Triangulated
data, a large-scale survey and qualitative interviews conducted in 2007, seem to suggest that where professionals benefited
from professional learning in a networked context, the quality of the networked CPD as well as a positive school culture and
intra-school collaboration were all important contributors to the success of networked-CPD. This finding can usefully apply
Turbill’s (Teacher learning for educational change. Open University Press, Buckingham, 94–114, 2002) model of professional learning to the intersection between school-based and networked-CPD, which suggests that it is at
this intersection between internal and external domains that teacher learning can take place. Two scenarios, where this interplay
between school-based and networked CPD is positive (enhancement) or negative (tension), are reported through five case studies
of professionals underpinned by the survey data, where relevant. 相似文献
68.
Whilst an academic working in the arts may have been appointed as a consequence of artistic accomplishment and a capacity to teach, the research that underpins such work is an intrinsic part of its production and also needs to be recognised. In Australia, the ability of the artist‐academic to translate research into a form that is respected and rewarded is an issue of contention. This paper gathers responses to this issue. Perceptions of and attitudes to creative work as research are canvassed alongside life decisions arising from those perceptions and attitudes. This research occurs in the context of a new Australian framework for the evaluation of research. This framework offers some recognition of the research that supports creative practice. Thus, the long‐standing experience of compromise reported by the Australian artist‐academics interviewed for this study are discussed alongside new policies that seek to construct methodologies for its amelioration. 相似文献
69.
Diana Valero Gisella Redondo-Sama Carmen Elboj 《International Journal of Inclusive Education》2018,22(7):787-802
Student’s learning is the result of a large number of interactions in all areas. Consequently, with an increasing number of intercultural students, we need to bring to the classrooms successful educational actions that enhance interactions and that have an impact on improving education. Based on the CONEXITO project, this article shows how interactive groups (IGs) have contributed to increase not only the educational success of native students but also the success of immigrant students in different schools of Spain, for which IGs have particular educational outcomes. The communicative qualitative data presents evidence that, especially focusing on them, IGs increase instrumental learning and facilitate the bonds of solidarity and mutual help. 相似文献
70.
Catherine Sinclair Geoff Munns Helen Woodward 《Asia-Pacific Journal of Teacher Education》2005,33(2):209-222
Learning to be a teacher is a complex and very personal matter that involves transformation from student teacher (pre‐service teacher) to teacher. The pathway to being a teacher is scattered with what appears to be competing tensions in various realities. This paper explores those tensions and realities through the context of two final year integrated field‐ and campus‐based subjects that all pre‐service teachers undertake as they complete their four‐year teacher education journey into the primary (ages 5‐ to 12‐years‐old) teaching profession. We then propose a framework involving a variety of realities that pre‐service teachers face through the recognition and resolution of the tensions these pre‐service teachers experience in the workplace. 相似文献