Promoting students’ ability to transfer or apply their knowledge and skills to real-life situations is critical in higher education. The current study was designed to test the likelihood that the constructs based on self-determination theory (SDT) framework help understand college students’ perceived knowledge transferability. A total of 3783 undergraduates from 301 classes participated in this study. The results of a series of multilevel modeling analyses indicated that (a) competence satisfaction and identification were the most salient factors influencing students’ perceived knowledge transferability; (b) the SDT-related variables together explained 64.2% of the between-student variance in perceived knowledge transferability; (c) after controlling for student-level covariates and SDT-related variables, 7.9% of the variance in perceived knowledge transferability was caused by between-class differences, and 19.6% of it could be explained by course fields and course levels. Our results, which provide evidence of multilevel factors influencing college students’ perceived knowledge transferability, have implications for promoting transfer in higher education.
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour.
Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction
(QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed
with an American sample of secondary school teachers. The present study investigated the extent to which typologies found
in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine
whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis
using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier
Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically,
and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles
as found in the statistical analyses. The resultant typologies and implications for professional development and research
are presented. 相似文献
In this paper, I recall previous arguments for a hermeneutic approach to science and claim that such an approach necessitates attention to the development of dispositions. I undertake an analysis of Hans-Georg Gadamer’s philosophical hermeneutics to identify and describe dispositions relevant to a hermeneutic approach to science. I then apply elements of Gadamer’s theory of education to the problem of fostering appropriate dispositions in science classrooms. In doing so, I offer a few suggestions for the cultivation and assessment of these dispositions in K-12 and college classrooms. 相似文献
This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support and encouragement they receive from peers, and the degree to which their pursuit involves performance or media production as an essential feature. The survey also elicits information regarding the connections between youths’ interest-related pursuits and academic goals, the involvement of adults as co-participants in pursuits, and youths’ access to technology tools they deem necessary for their pursuits. The paper reports on results from a pilot study and two rounds of field-testing, in which we evaluated the validity and reliability of the instrument and compared results with evidence from interviews with youth. Our aim was to investigate the feasibility of an approach to measuring youths’ interest-related pursuits to inform future research and evaluation of initiatives focused on digital media and learning. 相似文献
AbstractStudent absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K–12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children’s absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children’s absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9?days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed. 相似文献
Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk. 相似文献
Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS®. 相似文献
This article draws from a study investigating the life trajectories of 17 youth climate activists from 14 countries through semi-structured, life memory interviews using Internet-based methods. The interpretations of the interviews focus on the ways in which participants constructed the meanings and functions of experiences and how they represented the nature of the process of their committing to climate activism. Included in the interpretations are the nature of moments of consciously committing, the role of both concern for nature and for social justice, the dynamic and ceaseless process of committing, and the role of the youth climate movement. The discussion highlights the uniqueness of youth and of climate change in the process of committing. The research contributes to the limited but important literature on the life trajectories of youth climate activists. 相似文献
Several studies examining computer‐mediated communications (CMC) in online courses have found low levels of participation under both voluntary (ungraded) and mandatory (graded) conditions. This is troubling since student participation is widely considered to have a positive impact on performance. Program‐level data were analyzed to explore the relationship between three factors—(1) experience with previous online courses, (2) the course itself, and (3) the instructor—and subsequent participation. All three factors separately impacted participation levels in this voluntary CMC setting. Based on the findings, the authors recommend that researchers using CMC participation level as a study variable consider controlling for three global factors: previous online course experience, course, and instructor. Finally, the relationship between participation level and subsequent performance is tested, and the potential benefits of conducting future CMC research in voluntary discussion settings and with program‐level data are discussed. 相似文献