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131.
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133.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
134.
The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers’ self-efficacy and job satisfaction. The participants included 781 Western Australian high-school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. 相似文献
135.
Deborah F. G. Fraser 《Journal of Research in Special Educational Needs》2003,3(3):147-153
More children than ever before are surviving childhood cancer. While treatment protocols have improved, there is little consideration given to their ongoing educational needs, including their social needs for positive peer relationships and friendships. This qualitative study of 12 families included children from four to 15 years of age. Most of the children were attending primary school and half were still undergoing treatment. Interviews in family homes were undertaken with parents, children with cancer and their siblings. The results show that most of these children with cancer have special social relationship needs beyond the impact of absence from school. This article focuses specifically upon friendships and peer relationships which often change dramatically when a child has cancer. Such changes can place children with cancer at risk both academically and emotionally. Some suggestions for addressing this issue are explored. 相似文献
136.
Different perspectives: Spatial ability influences where individuals look on a timed spatial test 下载免费PDF全文
Victoria A. Roach Graham M. Fraser James H. Kryklywy Derek G.V. Mitchell Timothy D. Wilson 《Anatomical sciences education》2017,10(3):224-234
Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with different spatial ability, eye movements were measured in individuals completing a timed electronic mental rotation test (EMRT). The EMRT was based on the line drawings of Shepherd and Metzler. Individuals deduced whether image pairs were rotations (same) or mirror images (different). It was hypothesized that individuals with high spatial ability (HSA) would demonstrate shorter average fixation durations during problem solving and attend to different features of the EMRT than low spatial ability (LSA) counterparts. Moreover, question response accuracy would be associated with fewer fixations and shorter average response times, regardless of spatial reasoning ability. Average fixation duration in the HSA group was shorter than LSA (F(1,8) = 7.99; P = 0.022). Importantly, HSA and LSA individuals looked to different regions of the EMRT images (Fisher Exact Test: 12.47; P = 0.018); attending to the same locations only 34% of the time. Correctly answered questions were characterized by fewer fixations per question (F(1, 8) = 18.12; P = 0.003) and shorter average response times (F(1, 8) = 23.89; P = 0.001). The results indicate that spatial ability may influence visual attention to salient areas of images and this may be key to problem solving processes for low spatial individuals. Anat Sci Educ 10: 224–234. © 2016 American Association of Anatomists. 相似文献
137.
Because students spend approximately 20,000 hours in classrooms by the time that they graduate from university, students' reaction to their teachinglearning experiences are of considerable importance. However, educators often rely exclusively on assessing achievement and pay scant attention to the quality of the learning environments. Teachers should not feel that it is a waste of valuable teaching time to put energy into improving their classroom climates because the research convincingly shows that attention to classroom environment is likely to pay off in terms of improving student outcomes. 相似文献
138.
Fraser J. Scott Pauline Connell Linda A. Thomson 《Journal of Further & Higher Education》2019,43(5):692-707
Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes. 相似文献
139.
Rupanwita Gupta John Fraser Christina Shane-Simpson Sharon Danoff-Burg Nezam Ardalan 《Environmental Education Research》2019,25(1):75-91
After decades of growth in environmental education (EE) in the US, the number of practitioners in the field remains unknown. A national study was conducted to estimate the field’s size through an online consumer survey panel stratified by race, ethnicity, and geographic region representing the US adult population. In addition to demographic data, three categorical questions assessed self-perceptions as environmental educators, the paid/unpaid nature of their work, and educational background in EE. Near one-fifth of the sample identified as environmental educators. Sample estimates of the overlap of environmental educators in formal education, non-formal, and unpaid (volunteer) work and their population numbers were used to calculate a conservative estimate of approximately 3.9 million environmental educators in the US Racial minority groups comprised 47% of the total number of environmental educators, indicating they were over-represented among those who consider themselves environmental educators compared to the general population. These results counter traditional assumptions that EE itself is not diverse, suggesting that inclusive practices may require more attention to who is currently excluded in organizations with low representation of minority communities. 相似文献
140.
The Science Laboratory Environment Inventory (SLEI) is a recently developed classroom environment instrument for assessing students' or teachers' perceptions of their science laboratory classroom environment. This paper describes its development and reports on the validation and application of its modified form, the Chemistry Laboratory Environment Inventory (CLEI), with a Singapore secondary school sample. The sample consisted of 1 592 final-year secondary school (i.e. tenth grade) chemistry students from 56 intact classes from 28 randomly selected co-educational government secondary schools in Singapore. Various item and factor analyses supported the reliability and validity of the instrument for assessing students' perceptions of their chemistry laboratory environment specifically in Singapore. 相似文献