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151.
The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000).
In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination
followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck).
Contrary to Clement et al.’s results, we found that preferences between the S+ and S− stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline
discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but
less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount
of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were
scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment
1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement
et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice
probes may not provide unambiguous assessments of stimulus value. 相似文献
152.
153.
This paper reports a study of pupils attitudes to Craft Design Technology (CDT), Technology (GCSE) and Technology A level in a Mid Glamorgan secondary school. Technology is regarded by the pupils as being intellectually demandng and having a high ‘employment value’. This seems to attract more able pupils (of both sexes) than would be the case for other CDT subject areas. Pupils perceive CDT: Technology to have the characteristics of Science subjects rather than those of Arts or Crafts. A significant proportion of female students in this case study are attracted to study A level Technology and investigations are continuing to identify the underlying reasons for this. 相似文献
154.
Hiller A. Spires Shea N. Kerkhoff Abbey C. K. Graham Isaac Thompson John K. Lee 《Reading and writing》2018,31(6):1401-1434
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. 相似文献
155.
Elisa Monteiro Angus C. H. Kuok Ana M. Correia Vitor Teixeira 《International Journal of Inclusive Education》2019,23(1):93-108
ABSTRACTThis paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao. 相似文献
156.
R. C. Griffiths 《Higher Education》1984,13(5):545-552
The political uncertainties surrounding Hong Kong's future as a British Crown Colony have not inhibited either the Hong Kong Government or its particular version of a University Grants Committee (UGC) system from devising and planning a continuing expansion of higher education at a time when most other countries are levelling off or contracting their own.This article deals with the many unique features of the Hong Kong situation of which perhaps the most important is the nature of the Hong Kong Government - traditionally colonial and potentially authoritarian, not elected yet highly sensitive to Chinese opinion both internally and externally, and highly efficient in most of its management activities in spite of a strongly laisser faire tradition.The Hong Kong UGC system is charged with much wider planning functions throughout higher education than elsewhere and is responsible for the polytechnic as well as the two universities - hence its trans-binary designation as the University and Polytechnic Grants Committee. While this has helped its overall planning and academic guidance roles, it has involved it in severe difficulties in relation to its basic financial role which requires it to develop methodologies of financial assessment of Polytechnic costs for which no overseas models exist. Its academic membership is still entirely from overseas, with inevitable repercussions on its ability to arrange adequate collective discussion and its reliance on its local secretariat who act as the Government's de facto Department of Higher Education. 相似文献
157.
Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science
Benjamin C. Herman Allan Feldman Vanessa Vernaza-Hernandez 《International Journal of Science and Mathematics Education》2017,15(3):451-471
Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers’ knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed in regard to their conceptions of climate change science and the climate change-related topics they teach. Results show that many teachers hold naïve views about climate change (e.g. that ozone layer depletion is a primary cause of climate change) and climate change science (e.g. that it must be based on controlled experiments for it to be valid). In addition, teachers in both groups neglect crucial topics such as how evidence for climate change is developed and the social, political, and economic dimensions of climate change. Our results suggest the need for teachers to understand how to teach climate change and the nature of climate change science using authentic contexts that promote effective socioscientific decision-making and climate change mitigation. 相似文献
158.
159.
160.
Meaghan C. Guiney Jamie Zibulsky 《Journal of educational and psychological consultation》2017,27(1):52-71
ABSTRACTUsing samples of novice and advanced consultants in training (CITs), this study explored the development of consultation self-efficacy (CSE) for both process-oriented and problem-oriented aspects of consultation. Regardless of experience level, self-efficacy in both domains increased with training. However, significantly greater gains were made by novice CITs as compared to their advanced counterparts. In addition, feedback collected from consultees was generally favorable, and consultants received high ratings on items that reflected both process- and problem-focused skills. Implications for consultation training are discussed. 相似文献