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151.
Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high‐quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards‐based teaching, home support, and peer support) using a three‐step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four‐factor, 20‐item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards‐based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 646–662, 2001 相似文献
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Jane Robertson Heidi le Sueur Nicky Terblanche 《Action Learning: Research and Practice》2019,16(1):77-86
Facilitating reflection for personal growth in a business context requires careful thought and planning. As a learning process, Business-Driven Action Learning (BDAL) has two points of focus. It aims to firstly identify and make recommendations regarding a business challenge, whist secondly facilitating potentially significant individual personal learning and growth. The research reported in this account of practice focused on personal learning by exploring the potential for individuals to experience transformative learning during a BDAL process. During the research I used a number of methods including hand-drawn images and in-depth interviews to enable the writing of interpretive stories. Findings revealed that participants found reflection during and after the BDAL beneficial. They gained insights into what they learnt, what changed since the BDAL experience and also what they still need to focus on. The findings have practical implications for the action learning facilitator of BDAL during management development programmes. One of the ways action learning facilitators can initiate the reflection process of new participants is to share the experience of previous participants. ‘Sandy’s interpretive story’, contained in this article, is such an example and includes hand-drawn images of her learning journey. I argue that the use of interpretative stories helps new participants understand programme challenges and stimulates their individual learning journey. 相似文献
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Jane Essex 《Support for Learning》2020,35(4):542-558
The paper provides a first person account of participant evaluation research of curriculum innovation in a school serving students with profound learning difficulties. It describes how the aspirations of the school leadership team to introduce science, combined with advisory support, overcame the initial anxiety of teaching staff about teaching an unfamiliar subject. The staff position was transformed and they gave a very positive evaluation of their experiences of teaching science, due to the impact of the subject on their students. The introduction of a distinct and inclusive model of science into the curriculum was ultimately found to have significant benefits for both students and staff. 相似文献
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AbstractIn the fall of 2017, the Clark Library at the University of Portland undertook an investigation of ethics in academic libraries to understand ethical practices in the library’s day-to-day work. The self-study was a year-long, library-wide project with directed activities within small groups, individually assigned readings and responses, and discussions at all-staff meetings. The project culminated in three specific deliverables: an annotated bibliography focused on ethical issues by functional area, a Clark Library Statement of Ethics, and a Statement of Ethical Information Use for inclusion in University syllabi. 相似文献