Perceptions of male and female academics within a teaching context

One hundred and sixty male and female undergraduates were exposed to one of four videotaped lectures that differed on two dimensions: sex of lecturer (male or female), and style of presentation (affiliative or instrumental). Analyses revealed that students' perceptions of lecturers are dependent largely on lecturing style. In general, all students preferred an affiliative style of lecturing. Affiliative lecturers were seen as more effective lecturers as well as more confident, professional, and approachable. Students also indicated that they would be more likely to approach lecturers presenting affiliatively to discuss content issues. Although the findings do not distinguish between male and female lecturers except as gender relates to lecturing style, they do support earlier research and indicate a highly responsive environment for male and female lecturers conducive to the development of high self-efficacy within a teaching context. Implications for female lecturers, for whom it is argued that an equally responsive research environment does not exist, are discussed in terms of differential career paths.     

Examining Psychometric Properties and Level Classification of the van Hiele Geometry Test Using CTT and CDM Frameworks

The van Hiele theory and van Hiele Geometry Test have been extensively used in mathematics assessments across countries. The purpose of this study is to use classical test theory (CTT) and cognitive diagnostic modeling (CDM) frameworks to examine psychometric properties of the van Hiele Geometry Test and to compare how various classification criteria assign van Hiele levels to students. The findings support the hierarchical property of the van Hiele theory and levels. Using conventional and combined criteria to determine mastery of a level, the percentages of students classified into an overall level were relatively high. Although some items had aberrant difficulties and low item discrimination, varied selection of the criteria across levels improved item discrimination power, especially for those items with low item discrimination index (IDI) estimates. Based on the findings, we identify items on the van Hiele Geometry Test that might be revised and we suggest changes to classification criteria to increase the number of students who can be assigned an overall level of geometry thinking according to the theory. As a result, practitioners and researchers may be better positioned to use the van Hiele Geometry Test for classroom assessment.     

Altering the Modality of Instructions to Facilitate Imagination: Interactions between the Modality and Imagination Effects

Under some conditions, learning is improved by using a dual mode presentation involving for example, visual diagrams and auditory, rather than written text (modality effect). Under other conditions, learning is improved by asking learners to imagine rather than study instructional material (imagination effect). Both effects have been explained using cognitive load theory. This paper investigates interactions between the modality and imagination effects. It was hypothesized that the imagination effect would be facilitated when accompanied by audio/visual instructions compared to visual only instructions. Experiment 1 provided evidence to suggest that for the materials used, audio/visual instructions were required to obtain an imagination effect. Experiment 2 through verbal protocols aimed to investigate the cognitive mechanisms required when studying and imagining and found that learners who studied tended to engage in search while learners who imagined focused on entities and relations that needed to be learned. in final form: 8 December 2005     

Examining Drivers of Course Performance: An Exploratory Examination of an Introductory CIS Applications Course

The accelerating diffusion of broadband Internet access provides many opportunities for the development of pedagogically robust Web‐based instruction (WBI). While the supporting technology infrastructure of broadband disseminates, the attention of academic researchers focuses upon issues such as the drivers of student usage of WBI. Specifically, the research presented herein examined the impact of WBI on a student's aggregate course performance. We hypothesized that learning independence (LI) is a determinate factor in a student's use of WBI. In this study, we employed structural equation modeling techniques to examine the data and assess the direct and indirect effects of LI on WBI usage. The subjects, students in an introductory Computer Information Systems applications course, used a Web‐based tutorial program for skills instruction. The findings of this study suggest that WBI usage has a significant impact on a student's course performance. Despite its plausibility, the effect of LI on WBI usage was not significant. However, we did conclude that two of the second order factors of the LI construct have a direct effect on a student's performance in the course.     

A Framework for Teaching Epistemic Insight in Schools

This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to big questions about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students’ expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a framework for education for students aged 5–16 designed to encourage students’ expressed interest in big questions and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries.     

Consequences of Retaliatory Aggression against Siblings and Peers: Urban Minority Children's Expectations

Expectations about the outcomes of retaliation against siblings were compared to those about peers in a group of 10–14-year-old, mostly African-American or Hispanic youth. Boys believed that parents would disapprove more of retaliation against siblings than friends, while girls believed parents would equally disapprove of retaliation against either target. Participants of both genders expected that retaliation would deter additional aggressive actions of friends more than of siblings. Participants expected younger siblings, especially brothers, to feel worse than older siblings following retaliation, and girls expected to feel worse retaliating against younger siblings. Siblings close in age expect fewer negative consequences of retaliation. Children's expectations seem to promote more aggression toward friends than siblings and to promote aggression toward siblings closer in age. No ethnic differences emerged in expectations about conflict. The findings are discussed in relation to research on expectations as a mediator of behavior.     

Mathematics teaching during the early years in Hong Kong: a reflection of constructivism with Chinese characteristics?

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre‐primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child‐centered, play‐based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed.     

Differing to agree: a reply to Hammersley and Abraham

In this paper Gewirtz and Cribb offer a response to Hammersley and Abraham's criticisms of their arguments about the place of values in social research published in this issue of BJSE. In doing so, they make clear that most of the positions that Hammersley and Abraham attribute to them are ones that they do not identify with and that, like Hammersley and Abraham, they would reject. In order to further clarify and specify their own position, Gewirtz and Cribb argue that: their advocacy of ethical reflexivity rests on the assumption that there are many incompatible sets of values in play within even a single vantage point; researchers should sometimes take an interest in knowledge use although they should not always be required to do so; and, whilst at the level of propositions it is always possible to abstract out and distinguish between factual claims and value claims, at the level of practice there can be significant resonances and linkages between the two, so it is important to be ethically reflexive about these entanglements. Finally, the authors agree that values should not be seen purely as a source of contamination but that attention to values can help to underpin ‘objectivity’.