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901.
902.
Jo Ann Smith Stephen A. Sivo 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):871-882
This study examined how a well‐established Technology Acceptance Model (TAM) could predict teachers' intentions to continue using e‐learning for professional development based on perceived ease of use and usefulness. Although studies have shown social interactions are important to teachers, no study has analyzed the mediating influence of social presence and sociability within e‐learning professional development. Therefore, the original TAM was expanded to encompass user perceptions of social presence and sociability. Structural equation modeling was used to measure the mediating affects on their intention to continue using e‐learning for their professional development. The results indicate that the expanded hypothesized model was a good predictor of continuance intention. Perceived ease of use, perceived usefulness and social presence were found to be significant determinants of teachers' intent to continue using e‐learning to meet their future professional development needs. The results have implications for educational leaders, designers and facilitators who want to promote teacher online professional development and embed e‐learning conditions that will be readily embraced by classroom teachers. 相似文献
903.
A. Stephen Lenz Varunee Faii Sangganjanavanich Richard S. Balkin Marvarene Oliver Robert L. Smith 《Counselor Education & Supervision》2012,51(3):207-221
This quasi‐experimental study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz & Smith, 2010 ) with alternative supervision models for developing wellness constructs, total personal wellness, and helping skills among counselors‐in‐training. Participants were 32 master's‐level counseling students completing their internship requirements in a counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a split plot analysis of variance indicated that participants in the WELMS condition increased their personal definitions of wellness and total wellness while developing their counseling skills at a similar level when compared with participants receiving other models of supervision. 相似文献
904.
Carina M. Rebello Marcelle A. Siegel Stephen B. Witzig Sharyn K. Freyermuth Bruce A. McClure 《Research in Science Education》2012,42(2):353-371
The purpose of this investigation was to explore students’ epistemic beliefs and conceptual understanding of biotechnology.
Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These
skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology.
We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed
for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class
exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles
and (b) a cross-case analysis of our participants’ conceptual development and epistemic beliefs from two different theoretical
perspectives—Women’s Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case
records independently for both theoretical perspectives, with resultant initial Cohen’s kappa values above .715 (substantial
agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology
demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology,
even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual
performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional
interventions fostering epistemological development of learners in order to facilitate their conceptual growth. 相似文献
905.
Prior research on the labor market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations. We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school. We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers’ Training Corps (JROTC), a military science program that has features of a vocational training and school-to-work program. We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality. We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting. 相似文献
906.
This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested in styles are encouraged to draw on these definitions when developing new research agendas aimed at deepening our understanding of style as a core construct in educational psychology. 相似文献
907.
Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important recalibration of the repressive social relations thought to be at the root of women's persistent ‘under-development’. This article explores women's experiences of their roles as entrepreneurs, and reflects on how the learning processes and outcomes associated with microcredit schemes ‘shape the self’, often in quite unpredictable ways. The article is based on an ethnographic study of disadvantaged women in Dar es Salaam, and follows them as they participate in NGO-based training schemes, ‘practise’ entrepreneurship in a range of income-generating settings, and negotiate the consequences of the new subjectivities on which the independent, entrepreneurial citizen is based. Like many microcredit programmes, the majority of women in the study were full time housewives before joining the scheme. Others had left their jobs following retrenchment, prejudice or gender discrimination. In all cases, they started their own businesses with little or no business experience or education. Whilst some appear to have embraced the new opportunities, others have struggled. In all cases, microcredit and the associated learning processes produced contradictory and ambivalent feelings of success and failure, hope and disappointment, progress and exclusion. The article explores these ambivalences in order to critique development initiatives that are based on universal notions of autonomy and self-determination in contexts shaped by dependence and structural inequality. 相似文献
908.
The lexical decision (LD) and naming (NAM) tasks are ubiquitous paradigms that employ printed word identification. They are major tools for investigating how factors like morphology, semantic information, lexical neighborhood and others affect identification. Although use of the tasks is widespread, there has been little research into how performance in LD or NAM relates to reading ability, a deficiency that limits the translation of research with these tasks to the understanding of individual differences in reading. The present research was designed to provide a link from LD and NAM to the specific variables that characterize reading ability (e.g., decoding, sight word recognition, fluency, vocabulary, and comprehension) as well as to important reading-related abilities (phonological awareness and rapid naming). We studied 99 adults with a wide range of reading abilities. LD and NAM strongly predicted individual differences in word identification, less strongly predicted vocabulary size and did not predict comprehension. Fluency was predicted but with differences that depended on the way fluency was defined. Finally, although the tasks did not predict individual differences in rapid naming or phonological awareness, the failures nevertheless assisted in understanding the cognitive mechanisms behind these reading-related abilities. The results demonstrate that LD and NAM are important tools for the study of individual differences in reading. 相似文献
909.
Assessing value-added in the first year of schooling: Some results and methodological considerations
Stephen Sharp 《School Effectiveness & School Improvement》2013,24(3):329-346
This article reports data from children aged about 5 years in their 1st year of schooling. Scores on tests of both literacy and numeracy at the start and end of the year were used to derive value-added measures of progress using both residual gain analysis and multilevel (ML) modelling. Results indicated that the school was more effective in explaining pupil progress than the class; that the schools and/or classes which add the greatest value in literacy tended also to be those which added the greatest value in numeracy; and that the numbers of classes and schools which were significantly different from the sample mean depended greatly on which method was used. It is concluded that while ML modelling is preferable to residual gain analysis for research, it may not be as suitable for feedback purposes. 相似文献
910.
Stephen R. Burgin William J. McConnell Alonzo M. Flowers III 《International Journal of Science Education》2013,35(3):411-445
This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations. 相似文献