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191.
Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender‐science stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross‐sectional online study (N = 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender‐science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self‐concept and topic interest. We found that in the female group, gender‐science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self‐concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of implicit gender stereotypes with female participation in the German Chemistry Olympiad. Organizations such as the German Chemistry Olympiad should therefore critically reflect on existing gender biases within their own structure. In doing so they can create an environment that has the potential to heighten self‐concept and interest for all participants equally. Our findings add to existing expectancy‐value research in the context of gender differences in mathematics and science, supporting potential strategies toward gender equity. 相似文献
192.
Conclusion These preliminary findings have implications for the effective inservicing of early childhood and primary teachers in the
science and technology areas. They are also likely to have implications for preservice courses. The research findings indicate
that teachers can overcome their often negative views of science and of science teaching. Factors significant in this process
appear to be: firstly, and most importantly, experience by the teachers of support and acceptance as they begin—often anxiously-their
explorations of science, science teaching and learning.
Secondly, teachers begin their investigations in a context with which they are familiar, from the point “where they are at”
and hence from which they can develop their investigations in directions they perceive to be the most fruitful. Thirdly, the
sharing of explorations, reflections and progress amongst group members encourages the teachers to clarify and justify their
own directions and perspectives, to learn of others' journeys, and to receive affirmation of their own learning. it is clear
that this complex process cannot be hurried: inservicing teachers in an area that has been so neglected in the school curriculum
requires an approach that fully recognises this. 相似文献
193.
Lesley Hustinx Tim Vanhove Anja Declercq Koen Hermans Frans Lammertyn 《British Journal of Sociology of Education》2005,26(4):523-538
In spite of a progressive institutionalisation of community‐based learning into higher education, relatively little is known about the actual dynamics and correlates of volunteering by students. The study presented seeks a more in‐depth understanding of the spontaneous, extracurricular involvement within a university student population. Data are drawn from a postal survey of a representative sample of third‐year university students enrolled at a Flemish university (n = 744). In a first step, an exploration of the course and nature of students’ volunteer involvement is provided. In a second step, an explanatory model is constructed to predict the likelihood of belonging to the categories of volunteers, former volunteers or non‐volunteers. Firstly, it appears that a large group of students drop out of volunteering in transition to university, and that volunteering is rarely given priority in students’ agenda. Furthermore, a bifurcated pattern of involvement with a different pace inside and outside university is identified. Finally, extensive embedding in a volunteer environment as well as the discipline of study are major predictors of volunteering by students. Gender, church practice, being encouraged to volunteer and subjective study pressure produce subsidiary effects. 相似文献
194.
This pilot study investigated how a brief professional development session on the science of learning impacted teachers' attributions of usefulness to both scientific and performative concepts about teaching. Ratings were collected from teachers attending five events across the United Kingdom (N = 585) before and after receiving a 90‐min training session. Initial ratings of scientific concepts were positively correlated with age, while initial ratings of performative concepts were negatively correlated with years of experience. Immediately following professional development, the value teachers attributed to scientific concepts for understanding their practice increased, while their valuing of performative concepts decreased. A follow‐up study with a subsample (N = 153) revealed the impact was reduced but persisted 6–12 weeks later. Results are discussed in terms of the potential for a scientific understanding of learning to empower educators as expert professionals. 相似文献
195.
Tim Pitman Lynne Roberts Dawn Bennett Sarah Richardson 《Journal of Further & Higher Education》2019,43(1):45-57
Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and scrutinise achievement in relation to public policy objectives. 相似文献
196.
Tim Simkins 《Higher Education》1976,5(4):363-376
Despite increasing interest internationally concerning the concept of recurrent education, comparatively little work has been undertaken on its economic implications. This paper applies the principles of social cost-benefit analysis to the recurrent education model and contrasts it with the conventional apprenticeship or front-end model of provision. Consideration is given to the implications of redistributing education and training over the lifespan of the individual, and also of utilising alternatives to conventional full-time formal educational provision. It is suggested that, when a range of factors is taken into account, recurrent education may not be so obviously uneconomic as simple analyses suggest. On the other hand, the concept may pose rather starkly the possible conflict between efficiency and equity objectives in educational policy-making. These findings must be tentative, however, because the cost implications of different forms of provision geared to the specific characteristics and needs of adults have been little researched. The paper concludes by asking how far the cost-benefit framework itself is an appropriate tool for choosing between alternative educational strategies, when decisions are non-marginal and the criteria for educational policy-making may not be primarily economic.The author wishes to thank Professor Gareth Williams for helpful suggestions on an earlier draft. 相似文献
197.
198.
Tim Luckcock 《British Journal of Religious Education》2006,28(3):261-274
This paper is written from the perspective of an Anglican head teacher in the context of UK public educational policy in which managerialism is construed as the prevalent orthodoxy of reform. It seeks to bring the discipline of theology and the field of school leadership studies into closer dialogue around the theme of managerialism in a way that will benefit academic scholarship and practitioner researchers. Firstly, it explores The Way Ahead report as an impetus to critical theological reflection about Christian vocation and the distinctive role of church school head teachers. Secondly, it indicates how the site of managed reality is important for theology and how the theology of education might be pursued in defence of education. Against claims that doing theology tends to domesticate education, it is argued that theology can help provide an important countercultural perspective intended for the good of education. Thirdly, it outlines the background of public educational policy which makes countercultural theology an appropriate response in the service of a faith‐inspired professionalism. Fourthly, it suggests how a countercultural model of contextual theology can collaborate with important forms of research in the field of educational leadership, management and administration. 相似文献
199.
Through the lens of discursive institutionalism, and drawing on an extensive corpus of metajournalistic discourse dating from 2000 to 2017, this study considers how journalists have defined and (re)constructed their gatekeeping role against the backdrop of seismic changes confronting their field. In so doing, it considers the legitimizing or delegitimizing discourses journalistic actors use when addressing journalism’s gatekeeping role. 相似文献
200.
Krüger Johanna T. Höffler Tim N. Wahl Martin Knickmeier Katrin Parchmann Ilka 《Instructional Science》2022,50(2):169-197
Instructional Science - Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current... 相似文献