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111.
Gayle A. Buck Diandra L. Leslie‐Pelecky Yun Lu Vicki L. Plano Clark John W. Creswell 《科学教学研究杂志》2006,43(8):852-873
Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006 相似文献
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In this study, a two-group structural equation model was proposed and tested to investigate the change in faculty members perceptions of their worklife and satisfaction over time. Using the National Study of Postsecondary Faculty [i.e., NSOPF:93–99, National Center for Educational Statistics, US Department of Education, National Study of Postsecondary Faculty, Faculty Survey. Washington, DC, 1993–1999] restricted databases, this study examines the conceptual and measurement differences across two National samples of research faculty members. The model suggests that three dimensions of worklife and four dimensions of satisfaction may be useful in the monitoring of faculty members perceptions changing over time. The results indicate that the construct validity of the model was supported across the two groups. Moreover, that worklife and satisfaction were stable with respect to the number of factors, item loadings, and factor intercorrelations. There was also substantial equivalence across the two groups. 相似文献
114.
Vicki Huang 《Assessment & Evaluation in Higher Education》2017,42(4):580-595
To the author’s knowledge, this is the first Australian study to empirically compare the use of a multiple-choice questionnaire (MCQ) with the use of a written assignment for interim, summative law school assessment. This study also surveyed the same student sample as to what types of assessments are preferred and why. In total, 182 undergraduate property law students participated in this study. Results showed that scores for the MCQ (assessing five topics) and assignment (assessing one topic) followed a similar distribution. This indicates that an MCQ does not necessarily skew students towards higher grades than an assignment. Results also showed significant but low correlations of test scores across instruments. When asked which instrument best assessed their knowledge of property law, students expressed a strong preference for an assignment over an MCQ or examination. Comments revealed a strong belief that, because lawyers write, law schools must assess legal writing – a skill not captured by MCQs. This study is important as many Australian law schools face increasing marking loads due to higher student numbers and compulsory mid-term assessments. This article endorses the use of MCQs but only as part of a diverse suite of law school assessment. 相似文献
115.
Parents who are plurilingual have a portfolio of assets they can use to support the language development of their children. This portfolio of assets is positioned as a strength that parents bring into their partnership with early childhood educators. However, not all parents who are plurilingual have the same assets in their language portfolios. Our study, using case studies of parents who have multiple languages and a desire to raise their children with more than one language, demonstrates that previous parental experiences with multiple languages, and intra-familial support for multiple languages combine to impact on parental language strengths and the expectations parents have of early childhood professionals. To build effective partnerships with parents, early childhood professionals need to understand the assets in parental language portfolios. 相似文献
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Vicki L. Baker Jane Greer Laura G. Lunsford Meghan J. Pifer Dijana Ihas 《Innovative Higher Education》2017,42(2):127-143
We conducted a content-analysis of the websites of 100 institutional members of the Council of Undergraduate Research in order to examine the relationship between messages communicated on websites as compared to messages expressed within institutional procedures and policies. Findings show that public research institutions were more likely than baccalaureate institutions to have an Office of Undergraduate Research. Further incentives and supports provided by such offices are predominantly directed to students. Lastly, our analysis of promotion and tenure policies reveals that only 14 institutions out of the 100 in our sample explicitly mentioned mentoring undergraduate researchers in the evaluation criteria for faculty members. We offer implications for research and practice. 相似文献
118.
Kent Gustafson Roger Wagner Michael D. Corry Barbara Seels Rita Richey John Rousell Williams Gibbs Danial J. Robertson Kay Bland David Little Danilo M. Baylen Abdulrahim M. Saad Patricia Burke Hyunjoo Kim Linda Gilbert Hoffman Debra J. Dirksen Negishi Jason Ravistz Vicki Napper Danilo Baylen 《TechTrends》1996,41(3):2-3
119.
Kaye Stacey Sue Helme Vicki Steinle Annette Baturo Kathryn Irwin Jack Bana 《Journal of Mathematics Teacher Education》2001,4(3):205-225
In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of
decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult
for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion
of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to
zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers'
knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of
shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated
that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble.
Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number
knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
120.
This study focuses on the implementation of a peer‐led team learning (PLTL) instructional approach for all students in an undergraduate organic chemistry course and the evaluation of student outcomes over 8 years. Students who experienced the student‐centered instruction and worked in small groups facilitated by a peer leader (treatment) in 1996–1999 were compared with students who experienced the traditional recitation section (control) in 1992–1994. Quantitative and qualitative data show statistically significant improvements in student performance, retention, and attitudes about the course. These findings suggest that using undergraduate leaders to implement a peer‐led team learning model that is built on a social constructivist foundation is a workable mechanism for effecting change in undergraduate science courses. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 606–632, 2002 相似文献