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61.
62.
Current research indicates that student engagement in scientific argumentation can foster a better understanding of the concepts and the processes of science. Yet opportunities for students to participate in authentic argumentation inside the science classroom are rare. There also is little known about science teachers' understandings of argumentation, their ability to participate in this complex practice, or their views about using argumentation as part of the teaching and learning of science. In this study, the researchers used a cognitive appraisal interview to examine how 30 secondary science teachers evaluate alternative explanations, generate an argument to support a specific explanation, and investigate their views about engaging students in argumentation. The analysis of the teachers' comments and actions during the interview indicates that these teachers relied primarily on their prior content knowledge to evaluate the validity of an explanation rather than using available data. Although some of the teachers included data and reasoning in their arguments, most of the teachers crafted an argument that simply expanded on a chosen explanation but provided no real support for it. The teachers also mentioned multiple barriers to the integration of argumentation into the teaching and learning of science, primarily related to their perceptions of students' ability levels, even though all of these teachers viewed argumentation as a way to help students understand science. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1122–1148, 2012 相似文献
63.
Sandra T. Acosta 《Educational studies》2014,40(1):98-115
The purpose of this study was to examine a factor triad consisting of family, school and student variables contributing to New Zealand adolescents’ science literacy performance on Programme for International Student Assessment 2006. Results indicated that the selected variables in our study explained 25% of total differences in New Zealand students’ science achievement. Family socio-economic status (SES) as well as adolescents’ motivation to learn science and general value of science were influential factors in students’ science achievement. Findings also revealed a statistically significant interaction effect between SES and first-generation immigrant students but not between SES and second-generation immigrant students. Although parents’ perception of general value of science showed a positive effect on adolescents’ scientific performance, its predictive power was relatively weak. 相似文献
64.
Victor M. H. Borden Genevieve G. Shaker Brittany L. Kienker 《Research in higher education》2014,55(2):196-217
This study explores the association between propensity toward giving and personal and positional characteristics of faculty and staff across 3 years within a large, public, multi-campus higher education institution. Informed by the literatures on organizational identity and commitment, faculty and staff giving, and the higher education workforce, the study employs a hurdle analysis to estimate the predictors of likelihood of donating (the hurdle) and the amount given among those who donate. Following up on earlier research by the authors that demonstrated that academic employees and employees who are institutional alumni are more likely to give, the present study explores the interaction between these roles and offers a more powerful model for predicting the amount given. The results of this study have implications for understanding how organizational commitment and identification may be relevant in addressing giving, for institutional fundraising, and for building institutional loyalties. 相似文献
65.
Sandra Acosta 《Educational studies》2014,40(2):174-195
This study investigated parent general value of science operationalized in the 2006 questionnaire of the Programme for International Student Assessment (PISA), as a determinant of adolescents’ scientific literacy performance. The transmission of academic values literature is small. To the best of our knowledge, no previous studies to date have examined the transmission of valuing of science. Study data were drawn from PISA 2006, which focused on science. The study sample comprised 4645 15-year-old adolescents in Hong Kong. Results from the conceptual structural model indicated that parental academic values (general value of science): (a) positively and directly affected adolescents’ valuing of science and in turn further influenced adolescents’ science performance, (b) positively and directly affected adolescents’ science performance, and (c) stimulated adolescents’ motivation to study science and in turn further influenced their science performance. Implications for school-level policy and practice include: (a) promoting parental valuing of science via parent involvement and (b) producing culturally and contextually grounded evidence on strategies for enhancing the transmission of academic values using research methodologies such as action research. 相似文献
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67.
E. Victor Mech 《Journal of Experimental Education》2013,81(2):155-164
Evaluation of large-scale educational programs is problematical because of inherent bias in the assignment of treatment and comparison groups. As a result, the ANOVA design is inapplicable, and even ANCOVA designs can give rise to serious regression artifacts. Data from the Follow Through Program are used to illustrate this point: samples were kindergarteners in the Responsive Education model and in best-match comparison classrooms. The criterion variable was MRT readiness level at posttest. Lord’s True Scores ANCOVA was shown to be a more powerful method in correcting for initial differences than the conventional ANCOVA. These data also were used to illustrate the problem of non-uniformity of program implementation across sites and classrooms. An index of implementation level by classroom was used to predict outcome levels, and the potential of this approach as an adjunct in comparative analysis was discussed. 相似文献
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69.
Kenneth H. Hoover Victor H. Baumann Susanne M. Shafer 《Journal of Experimental Education》2013,81(3):39-43
The influence of class-size variations on cognitive and affective learning was measured by use of a 15-concept semantic differential scale and a teacher-made test. A Non-equivalent Control Group design was employed with two groups of college freshmen (N = 320). After attending a weekly lecture, 160 Ss were divided into eight permanent discussion sections (twenty Ss each) for two weekly meetings. Small-group discussions emphasized critical examination of feelings and their impact on evaluation of personal, social, and professional problems. The remaining 160 Ss (serving as a control) were divided into three conventional classes (fifty-five Ss each) for similar purposes. No significant differences were revealed from an ANOCOVA (analysis of covariance) analysis. Within the limits of this study, it appeared that large-group lectures combined with small-group discussions, were as effective as conventional classes of fifty to sixty Ss. 相似文献
70.
This article reviews the primary concepts underlying the current movement toward the provision of comprehensive school-linked services for children and families in low-income communities and the implications of this movement for school psychologists. The development of collaborative partnerships involving schools, public, and community-based agencies is an attempt to increase the availability and accessibility of needed services to children and families. The adoption of collaborative governance and a case management system is intended to offer an alternative to the proliferation of separate categorical programs and the associated lack of coordination among programs. The hope is to emphasize prevention and efficient early intervention. Collaborative efforts can provide an opportunity for role expansion among school psychologists. This possibility is discussed within a consultation model of service delivery that is consistent with the collaborative nature of school-linked services and with the preventive stance that orginated them. School psychologists are in a position to contribute to team consultation, case management, and needs assessment. Implications for training are drawn. 相似文献