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61.
Ho Chun Sing Maxwell Lu Jiafang Bryant Darren Anthony 《Journal of Educational Change》2021,22(4):535-564
Journal of Educational Change - The quasi-market condition of education intensified the need to seek ongoing school improvements, manage uncertainty, and innovate school-wide pedagogy and... 相似文献
62.
Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD. 相似文献
63.
Shannon Gilmartin Nida Denson Erika Li Alyssa Bryant Pamela Aschbacher 《科学教学研究杂志》2007,44(7):980-1009
To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007 相似文献
64.
Mei Tang Kathleen D. Addison Danielle LaSure‐Bryant Rhonda Norman William O'Connell Joseph A. Stewart‐Sicking 《Counselor Education & Supervision》2004,44(1):70-80
The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates. 相似文献
65.
Doris U. Bolliger Craig E. Shepherd H. Victoria Bryant 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3283-3299
This study investigated faculty members’ perceptions of program community and what they do to support it in online graduate programs. Researchers developed and administered an online survey to ascertain perceptions of program community among education and engineering faculty members at United States, land-grant, research-extensive universities. Three hundred forty-four faculty members responded. Most participants thought that fostering community beyond courses was important. Faculty members used a variety of strategies to accomplish this task, including social media, synchronous communication and advising, face-to-face socials and orientations, and cohort models. Yet, many also relied on classroom strategies. Several participants indicated that they and their students lacked the time, resources or interest to pursue program community and that geographical distance and university reward policies complicated its establishment. Differences via discipline, gender and years of online teaching experience were also reported. 相似文献
66.
Christine Howe Terezinha Nunes Peter Bryant 《International Journal of Science and Mathematics Education》2011,9(2):391-417
Student mastery of rational number and proportional reasoning is a recognized challenge, yet supporting mastery is central
within mathematics and science. This paper focuses on a 4-lesson teaching programme which was designed to foster mastery in
the context of intensive quantities. Intensive quantities such as density, speed and temperature depend upon proportional
relations, require rational number for their representation and are relevant to science. Two versions of the teaching programme
were developed, one using ratio representation and the other using fractions. Implementation with 535 children aged 9–11 years
revealed that both versions promoted mastery of fractions, whilst the ratio version also supported proportional reasoning.
It is suggested that the ratio version provides useful foundations for teaching, even with children who, as with the present
sample, have no previous experience of ratios themselves. 相似文献
67.
Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ) 总被引:1,自引:0,他引:1
The Learner Profile (LP) frames International Baccalaureate (IB) learning outcomes across the three programme levels and, as such, plays a key role in measuring the success of the rapidly growing number of IB schools in the Asia-Pacific Region. Our aim was to develop an instrument to measure the IBLP and validate the instrument through a series of psychometric procedures. Results showed solid construct validity and measurement reliability, alongside content validity from our Delphi studies and cross-validation with different samples. Given the growing number of IB schools in the Asia-Pacific, we believe that the development of the IBLP questionnaire (IBLPQ) contributes to the international research community and educators interested in exploring the relationship between student outcomes and the LP. Importantly, given the current absence of systematically designed and tested survey instruments to measure the LP, we expect the IBLPQ will become a key initial resource for a wide range of stakeholders. 相似文献
68.
Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal Oscar Barbarin Richard Clifford Robert Pianta 《Early education and development》2007,18(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
69.
Wolff‐Michael Roth Kenneth Tobin Andrea Zimmermann Natasia Bryant Charles Davis 《科学教学研究杂志》2002,39(3):253-282
During their training, future teachers usually learn the subject matter of science. However, they are largely left on their own when it comes to figuring out how to teach this subject matter, that is, how to find appropriate pedagogical forms. In this article we present a model of collective teaching and learning, which we term coteaching/cogenerative dialoguing, as a way to build deep learning of science concepts while learning about alternative ways to teach the same subject matter. As praxis, coteaching brings about a unity between teaching and learning to teach; cogenerative dialoguing brings about a unity between teaching and researching. Both are potential sites for deep learning. We articulate coteaching/cogenerative dialoguing in terms of activity theory and the associated first‐person research methodology that has been developed by critical psychologists as a method of choice for dealing with the theory–praxis gap. Our detailed case study highlights opportunities of learning subject matter and pedagogy by university professors who participate in coteaching/cogenerative dialoguing in an urban high school. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 253–282, 2002 相似文献
70.
3 experiments are reported, all of which show the crucial importance of the "half" boundary in children's proportional judgments. In the first experiment 4-, 5-, 6-, and 7-year-old children had to judge which of 2 boxes of blue and white bricks was represented in a small picture. The proportion of blue to white bricks was different in the 2 boxes, and the question was whether the children could use these proportions to make their choices. The 6- and 7-year-old children solved the problem much more successfully when the proportions crossed the "half" boundary (e.g., 3/8 blue vs. 5/8 blue). The second experiment showed that discriminations involving half (e.g., 1/2 blue vs. 1/4 blue) are also easier than those that do not cross the "half" boundary for the 6- and 7-year-olds. The third experiment confirmed the results of the first 2 with pictures of different absolute sizes from each other. We conclude that "half" plays a crucial role in children's early proportional reasoning, and that the "half" boundary is to some extent similar to, though not as powerful as, the category boundaries discovered in speech perception. 相似文献