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81.
Uri Zoller David Ben-Chaim SaliT. Ron Raffaele Pentimalli SovrintendenzA. Scolastica Mura S. Chiara 《International Journal of Science Education》2013,35(6):571-582
The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the disposition of Israeli and Italian high school and university science students toward critical thinking. The study sought to establish base-lines for these groups as well as quantifying the differences between two national populations. Significant differences between the Israeli and Italian high school science students in the total score and those of five subscales of the CCTDI have been found, the largest on the OpenMindedness and Self-Confidence subscales. The overall scores of high school and university science students on the CCTDI in both countries were essentially the same, with quite a similar pattern in the corresponding disposition profiles. Although the CCTDI can be reliably used for establishing base-line differences between science student populations, the effect of a specific approach to teaching (e.g. HOCS-orientation vs traditional) on the stability or change of this aspect of critical thinking remains an open question. 相似文献
82.
The Measure of Acceptance of the Theory of Evolution (MATE) was constructed to be a single-factor instrument that assesses an individual's overall acceptance of evolutionary theory. The MATE was validated and the scores resulting from the MATE were found to be reliable for the population of inservice high school biology teachers. However, many studies have utilized the MATE for different populations, such as university students enrolled in a biology or genetics course, high school students, and preservice teachers. This is problematic because the dimensionality and reliability of the MATE may not be consistent across populations. It is not uncommon in science education research to find examples where scales are applied to novel populations without proper assessment of the validity and reliability. In order to illustrate this issue, a case study is presented where the dimensionality of the MATE is evaluated for a population of non-science major preservice elementary teachers. With this objective in mind, factor analytic and item response models are fit to the observed data to provide evidence for or against a one-dimensional latent structure and to detect which items do not conform to the theoretical construct for this population. The results of this study call into question any findings and conclusions made using the MATE for a Hispanic population of preservice teachers and point out the error of assuming invariance across substantively different populations. 相似文献
83.
Michael Bruce Ron Chance Laurie Meulemans 《International journal of qualitative studies in education》2013,26(6):750-756
The authors reflect on how they, as social work practitioners, support the school systems in supporting homeless youth and families. They emphasize the importance of relationships and trust in working with this vulnerable population. The reflexive vignettes highlight the challenges and success of developing community-based programming for homeless and highly mobile students. 相似文献
84.
The helping relationship experience was explored as a means of insuring greater rapport with children. A sample of 82 junior and senior education students participated for a minimum of two hours/week for approximately eight weeks. Of this group, some were involved with white children; another group with Negro children and a third group served as control. Groups were pre- and post-tested on selected personality variables felt to be necessary for the establishment of good rapport. A complex analysis of variance design was used in analyzing the data. Females and “liberals” scored significantly higher on the MTAI than males or “traditionalists.” Failure to find other evidence of a significant effect on the experimental groups was attributed to insufficient duration and/or intensity of the treatment. 相似文献
85.
A 44 item questionnaire and free response instrument was given to 280 students selected from two different kinds of introductory educational psychology courses: (a) A “module”; approach involving selection of 3 five‐week modules from a list of such courses; and (b) A specially prepared composite learning and development course covering 1 semester. Analysis of the results lead to the following conclusions: (1) “In theory”; students preferred the module approach; (2) “In practice”; students preferred the composite 1 semester course; (3) The outstanding variable contributing to students’ assessment of relevancy, and teaching procedures, was the instructor. The implication of these findings for innovations in teaching students is discussed. 相似文献
86.
Changing a discipline in universities and a subject in schools: British geography in the 1950s–1970s
Ron Johnston 《History of education》2013,42(5):682-699
Geography emerged as an academic discipline in British universities in response to demands for trained teachers of the subject in the country’s burgeoning secondary schools and their curricula formed a seamless transition from one to the other. In the 1960s a major shift in the nature of the academic discipline – often termed the ‘quantitative and theoretical revolutions’ – created a breach between the two, but there were demands from within the university sector for changes to the school subject so that a new seamless transition could be instated. This essay charts the nature of those changes and how they were brought about by the key actors, both individual and institutional. Having created that apparent unity, subsequent changes saw the two educational sectors drift apart, although recent developments have sought to reinstate stronger links. 相似文献
87.
Ron Vick 《Journal of College Counseling》2000,3(2):158-167
The recommended treatment for alcoholism in the past typically has been participation in Alcoholics Anonymous (AA). However, the use of AA on college campuses has not been proven effective. With a new generation comes the opportunity to rethink this approach to the problem of alcohol abuse on campuses and to incorporate new methods in counseling practice with young adults. 相似文献
88.
Ron W. Wilhelm Madge T. Craig Rebecca J. Glover Diane D. Allen Jane B. Huffman 《Innovative Higher Education》2000,24(4):265-278
Five junior scholars, representing two departments and four program areas in the College of Education at the University of North Texas, committed themselves to a long-term, systematic, research-based learning program in order to further their knowledge and skills as qualitative researchers. In this essay, this community of learners describes their collaborative efforts to develop more effective skills in one method of qualitative research, in-depth, oral history interviewing. Through their cross-discipline, research-based, faculty development model, the authors offer helpful direction to other higher education faculty who seek to improve their ability to conduct and also to guide students in qualitative investigations. 相似文献
89.
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