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1.
Samuel Abramovich 《Journal of Jewish Education》2017,83(2):151-167
For Jewish education, digital badges can provide an alternative to traditional assessments. However, the emerging research on badges suggests a complex relationship between learning opportunities, the learner, and the design of the badge. An investigation of a digital badge system at an ultra-Orthodox Jewish middle and high school for girls reveals new findings on digital badges as well as how badges can be used in Jewish education. Qualitative analysis of student interviews details how badges can motivate, provide feedback, and serve as credentials in Jewish educational organizations. This research answers whether digital badges are Jewish. 相似文献
2.
Girl Scouts aims to foster leadership by encouraging girls to discover themselves, make connections, and take action to make the world better. This paper chronicles the five-year journey of eight professional mothers of color who sought to provide their daughters with a space to ‘think and live differently’ as Girl Scouts and young women of color in (post)colonial Hawai‘i. Through questionnaires and a semi-structured focus group interview, mothers reflect on their original intentions to create a ‘safe space’ for their daughters to engage with the politics of gender, race, and class and to rethink, review, and rework their identities. Mothers’ reflections reveal success in creating safe spaces for the critical analysis of gender, but comparatively less success in critical analyses of race and class – a phenomenon that the mothers suggest may have been complicated by (1) the enduring myth of Hawai‘i as a multicultural paradise, (2) Girl Scouts’ assimilationist history, and (3) the mothers’ own relatively privileged positions. 相似文献
3.
Samuel Abramovich Christian Schunn Ross Mitsuo Higashi 《Educational technology research and development : ETR & D》2013,61(2):217-232
Educational Badges are touted as an alternative assessment that can increase learner motivation. We considered two distinct models for educational badges; merit badges and videogame achievements. To begin unpacking the relationship between badges and motivation, we conducted a study using badges within an intelligent-tutor system for teaching applied mathematics to middle-school students. Our findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation. Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and motivations of learners when choosing what badges to include in their curricula. We believe our findings exist as one piece of the large research base needed to understand educational badges. 相似文献
4.
《Journal of moral education》2012,41(2):165-197
In recent years, the construct of character has received substantial attention among developmental scientists, but no consensus exists about the content and structure of character, especially among children and early adolescents. In a study of positive development among racially diverse Cub Scouts in the greater Philadelphia area, we assessed the construct and concurrent validity of a new measure of character, the Assessment of Character in Children and Early Adolescents (ACCEA), among 906 Scouts (mean age = 8.84 years, SD = 1.39 years) and 775 non-Scout boys and girls (mean age = 8.92, SD = 1.64). We identified an eight-correlated-factor model as providing the best fit with our data. We further established measurement invariance and explored latent mean differences for ACCEA scores across two Scout groups (with or without a higher-level program leader), non-Scout boys and non-Scout girls. Girls were generally superior than boys on all character attributes. We further examined concurrent validity of ACCEA by correlating the character attributes with youth sense of school competence, intentional self-regulation and parental perception of youth school performance. We discuss implications for future character research and point to the value of the ACCEA measure being used by practitioners in character development programs. 相似文献
5.
Kimberly L. Carey Jill E. Stefaniak 《Educational technology research and development : ETR & D》2018,66(5):1211-1229
The use of digital badges is a trend in today’s education and professional settings. We conducted an exploration to see how badges are being used in higher education. Digital badges and more specifically, open badges, are used in a multitude of learning contexts and serve many purposes. This study conducted interviews with individuals leading digital badge initiatives in higher education institutions. Our findings suggest that badges awarded for participation are valued less meaningful than skill-based badges. For skill-based badges, evidence of mastery must be associated with the badge along with the evaluation criteria. Badge purpose, transferability, and learning objectives were noted as the top priorities when implementing badge offerings in higher education contexts. 相似文献
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7.
Samuel Abramovich Peter Samuelson Wardrip 《British Journal of Religious Education》2020,42(3):338-349
ABSTRACT Through interviews with student participants and evidence submitted to earn digital badges, a number of indicators suggest that a religious school’s digital badges can provide opportunity to strengthen religious identity. In particular, student interviews and evidence supplied for the completion of learning objectives for digital badges indicate increases of religious salience (compared to secular practices), religious commitment within a community, and self-esteem based on religious identity. Recommendations are made for ongoing and future religious badge implementations on how to strengthen religious identity while meeting the requirements of authentic, quality assessments. 相似文献
8.
电子徽章是近两年伴随开放资源运动、大规模在线开放课程等新型学习资源和学习模式出现的一种新型学习评估认证方式,具有高度的灵活性,可满足各类学习方式的需要,有助于弥补传统评价方式的不足。但是在电子徽章应用的初期,各种组织都在开发和应用自己的徽章体系,由此造成了徽章种类繁多、形状不确定以及采用标准不统一等问题,使得电子徽章的可信度和可用度降低,推广和应用变得困难。为解决这些问题,美国开源软件组织Mozilla基金会启动了OpenBadge项目．以提供一个规范化的电子徽章创建、发布和认证技术架构（OBI）。OBI架构分为徽章获得者、发布人、展示者三类角色,主要包括元数据规范、APIs、认证框架和徽章背包等模块。利用OBI,任何学习者都可以从多个来源收集徽章,并统一保存和管理;徽章发行者和展示者也可以通过标准化的API、元数据规范以及统一的身份认证机制,制作和展示徽章。虽然OBI的开放标准取得了电子徽章方面很大的市场份额,但是在可信度、可靠性v＇A及可验证性等方面还需要继续完善。未来的OBI将会在徽章展示、权限、接1：2等方面进行优化,使其更贴近实际应用。 相似文献
9.
使用儿童控制知觉多维度测查表和中学生应对方式量表对526名初中生进行问卷调查,考察初中生控制知觉、应对方式及其两者的关系,结果发现:(1)初中生控制知觉存在性别差异,男生的内部和他人控制水平均高于女生,控制知觉不存在年级差异。(2)初中生应对方式存在性别差异,女生的求助和发泄因子分均高于男生;应对方式不存在年级差异。(3)控制知觉的内部控制对问题指向应对具有显著正向预测作用,而他人控制和未知方控制则对问题指向应对具有显著负向预测作用;他人控制和未知方控制对情绪指向应对具有显著正向预测作用。 相似文献
10.
《Adolescence education newsletter》1998,1(2):11
In a study focusing on the views of Pakistani adolescent girls on contraception and family planning reveals that the majority of girls between the ages of 15 and 19 years have no knowledge of contraceptives. Many favor immediate pregnancy right after marriage. Only 4.8% of the total adolescent population opted to delay pregnancy and 1.5% expressed a desire to gain access to family planning aids to limit number of births. Nongovernmental organizations (NGOs) have responded to this adolescent reproductive health problem. Activities such as the Girl Child Programme, the Youth Project, and training in skills development concerned with the issue are being piloted by NGOs. In addition, non-formal education programs by the NGOs and community-based organizations have been initiated in response to the need for appropriate family life, adolescence and population education. Moreover, significant changes have been observed, brought about mainly by cultural and socioeconomic changes. Among these are the rise in the age at marriage from 16.9 to 21 years and a discernable career orientation of the education pursued by some women. 相似文献
11.
Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school. 相似文献
12.
The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs. 相似文献
13.
小学科学课程是一门基础性课程,课程的学习方式多种多样,对学生的发展起关键性的影响作用。2017年小学新课程改革,低年级学生开始系统地学习科学课教学,低年级学生好奇心强,对周边的环境有强烈的求知欲,他们更乐于在广阔的自然环境中探索和发现。选择恰当的室外教学教学内容,高效的组织课堂,能让学生在愉快的教学环境中更好学习。 相似文献
14.
Shari L. Britner 《科学教学研究杂志》2008,45(8):955-970
The aims of this study were to examine self‐efficacy and other motivation variables among high school science students (n = 502); to determine the degree to which each of the four hypothesized sources of self‐efficacy makes an independent contribution to students' science self‐efficacy beliefs; to examine possible differences between life, physical, and Earth science classes; and to investigate patterns of gender differences that may vary among the fields of science. In Earth science classes, girls earned higher grades and reported stronger science self‐efficacy. In life science classes, girls earned higher grades but did not report stronger self‐efficacy, and did report higher science anxiety. In physical science, there were no gender differences in grades or self‐efficacy, but girls again reported higher levels of science anxiety. For boys across science fields, science self‐efficacy significantly predicted course grades and mastery experiences was the only significant predictor of self‐efficacy. For girls, self‐efficacy was also the strongest predictor of science grade across fields. Mastery experiences significantly predicted self‐efficacy in Earth science for girls, but social persuasions, vicarious experiences, and physiological states were better predictors of science self‐efficacy in life and physical science classes. Results support (Bandura, A., 1997) hypothesized sources of self‐efficacy, previous research findings on self‐efficacy in the domain of science, and validate the suggestion made by Lau and Roeser (2002) to disaggregate data by science field. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 955–970, 2008 相似文献
15.
Kathleen S. Davis 《科学教学研究杂志》2002,39(2):151-163
This article reports on a study that examined the obstacles women science educators faced as they facilitated Explorers, an after‐school science program for girls aged 6–12. The program aimed to provide girls with opportunities to legitimately participate in science activity. Explorers was one of several programs offered by the Foothills City Youth Club (FCYC) in a racially diverse urban center in the Southwestern United States. The youth club was meant to serve the needs of children and youth in that community. Through analysis of field notes, interviews, and documents, the social structures and forces that impeded the implementation of practices and the acquisition of capital are described. They include: (a) inadequate funding and community support, (b) conflicting beliefs between FCYC leaders and community leaders about the needs of boys and girls, and 3) inequitable decision‐making structures of the community. Underlying beliefs, structures, and practices within the community weakened the FCYC in many ways, interrupted the leadership's attempts to meet their goals as they worked with the community's children, and brought to the surface issues of bias and oppression. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 151‐163, 2002 相似文献
16.
Molly Weinburgh 《科学教学研究杂志》1995,32(4):387-398
A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested. 相似文献
17.
Betsy Ng C.K. John Wang W.C. Liu 《International Journal of Research & Method in Education》2017,40(1):91-107
The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students’ motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N?=?610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts. 相似文献
18.
The Nike Foundation, the philanthropic arm of Nike, Inc., seeks to prove the “The Girl Effect,” its theory of change, through investments in adolescent girls in the Global South. The foundation defines it as the “unique potential of 250 million adolescent girls to end poverty for themselves and the world.” This article examines the elaborate, yet continually contested processes of attempting to prove “The Girl Effect.” It draws on ethnographic research in the U.S. and Brazil (2009–2010) to analyze how the Nike Foundation funds, produces, and distributes knowledge on the purported potential of particular adolescent girls to end poverty. It focuses on how the monitoring and evaluation practices of one grantee in Brazil were informed by and contributed to the foundation's broader project of proving “The Girl Effect.” The analysis explains how this occurred through processes of knowledge production and educational intervention that were predicated on an epistemological understanding of the trope of “Third World girl.” It provides insights into how the foundation extends it power and authority over new bodies, institutions, and geographies by asserting itself as an expert on adolescent girls and by influencing the development agendas of more powerful global institutions. 相似文献
19.
2005年全国共有16套高考英试卷：全国卷2套，地方单独命卷14套。其中全国卷Ⅰ与Ⅱ英科内容是一样的，均含听力卷；全国卷Ⅲ没有听力卷。两套全国卷的题型和题量皆与国家教育部考试中心发布的样卷一样，而不是像有的媒体或自我炒作的所谓“高考研究专家”宣称的那样有所不同。所有试卷均含填空题， 相似文献
20.
Martha C. Monroe Heidi L. Ballard Annie Oxarart Victoria E. Sturtevant Pamela J. Jakes Emily R. Evans 《Environmental Education Research》2016,22(8):1098-1114
We studied seven programs that engage youth from 10 to 18 years old in wildfire risk reduction in their communities in the United States through in-depth interviews to examine the nature and role of community-school partnerships in resource-focused environmental education. While the programs use a variety of strategies, from Scout badge to summer school, they exhibit several common dimensions: they all engage youth in community projects; they all arise from partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet retain their individual identity as they meet their own mission-based goals. We use themes and quotes to illustrate these common dimensions for establishing community-school partnerships that could build action competence through environment-based education projects. 相似文献