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1.
Rhys Andrews Catherine McGlynn Andrew Mycock 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):365-377
Background: In England, the promotion of ‘national values’ within the history curriculum has become an increasingly topical issue in the wake of recent debates about ‘Britishness’ and community cohesion. However, despite the swathe of policy statements and pronouncements, there is little empirical evidence linking young people's identities and their attitudes towards history. Purpose: Drawing on a survey of undergraduates, we explore young people's attitudes towards the history curriculum and how these relate to their ethnic, national and political identity. We anticipated that students ascribing to a strong sense of national identity may be particularly receptive to a traditional approach to teaching national values within history classes, while those with a strong sense of political identity would be receptive to a multicultural approach; and vice versa. Sample: The sample consisted of 353 undergraduates attending five universities in the North of England. The sample was composed of British citizens, the majority of whom would have recently experienced secondary education including discrete or cross-curricular teaching designed to promote ‘British’ national values. Design and methods: Students' attitudes towards history and their self-identity were estimated using a questionnaire survey asking respondents a series of questions about history teaching and identity. Exploratory factor analysis was used to reveal underlying patterns in students' responses to items assessing their attitudes towards history. Items gauging relevant dimensions of self-identification, such as the relative importance of their national identity, along with other individual background characteristics, were then regressed on to attitudes towards history. Results: We found that students' attitudes towards history were connected with two distinct factors: traditional/conservative and multicultural/liberal. The regression results revealed a positive relationship between a strong sense of national identity and a traditional attitude towards history, and, a negative relationship between a strong sense of national identity and a multicultural attitude towards history, even when controlling for students' background characteristics. Conclusions: Our exploratory research suggests that students' self-identity is likely to influence their attitudes towards approaches to history teaching. Educational policy-makers and practitioners must therefore pay careful attention to students' self-identity and the context in which this is formed when seeking to inculcate an inclusive national identity in history classes. 相似文献
2.
Theo Wubbels Perry den Brok Ietje Veldman Jan van Tartwijk 《Teachers and Teaching》2013,19(4):407-433
In the Netherlands, as in many European countries, classrooms display a growing cultural diversity. There are only very limited empirically supported data on the interpersonal competence teachers need in Dutch classrooms and studies from other countries cannot be generalized because of differences in the composition of the student population. This paper reports on an exploratory study in two schools on teachers' experiences in multicultural classes followed by an in‐depth case study of one expert teacher. We use this study to answer the question to what degree this teacher displays interpersonal competence (teaching behaviours, knowledge and attitudes) specific for teaching in multicultural classrooms by comparing this teacher's competence with generic interpersonal teaching competence. The teacher studied seems to be aware of special needs of students from different cultures and to use this knowledge to apply specific teaching strategies and interpersonal cues to create a positive classroom atmosphere and to cater for needs of diverse students. Further, the results indicate that many elements of this teacher's interpersonal competence in teaching a multicultural class can be considered aspects of generic teaching competence. It seems that the multicultural classroom puts heavier demands on this competence than a less diverse classroom. 相似文献
3.
Pre-service science teachers learn about metacognitive knowledge theoretically in their pedagogy courses; however, teaching practice in science classes reveals the theory–practice gap in their metacognitive knowledge, which has practical importance for prospective teachers. This paper reports on an experiment conducted to investigate the influence of self-metacognitive questioning for non-routine quantum physics problems on pre-service science teachers’ attitudes towards a quantum physics course. Pre-service teacher participants in the experimental and control groups were taught the subjects of quantum physics for 14 weeks, but only those in the experimental group were guided by self-metacognitive questioning during their engagement of non-routine problem-solving as a treatment process. The results indicate that self-metacognitive questioning for non-routine quantum physics problems creates a statistical effect favouring the experimental group students’ attitudes towards the quantum physics course. However, the positive change in the control group is explained by the postulates of the Elaboration Likelihood Model (ELM) of persuasion.
相似文献4.
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in creating a positive working atmosphere in their multicultural classrooms. Twelve teachers were selected who were regarded as successful classroom managers in Dutch multicultural classes by their principals and students. Video-stimulated interviews were used to elicit data about the practical knowledge of these teachers. The teachers were aware of the importance of providing clear rules and correcting student behaviour whenever necessary, but they also wanted to reduce potential negative influences of corrections on the classroom atmosphere. They aimed at developing positive teacher–student relationships and adjusted their teaching methods anticipating students' responses. Most teachers seemed reluctant to refer to the cultural and ethnic background of their students. 相似文献
5.
Joe Champion Frieda Parker Bernadette Mendoza-Spencer Ann Wheeler 《International Journal of Science and Mathematics Education》2011,9(5):1093-1110
The purpose of this study was to identify the degree to which college algebra students’ value mathematical skills in their
prospective careers. A survey was administered to N = 144 students in 6 college algebra classes at a mid-sized doctoral granting university. Students in half the classes completed
a data analysis project, and half of the students planned to major in a business-related degree. Logistic regression suggested
that students held mostly positive attitudes about the value of mathematics in their career, with business students expressing
more positive attitudes than those reported by non-business students. Unexpectedly, those who completed the data analysis
project expressed less positive attitudes on 6 of the 20 survey items. 相似文献
6.
Chia-Wen Tsai 《Interactive Learning Environments》2013,21(3):344-355
This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled “Applied Information Technology: Data Processing” were chosen for this research. The first class (CRL group, n = 38) received the intervention of web-based CRL teaching methods, while the second one (control group, n = 30) received a traditional teaching method for computing education. The results in this study show that students who received the web-based CRL attained significantly better computing skills than those who received the traditional teaching method. This study provides a design and illustration of web-based CRL for teachers, educators, and schools which place importance on improving students' computing skills and pay attention to development of online courses. 相似文献
7.
Arnold M. Christensen 《The Educational forum》2013,77(1):41-45
This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students. 相似文献
8.
R. Deborah Davis Tania Ramahlo Barbara Beyerbach Arcenia P. London 《Teaching Education》2013,24(3):223-234
As professors of Culturally Relevant Teaching, we seek to expand pre‐service teachers’ understanding of cultures through critical examination of personal cultural backgrounds, as well as, of those diverse groups who historically have experienced oppression in US society and its educational system. We share the story of how we develop and implement the course, setting it in the context of our teaching for a social justice‐oriented teacher education program in a predominantly White, rural, state university college. We indicate the literature from which we developed the course content and its activities; we analyze pre‐service teachers’ awareness of their cultural identities; and, describe the implications of this knowledge for teaching as reflected in the cultural autobiographies and narratives pre‐service students write at the beginning and end of the course. We hope this study will be helpful to other multicultural educators implementing similar courses. 相似文献
9.
The proportion of elderly people in the world's population is growing. Thailand and Sweden have disparate cultural traditions of caring for older people, though both countries are facing a larger population of older people. Sweden and Thailand are involved in several cooperative projects and exchange programs for nursing students in this area, raising the questions of if and how the different cultures of gerontological care influence students’ attitudes in the issue. The aim of the study was to compare Swedish and Thai nursing students’ attitudes towards older people. A convenience sample of 241 Thai nursing students and 299 Swedish nursing students participated in the study. The Kogan's Old People Scale, a 34-item questionnaire, was used in this research. The questionnaire consists of 17 positive (OP+) statements and 17 negative (OP-) statements and uses a Likert scale. Concerning attitudes towards older people, there was no significant difference in Swedish and Thai students’ positive scores in the distribution across the groups. In contrast, these students did differ on negative scores across countries (p = .001). This was understood to be related to age; the Swedish students’ higher age was positively associated with their positive attitudes; as the age increased, the students’ scores were also higher. Attitudes towards older people are not only influenced by cultural values, norms, and social structures, they also have a foundation in gerontological knowledge and experiences. Education addressing cultural awareness of negative ageism should be incorporated into all aspects of education, not just gerontological courses. 相似文献
10.
Many studies have shown that students of all school levels hold alternative conceptions that differ from the scientific conceptions transmitted by the school. These results raise some questions about the efficacy of traditional teaching and stress the need for using teaching strategies that explicitly take into account the alternative conceptions that students bring to the science classes. This issue has recently been raised and widely discussed throughout Portugal and the proposals for the new science syllabuses advise teachers to take it into account. However, the number of studies investigating both the teachers' attitudes towards this issue and the use of teaching strategies based on students' alternative conceptions is very limited. This article aims to present the results obtained from science teachers about their attitudes towards students' alternative conceptions and the use of teaching strategies based on these conceptions. The results may contribute to the planning of in-service courses. 相似文献
11.
To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness. Former students reported that addressing multicultural issues in courses had a long-term impact on knowledge, attitudes, and professional skills. However, such benefits were not specific to classes that had been targeted for curriculum revision. 相似文献
12.
《The Journal of educational research》2012,105(3):182-190
Abstract The author explored changes in teacher candidates' multicultural attitudes and knowledge as well as the factors that contributed positively to those changes. Teacher candidates were followed during their teacher preparation program. Data were collected from 2 questionnaires and 9 interviews. The author used repeated measures analysis and percentages to explore changes in multicultural attitudes and knowledge. She also used percentages to identify factors that the participants believed influenced those changes. Findings suggest that teacher candidates' multicultural attitudes and knowledge changed in a positive direction while the candidates attended a teacher preparation program. Changes seemed to be influenced by fieldwork experiences in culturally/ethnically diverse settings, courses in multicultural and bilingual education, and classmates. 相似文献
13.
Amy Krings Elizabeth A. Austic Lorraine M. Gutiérrez Kaleigh E. Dirksen 《Equity & Excellence in Education》2015,48(3):403-417
This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students’ commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education course types (service learning, intergroup dialogue, or lecture-based diversity classes) or in an “introduction to psychology” course (the non-intervention group). After completion of a social justice education course, students reported an increase in political participation and multicultural activism, whereas students enrolled in the non-intervention group reported no changes in these measures. Service learning course participants started and ended their course with the highest reported levels of political participation, civic engagement, and multicultural activism but did not demonstrate an increase in any of the three outcomes. Intergroup dialogue participants demonstrated increases in all three outcomes, while participants of lecture-based classes focusing on social justice issues demonstrated increases in political participation and multicultural activism, but not civic engagement. Our findings suggest that participation in social justice education courses is associated with increases in political participation and multicultural activism. 相似文献
14.
J. McNally 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):212-214
Primary teachers in their first year of teaching, and two groups of students in their final year of university, were surveyed in order to determine the nature of attitude changes during teacher education and in the first teaching year. One group of students was followed into its first year of teaching. The attitudes of the trainee teachers and novices were contrasted with those of experienced teachers and non‐education students over a two‐year period, using a semantic differential instrument. The overall finding was that Lortie's contention that the attitudes of American teachers are based on their own early experiences as pupils in school holds for Australian teachers also. While there was some change in student attitudes during the final university year, towards the ‘progressive’ orientations of the university course, this orientation did not persist far into the first year of teaching. 相似文献
15.
Salim Abu‐Rabia 《教育心理学》1995,15(3):323-336
This study investigated the relationship between attitudes and cultural background of 52 eighth‐grade Arab students in Canada and their reading comprehension of texts with English and Arabic content. An attitudes questionnaire, semi‐structured interviews and stories with cultural content in Arabic and English were used. Contrary to predictions made by schema theory, students scored higher whenever they read texts in English, their second language, regardless of cultural content. The multicultural reality of Canada seems to have provided students from different ethnic background with wide‐ranging cultural knowledge to cope successfully with unfamiliar cultural stories presented to them in the English language. Furthermore, gender differences were found among the Canadian Arab students with regard to the type of attitudes that motivated them to study English: male students showed predominantly instrumental attitudes, while females showed predominantly integrative attitudes towards learning English and becoming integrated into Canadian society. It is concluded that sociopsychological models of second‐language (L2) learning should be expanded to take into consideration gender differences and the gains that females coming from conservative societies start to achieve by learning the language of the host country and by integrating into its society.
16.
Yu Ren Dong 《The Educational forum》2013,77(4):367-382
As multicultural literature has made its way into the English curriculum, it has challenged teachers' thinking about curriculum and instruction and urged them to expand their teaching repertoire to include a cultural-response approach to literature instruction. This article reports on a group of secondary English teachers' exploration and reflection on their learning and teaching of multicultural literature. The author argues that teachers must increase their own cultural knowledge and develop their sensitivity and teaching skills to promote cross-cultural understanding and use multicultural literature to validate expressions of cultural knowledge, perspectives, and differences. 相似文献
17.
The goal of the course described here was to train prospective teachers towards the teaching of disadvantaged pupils. Teacher trainers should pay special attention to both the needs of the disadvantaged and the attitudes of the student teachers towards them. Pre‐service training of teachers should strive to provide the students with knowledge of the socio‐economic background of the disadvantaged, their mental and affective condition, their language, ways of thinking and behaviour. It should also promote positive attitudes towards these pupils. With these views in mind, a course was planned which included both theoretical components and practical tutoring experience. It consisted of theoretical introductions, individual tutoring activities with small groups of pupils, and post‐activity theoretical discussions. Furthermore, each tutorial session was planned according to the same pattern. The results were that changes in attitudes and meaningful theoretical learning happened simultaneously and in close relations with each other. The students developed positive attitudes, designed appropriate unconventional tutorial activities and were able to apply theoretical conceptions to the analysis of their teaching behaviours. 相似文献
18.
Pavol Prokop Andrea Lešková Milan Kubiatko Carla Diran 《International Journal of Science Education》2013,35(7):895-907
This study examined university students’ knowledge of and attitudes (n = 378) toward biotechnology in Slovakia, a conservative country where the distribution of genetically engineered products are banned by law. We found a significant positive correlation between attitudes and the level of knowledge; however, although students enrolled in biology courses have better knowledge of biotechnology, their attitudes toward genetic engineering were similar than those of students who do not study biology. Females showed poorer knowledge and lower acceptance of genetically engineered products than did males. Overall, Slovakian students have poor knowledge and numerous misunderstandings about what genetic engineering means, which suggests that science curriculum with respect to this topic should be greatly re‐evaluated and teaching strategies should be improved accordingly. 相似文献
19.
《The Journal of educational research》2012,105(1):12-25
Abstract The effects of ninth graders' culture-specific schemata on their responses to multicultural literature were investigated. Data collected from students (N = 76) in 4 ninth-grade English honors classes included written responses to prompts on participants' (a) self-identified culture(s), (b) self-selected level of cultural development, and (c) responses to 3 multicultural stories. J. A. Banks's (1981, 1997) Typology of Ethnic Identity was adapted for use as a response measure. Findings revealed that students' self-ratings of cultural awareness were often accurate, that their awareness of their own cultural backgrounds sometimes aided in entering a literary text and sometimes did not, and that the students benefited from using typologies to analyze their own development and their responses to literature. 相似文献
20.
Catherine Martin-Dunlop Barry J. Fraser 《International Journal of Science and Mathematics Education》2008,6(1):163-190
This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers’ perceptions
of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students
in a large urban university. Changing students’ ideas about science laboratory teaching and learning and creating more positive
attitudes towards science were accomplished by using a guided open-ended approach to investigations, together with instructors
who used cooperative learning groups to create a supportive environment. Ideas and attitudes prior to the course were assessed
using a questionnaire focusing on the students’ previous science laboratory courses, and these were compared to data collected
at the end of the course. Students reported large and statistically significant improvements on all seven scales assessing
the laboratory learning environment and attitudes towards science. The largest gains were observed for Open-Endedness and
Material Environment (with effect sizes of 6.74 and 3.82 standard deviations, respectively). An investigation of attitude-environment
associations revealed numerous positive and statistically significant associations in both univariate and multivariate analyses.
In particular, the level of Instructor Support was the strongest independent predictor of student attitudes at two levels
of analysis. 相似文献