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1.
Isabelle Régner Florence Loose Florence Dumas 《European Journal of Psychology of Education - EJPE》2009,24(2):263-277
The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement
(i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French
junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic
involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental
academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting
monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were
positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring
was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher
involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of
parental and teacher academic socialization. 相似文献
2.
Chun-Yen Chang Ting-Kuang Yeh Chun-Yen Lin Yueh-Hsia Chang Chia-Li D. Chen 《Journal of Science Education and Technology》2010,19(4):332-340
This study explored the effects of congruency between preferred and actual learning environment (PLE & ALE) perceptions on
students’ science literacy in terms of science concepts, attitudes toward science, and the understanding of the nature of
science in an innovative curriculum of High Scope Project, namely Sci-Tech Mind and Humane Heart (STMHH). A pre-/post-treatment
experiment was conducted with 34 Taiwanese tenth graders involved in this study. Participating students’ preferred learning
environment perception and pre-instruction scientific literacy were evaluated before the STMHH curriculum. Their perceptions
toward the actual STMHH learning environment and post-instruction scientific literacy were also examined after the STMHH.
Students were categorized into two groups; “preferred alignment with actual learning environment” (PAA) and “preferred discordant
with actual learning environment” (PDA), according to their PLEI and ALEI scores. The results of this study revealed that
most of the students in this study preferred learning in a classroom environment where student-centered and teacher-centered
learning environments coexisted. Furthermore, the ANCOVA analysis showed marginally statistically significant difference between
groups in terms of students’ post-test scores on scientific literacy with the students’ pre-test scores as the covariate.
As a pilot study with a small sample size aiming to probe the research direction of this problem, the result of marginally
statistically significant and approaching large sized effect magnitude is likely to implicate that the congruency between
preferred and actual learning environments on students’ scientific literacy is noteworthy. Future study of this nature appears
to merit further replications and investigations. 相似文献
3.
The influence of homework experiences on students’ academic grades was studied with 223 college students. Students’ self-efficacy
for learning and perceived responsibility beliefs were included as mediating variables in this research. The students’ homework
influenced their achievement indirectly via these two self-regulatory beliefs as well as directly. Self-efficacy for learning,
although moderately correlated with perceptions of responsibility, predicted course grades more strongly than the latter variable.
No gender differences were found for any of the variables, a finding that extends prior research based on high school girls.
Educational implications about the importance of students’ homework completion and its relationship to college students’ development
of self-regulation and positive self-efficacy beliefs is discussed from a social cognitive perspective. 相似文献
4.
Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to
low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science
as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the
southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive
family interactions and attitudes about science learning and increased parental interest toward involvement in elementary
science. Parents frequently used productive questioning techniques during activities. These results imply that successful
home, school, and community partnerships may elevate levels of parental participation in their children’s science education
and the parents’ perception of themselves as being competent in assisting in science. 相似文献
5.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
6.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
7.
Robert J. Anthony Christine D. Tippett Larry D. Yore 《Research in Science Education》2010,40(1):45-64
Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and
environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the
Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct
and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components
in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which
refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary
findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy
instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering
research and development approach has been utilized to identify problems and concerns and to design instructional solutions
for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding
literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist
science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy
activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction
student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher
support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform
target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers
to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and
its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties
and insights regarding community-based research and development approaches. 相似文献
8.
This study examined the relation of parental involvement with Korean adolescent academic achievement and self-efficacy, and the mediating role of academic self-efficacy in this relationship. We investigated the effects of parental involvement in both overall and domain-specific self-efficacy and academic achievement across three academic subjects (reading, English and mathematics). We conducted structural equation modelling analysis with the responses of 6,334 students from the Korean Education Longitudinal Survey. Our results were that first, academic self-efficacy partially mediated the relation between parental involvement and academic achievement. Specifically, domain-specific self-efficacy mediated the relations between parental involvement and academic achievement across three academic subjects (reading, English and mathematics), but these relations varied across subjects. Second, among multidimensions of parental involvement, parental participation and parental supervision had significant effects on adolescent academic achievement compared to parental expectation. This indicates that higher parental participation and parental supervision increased academic self-efficacy in Korean youth, which in turn, improved their academic achievement. 相似文献
9.
Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research
has examined factors relating to science curricula and students’ attitudes about science, but parental views of science education
remain largely unexplored in Australia. Because parents have a strong role in shaping their children’s subject selection and
career choices, in this pilot study we sought to explore parental attitudes about science education. Results from focus interviews
and a survey of 132 Indigenous and non-Indigenous parents demonstrated, for the first time, that regional parents believe
the study of society and the environment (SOSE) is a better preparation than science for their children’s understanding of
socio-scientific issues. Most parents were unclear as to the nature of scientific literacy, believing science as it is currently
taught in primary schools, not to be relevant to their children’s needs. Structural equation modelling using the survey data
confirmed prior researchers’ claims and extended ideas about the likely interplay of parental attitudes and beliefs influencing
their support of science study for their children. The results highlight an urgent need to explore such parental views across
Australia. 相似文献
10.
Measures of Chinese character recognition, vocabulary, and interest in reading were administered to 92 second grade children in Hong Kong, while questionnaires on parental literacy practices were administered to their parents. In a hierarchical regression equation, maternal education, children's age and vocabulary skill predicted 18% of the variance in reading, while home literacy practices and children's literacy self-efficacy predicted an additional unique 19% of the variance in Chinese reading skill. Results underscore the importance of some early home literacy practices for reading achievement, even among children who are already receiving formal literacy instruction. 相似文献
11.
Fernando Espinoza 《Journal of Science Education and Technology》2009,18(5):458-465
Mass media, particularly television, influence public conceptions and attitudes toward learning science. The discovery of
an original method that does not rely on self-reported viewing habits to measure the impact of television on students’ performance
in science arose from a study of a unit on electricity in a Physics course. In determining the number of television sets at
home and the number of hours of operation, data emerged that allowed an investigation of associations between each of these
variables and student performance in physics. A negative impact on performance was found in its consistent decrease as both
the number of sets and the time the sets are on increase. These results provide dramatic independent confirmation of the negative
impact of television viewing on achievement determined through meta-analysis of many studies, and are also consistent with
those in the literature at large, particularly from the Third International Mathematics and Science Study, and the National
Assessment of Educational Progress. Furthermore, the totally ‘blind’ participation of the subjects lends a degree of authenticity
rarely found in a classically designed study. The findings impact scientific literacy, since performance in science and conceptions
of science and scientists, are all inextricably linked. 相似文献
12.
Jinger Pan Yan Kong Shuang Song Catherine McBride Hongyun Liu Hua Shu 《Reading and writing》2017,30(2):401-416
Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent reading achievement. Two hundred sixty-two Chinese children were administered four cognitive and language skills over three years at the preliterate stage. Additional information on children’s family socioeconomic status (SES), children’s early language skills, familial reading performance and habits, and familial handedness based on the observations of parents was collected. Performance on these variables in relation to subsequent literacy skills at 11 years of age was examined. SES and children’s early language skills significantly predicted subsequent literacy skills. Even with a number of cognitive and language skills statistically controlled, parental reports of children’s early language skills still contributed to reading comprehension. Poor readers defined at 11 years of age had lagged behind in early language skills, as well as family reading performance and habits, as compared to typically developing readers. These findings suggest that SES and parental estimates of children’s early language skills are useful for predicting children’s subsequent reading achievement. 相似文献
13.
Ornit Spektor-Levy Bat-Sheva Eylon Zahava Scherz 《International Journal of Science and Mathematics Education》2009,7(5):875-903
This study explores the impact of ‘Scientific Communication’ (SC) skills instruction on students’ performances in scientific
literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction,
integration into content learning, practice in several scientific topics, and application of performance tasks. The model
was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific
reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th–8th grades,
160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students’ performances were assessed through
a questionnaire and a complex task that measured students’ scientific content knowledge, SC skills, and the quality of the
final products. Results indicated that students who learned the whole program or one of its components achieved higher scores
in all categories than the comparison group students. High achievers can benefit from just one component of the program: either
structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low
and average achievers require both components of the SC program to improve their performances. Results show that without planned
intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make
a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement
the skills in different contexts, the role of performance tasks as ‘assessment for learning’—all these features are important
and necessary for improving students’ scientific literacy. Our general model of skills instruction can be applied to the instruction
of other high-order skills. Its application can lead to the realization of the central goal of science education: literate
students possessing scientific knowledge. 相似文献
14.
This paper presents the qualitative results of a study of students’ reading of multimodal texts in an interactive, online
environment. The study forms part of a larger project which addressed image–language interaction as an important dimension
of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year 6 students representing
a sample of high, medium and low performers on an Australian state-wide school literacy test were surveyed about their internet
usage and interviewed using a structured protocol while working online through a selection of materials from an educational
website. Findings from the earlier stages of the project indicated that different types of image-text relations vary in the
degree of difficulty they pose for students’ reading comprehension. This phase of the project extended the analysis of image-text
relations to online, interactive texts. Student performance on online reading tasks and interview data are used to illustrate
some of the complexities students encounter when reading online, and how this may vary with factors such as their day-to-day
literacy experiences and levels of engagement. The results have implications for literacy pedagogy and assessing the reading
of web-based texts. 相似文献
15.
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
| Joanne F. CarlisleEmail: |
16.
We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
17.
The Impact of Student Self-efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-user Virtual Environment 总被引：4，自引：3，他引：1
Diane Jass Ketelhut 《Journal of Science Education and Technology》2007,16(1):99-111
This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated
in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined
the relationship between students’ self-efficacy on entry into the authentic scientific activity and the longitudinal data-gathering
behaviors they employed while engaged in that process. Three waves of student behavior data were gathered from a server-side
database that recorded all student activity in the MUVE; these data were analyzed using individual growth modeling. The study
found that self-efficacy correlated with the number of data-gathering behaviors in which students initially engaged, with
high self-efficacy students engaging in more data gathering than students with low self-efficacy. Also, the impact of student
self-efficacy on rate of change in data gathering behavior differed by gender. However, by the end of their time in the MUVE,
initial student self-efficacy no longer correlated with data gathering behaviors. In addition, students’ level of self-efficacy
did not affect how many different sources from which they chose to gather data. These results suggest that embedding science
inquiry curricula in novel platforms like a MUVE might act as a catalyst for change in students’ self-efficacy and learning
processes.
相似文献
| Diane Jass KetelhutEmail: |
18.
Dacheng Zhao Michael Singh 《International Journal of Science and Mathematics Education》2011,9(1):69-87
International comparative studies and cross-cultural studies of mathematics achievement indicate that Chinese students (whether
living in or outside China) consistently outperform their Western counterparts. This study shows that the gap between Chinese-Australian
and other Australian students is best explained by differences in motivation to achieve, attributing success to effort, the
influence of parental help and the use of extra mathematics curricula. The argument explored is, in order to promote students’
mathematics achievement, we must improve the pedagogical knowledge of classroom teachers of mathematics, as well as to encourage
parents’ involvement in the mathematics education of their children and to promote students’ motivation to learn mathematics. 相似文献
19.
The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy. 相似文献
20.
Ali Ebrahim 《International Journal of Science and Mathematics Education》2012,10(2):293-314
This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science
achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes
who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’
science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest.
Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of
the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly
(p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results
provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning
methods in Kuwaiti classrooms. 相似文献