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1.
Inequalities are one of the foundational subjects in high school math curricula, but there is a lack of academic research into how students learn certain types of inequalities. This article fills part of the research gap by presenting the findings of a study that examined high school students’ methods of approaching absolute value inequalities, their common mistakes, misconceptions, and the possible sources of these mistakes and misconceptions. The research study used two tools—a questionnaire and personal interviews. The questionnaire was given to 481 students in the 10th and 11th grades in Israel who studied mathematics at intermediate and advanced levels. It was administered after the students had studied inequalities. Thirty-two students were interviewed in order to find their ways of thinking and the sources of their errors. The main types of mistakes that students consistently made when solving absolute value inequalities were found. Based on the study’s findings, teachers can understand students’ thought processes and use this understanding to conduct remediation and enhance mathematics instruction. 相似文献
2.
本文是关于任务投入方式与非英语专业本科生词汇学习方式的对比研究。采用调查问卷及师生访谈, 并运用信息处理模式等对数据分析及访谈结果进行深入探讨,得出如下结论: 任务投入方式不同,学生所经常采用的词汇学习方式可能有所差别; 相对而言,虽然语言水平不同,但是学生所经常采用的词汇学习方式没有显著差别。 相似文献
3.
Deniz Kahriman-Ozturk Refika Olgan Gaye Tuncer 《International Journal of Science Education》2013,35(4):629-650
This study explores preschool children's attitudes towards environmental issues with a focus on the issue of gender as a factor affecting their attitudes. The study sample comprised 40 preschool age children living in Ankara, Turkey. The research adopted a qualitative approach, and the data were collected through interviews in which a questionnaire was administered. The interview questionnaire was adapted from ‘The Children's Attitudes Toward the Environment Scale-Preschool Version’ which contains 15 interview questions and sub-questions. The findings of our study indicate that most of the 5–6-year-old children initially appear to have ecocentric attitudes towards environmental issues in all the dimensions. However, when the children explained their reasons for choosing one of the two pictures, their responses were evaluated as emanating from anthropocentric attitudes. No difference in the attitudes of the preschool children was detected in relation to their gender. In conclusion, this study shows that the educational programmes at the preschool stage need to be broadened and improved, particularly in the provision of outdoor study in natural settings for the children to develop a more ecocentric attitude towards the environment. 相似文献
4.
《Africa Education Review》2013,10(1):144-164
Abstract This article reports on an empirical investigation of Zimbabwean teachers’ attitudes towards Performance Appraisal (PA) as a model of staff supervision and the resultant impact on their motivation and performance. A survey design was used to gather data by means of a questionnaire containing ninety one precoded response items on the concepts of supervision and PA, induction programmes, PA interviews and teachers’ attitudes to PA. The responses of fifty two teachers out of a sample of sixty revealed that on the whole teachers are positively motivated by staff supervision models which seek to develop their pedagogical skills and therefore tend to enhance their performance with a view to improving education and attaining educational goals. The research revealed that PA should be collaborative, transparent, dialogical and accountable. Models which are judgmental and call for close and constant supervision are unpopular. 相似文献
5.
Gwen Gilmore 《British Journal of Special Education》2012,39(1):39-48
This article by Gwen Gilmore, a lecturer in the School of Curriculum and Pedagogy at Massey University, draws on a research project which explored the nature, extent and characteristics of a disciplinary inclusion room (IR) in a secondary school in the south‐west of England using a Cultural Historical Activity Theory framework. In five years to 2010 this school reduced fixed‐term exclusion from a 10% rate to less than 0.01%. At the same time school attainment improved, with the percentage of students attaining grades A*–C in GCSEs increasing from 43% to 73%. The school under study was located within an Excellence in Cities and Behaviour Improvement Partnership initiative. The mixed methods used to inform this article include analysis of school documents, staff on‐line questionnaire and nine in‐depth interviews. Staff views of the IR indicated a dynamic, interactive model and the potential for increased discourse around inclusion informed by joint problem solving in context. This research suggests that a disciplinary IR and associated systems can complement educational goals. The findings prompt a reconsideration of the role of discipline provision and give strength to inclusive, educationally based practice. This article, the literature and research are also informed by a matched Year 8 and 9 student questionnaire and interviews with nine students who attended the IR. 相似文献
6.
This research is distinctive in that it not only provides an example of one of the few cross-cultural studies in science education, but also it used multiple research methods from different paradigms in exploring classroom learning environments in Taiwan and Australia. This article describes the validation and use of an English and Mandarin version of the What is Happening in this Class? (WIHIC) questionnaire in junior high school science classes in Australia and Taiwan. When the WIHIC was administered to 1,081 students in 50 classes in Australia and to 1,879 students in 50 classes in Taiwan, data analysis supported the reliability and factorial validity of the questionnaire, and revealed differences between Taiwanese and Australian classrooms. Although the study commenced from a more positivistic framework, favouring a more objectivist view, as the study progressed, it employed an interpretative framework and drew on elements of constructivist and critical theory paradigms. This article outlines the researchers' use of multiple research methods including classroom observations, in-depth interviews and narratives. The themes which emerged from the data gathered using these methods helped to make sense of classroom environments that were created in each country.
相似文献7.
James Arthur 《British Journal of Religious Education》2011,33(3):299-312
This article reports on some of the research findings of a major, multi-site case study of character formation in young people in England. Religion was not the focus of this research, but emerged as significant in each case study. In particular, the religious and spiritual beliefs and practices of young people were positively connected with their level of community involvement. The research provides evidence that indicates an association between young religious believers and those who are constructively engaged in both their communities as well as being politically minded. The main methods of data collection for this article included semi-structured discussions/interviews together with semi-structured individual and questionnaire surveys. 相似文献
8.
Alison Earey 《Support for Learning》2013,28(1):35-40
This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in‐depth, semi‐structured interviews with seven parents, who were largely sourced through a local dyslexia specialist tutor. The data were analysed by using cross‐sectional analysis in order to consider the participants' choice of words and their comparative responses to questions. The interviews probed parents for information on their experience from the initial point of concern about the child's difficulties with words, through to assessment and concerns for the future. The findings suggest that, while we live in an age of purported inclusion and equality, there are still children who experience exclusion and prejudice in education. Their experience does not match the ideal and, as a result, their parents are suffering too. The findings help to support recent research and could encourage continued improvements in the education system. 相似文献
9.
Natia Sopromadze Pontso Moorosi 《International Journal of Research & Method in Education》2017,40(5):524-540
The paper aims to demonstrate the value of cognitive interviewing (CI) as a survey pretesting method in comparative education research. Although rarely used by education researchers, CI has been successfully applied in different disciplines to evaluate and improve question performance. The method assumes that observing people’s thought processes when they answer survey questions can detect response problems and point to possible solutions. To illustrate the merits of CI, we present the findings from eight cognitive interviews, which informed the development of a bilingual English/Georgian online questionnaire. The main objectives of our CI study were to (a) examine cognitive validity of survey questions, (b) determine semantic equivalence of the source (English) and translated (Georgian) versions of the questionnaire and (c) establish conceptual equivalence of survey measures across two cultures. We conducted two rounds of cognitive interviews, one in each language, using a combination of think-aloud and verbal probing techniques. Our analysis suggests that CI can help to identify causes of response difficulties and develop more accurate and comparable survey measures for cross-cultural education research. 相似文献
10.
The aim of this study was to examine the lack of participation of Asian‐Australian students in humanities courses in contrast with students of other nationalities. In addition, this study investigated the difficulties faced by Asian‐Australian students in humanities courses. Focus group interviews were conducted with groups of Asian students to explore reasons for course choices and a questionnaire was developed out of interview responses. The questionnaire, in the form of closed‐ and open‐ended questions, was administered to 173 students from an Australian technological university. These students participated in different courses and were from various ethnic groups. The results suggested that students from different ethnic groups differed in their reasons for course choices. The responses from the questionnaire highlighted the unique difficulties faced by Asian‐Australian students undertaking humanities courses. 相似文献
11.
Jill M. Aldridge Barry J. Fraser Lisa Bell Jeffrey Dorman 《Journal of Science Teacher Education》2012,23(3):259-290
This article reports the development, validation and use of an instrument designed to provide teachers with feedback information,
based on students’ perceptions, about their classroom environments. The instrument was developed to provide teachers with
feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to
improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade
11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a
frequency response scale into interval data that are suitable for parametric analyses. During an action research process,
reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the
processes used by teachers during action research. This article reports the views of these teachers in general and examines
more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection
and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research
based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom
learning environments. 相似文献
12.
Geoffrey W. Beeson Robin J. Matthews Jennifer R. Baker 《The Australian Educational Researcher》1992,19(3):29-48
This article reports results from an ongoing study of beginning school principals and is focused on the identification of professional concerns held by the principals during their first six months in office. The study involved two main methods of data collection: (a) site and telephone interviews with small samples of eight and four principals who first took up their principalships in Victorian schools in 1989 and 1990 respectively; and (b) questionnaire surveys of all beginning principals in the two cohorts from which the small samples were drawn. Analysis of the interview data using methods relevant to grounded theory, and comparison of the outcomes with selected data from the questionnaires lead to the identification of seven areas of major professional concern and five other areas of lesser concern. The relationship of the findings to other research on principals, and implications for the preparation and support of beginning principals, are discussed. 相似文献
13.
Mark Huxham Phyllis Laybourn Sandra Cairncross Morag Gray Norrie Brown Judy Goldfinch 《Assessment & Evaluation in Higher Education》2008,33(6):675-686
A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first‐ and second‐year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to ‘questionnaire’ and ‘comparator’ groups. ‘Questionnaire’ students completed the standard end‐of‐module questionnaire, whilst ‘comparator’ groups evaluated the modules using ‘rapid feedback’, ‘H form’, focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation. 相似文献
14.
This exploratory study was designed to investigate the accuracy of high school students' confidence in their answers on classroom
tests, how that accuracy varied between different types of questions, and whether having to judge their confidence in test
items resulted in an improvement in accuracy over the school year. The study was conducted in a rural high school in a South
Eastern state of the US involving 54 students enrolled in three sections of a human anatomy class. For an entire school year
the teacher asked students to indicate their confidence in a response's correctness when they answered questions on tests
and examinations. Further data included interviews with 25 students and a career goals questionnaire. Having students gauge
the correctness of their responses to test questions on class tests over the school year did not result in quantifiable improvements
in their accuracy. However, students indicated that reflective use of the language of human anatomy and physiology through
reading out loud to themselves, practising writing words and phrases, and verbal questioning and discussion with others helped
them to achieve higher academic outcomes. Modelling or discussing effective study strategies with family members were also
identified as important factors on the ways students prepared for tests. 相似文献
15.
Cecília Galvão 《International Journal of Science Education》2013,35(13):1621-1633
This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio‐scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open‐ended questions; and (2) wrote a science fiction story involving a group of scientists working on a particular situation of her/his choice. Next, semi‐structured interviews were carried out to clarify and discuss the ideas embodied in the stories and mentioned in the questionnaire. All data underwent a process of content analysis. The socio‐scientific controversies recently discussed, and the way science and scientists are depicted in the media, seem to have produced some impact on students' conceptions about scientists. Based on the results obtained, some remarks and educational implications are discussed. 相似文献
16.
Christopher Schenk 《Education 3-13》2013,41(2):49-51
The impact of careers guidance and advice on newly recruited primary teacher education students is the subject of this article. Data were obtained through questionnaire survey and follow-up interviews with new (1998 entry) primary teaching students, drawn from 14 different Higher Education institutions. The foci of the research were a wide range of issues related to recruitment into teaching, with the careers service just one amongst many potential sources of guidance and advice. However, media coverage of the research report focused primarily, and negatively, on students' views and opinions of the careers service. This article sets our findings and advice within the context of the whole research project. 相似文献
17.
This paper examines some of the ways gifted students are said to be different from non‐gifted students by comparing the responses of 475, 9‐year‐old “gifted” students with those of 230 average‐attaining 13‐year‐old students on the same mathematical problem‐solving questions. The questions were specifically written for mathematically gifted 9 year olds as part of the World Class Tests project. The performance and approaches used by students in the two samples were found to be very similar, as was the frequency of different responses to the questions, suggesting that many of the mathematically “gifted” are not qualitatively different in their problem‐solving approaches from students of average ability, but are merely precocious. 相似文献
18.
This article examines the role of social media metadata in conducting studies of professional development in social media spaces. It traces the brief history of research surrounding social media spaces, noting the lack of research that drills into social media metadata in research on professional development. Framed through a software studies perspective, this article provides a deeper examination of the historical nuances of metadata and explores two distinct methods to procuring social media metadata for research on social media enhanced professional development: using pre-built tools and calling an API (application programming interface) directly. The article raises important ethical considerations around using social media metadata, and touches briefly upon ideological questions associated with the ways companies collect, store, share, and monetize users’ metadata. To overcome these limitations and biases, the authors propose a mixed methods approach through examining back end metadata, employing front-end surfacing techniques of the social media applications, and engaging in traditional qualitative methods of interviews and focus groups for the richest research. 相似文献
19.
Mieke Heyvaert Maarten Deleye Lore Saenen Wim Van Dooren Patrick Onghena 《International Journal of Research & Method in Education》2018,41(2):184-206
When studying a complex research phenomenon, a mixed methods design allows to answer a broader set of research questions and to tap into different aspects of this phenomenon, compared to a monomethod design. This paper reports on how a sequential equal status design (QUAN → QUAL) was used to examine students’ reasoning processes when solving probability problems. A select clustered sampling resulted in the inclusion of 168 high school students in a first, quantitative phase, in which a questionnaire was used to assess how they solved probability problems. This questionnaire included probability items that were based on the outcome orientation, the representativeness misconception, and the equiprobability bias. In a second, qualitative phase, 18 students who were purposefully sampled from the first research phase were interviewed in order to conduct an in-depth study of their probabilistic reasoning processes. In this paper, we illustrate and discuss how several mixed methods research purposes were realized throughout our study: development, expansion, and initiation. 相似文献
20.
ABSTRACTThis paper breaks new ground in its comparative analysis of two international student migration (ISM) streams, one from the Global South to the Global North (India to developed Anglophone countries), and the other within the Global North (UK to North America, Europe and Australia). These two ISM movements reflect different positionalities within the global system of international student movements, and hence necessitate a critical perspective on the assumptions behind such a comparison, which questions the dominance of ‘knowledge’ about ISM that derives from ‘the West’ as a theoretical template. Two methods are employed to collect data: an online questionnaire survey of UK and Indian students who are, or have recently been, studying abroad; and in-depth interviews to UK and Indian international students. Motivations for studying abroad are remarkably similar in the questionnaire results; more subtle differences emerge from the interviews. 相似文献