首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.

Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.

Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.

Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.

Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.

Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do.  相似文献   

2.
ObjectivesThe current study presents the prevalence of students’ reports of physical and emotional maltreatment by school staff and examines the differences between these reports according to the students’ category of involvement in school bullying (only bullies, only victims, bully-victims, and neither bullies nor victims).MethodThis study is based on a large, nationally representative sample of 16,604 students in grades 7–11 in 324 schools across Israel, who completed questionnaires during class. Using Multivariate Analyses of Variance (MANOVA), the study explores the differences between bully-victim group memberships on their reports of staff maltreatment. It also examines the interaction of students’ gender, nation (Jewish vs. Arab students) and school level (junior high vs. high school student) with physical and emotional maltreatment.ResultsSignificant MANOVA results were found for gender (boys more than girls), nation (Arabs more than Jews) and bully-victim group membership for both emotional and physical maltreatment. Post hoc follow-up analyses revealed that bully-victims reported significantly more staff maltreatment than other students, followed by bullies and victims. Students who were not involved in bullying reported the lowest levels of staff maltreatment. In addition, the interaction analysis revealed that differences in bully-victim subgroup membership vary by gender, nations and school level in both physical and emotional maltreatment.ConclusionThe findings showed that levels of staff maltreatment toward students vary according to the category of students’ involvement in bullying, with bully-victims boys being at the highest risk. These findings mirror past research suggesting that bully-victims present multiple challenges for school staff and they are in need for special attention.Practice implicationThe findings emphasize the need to invest more efforts in helping bully-victims that were found at highest risk for staff maltreatment in both Jewish and Arab schools. Furthermore, it is essential to support teachers to help them cope effectively with difficult situations without resorting to aggression. To achieve this goal, training opportunities for teachers in Israel and other countries need to be expanded. This intervention should be designed and implemented from a “whole school” approach that includes students, school staff, and parents.  相似文献   

3.
Abstract

This study examined two widely available light-touch, writing-based mindset interventions: one that targeted students’ purpose for learning and one that aimed to increase students’ growth mindset. In order to examine the potential mechanisms underlying previously reported effects of mindset interventions, we analyzed these interventions’ effects on low-income, ethnic minority adolescents’ academic outcomes, task persistence, task-relevant anxiety, critical motivation, and sense of belonging. Results indicated that the purpose for learning intervention had a small negative impact on students’ self-reported grades the following year, and null results for the other outcomes. The growth mindset intervention was administered one year following the purpose for learning intervention and we found no evidence of treatment impacts on any outcomes. Analyses of treatment impact moderation suggested that certain student characteristics, such as student gender and race could play a role, but most of these tests also presented null results. The primarily null results of both interventions suggest that further study is needed to determine the effectiveness of one-time, self-administered mindset interventions across a variety of contexts and student populations.  相似文献   

4.
Abstract

Students were asked to rank instructors, who differed by age, gender and political leaning, by their expected helpfulness, and how much a student expected to learn. Students selected older instructors as those from whom they would learn the most, but chose young instructors as the most helpful. Overall, male instructors were preferred over female instructors, especially when emphasis was placed on learning. The political leaning of the instructor was a discriminating factor in humanities classes, with liberal instructors preferred over conservatives. The preferred age, gender and political leaning patterns were distinctly different for instructors who were helpful, and from those from whom students thought they would learn the most, indicating a dichotomy between perceived helpfulness and learning. The stereotypic images of instructors did not differ significantly by the students’ own gender and academic major, except for male students ranking conservative instructors higher than females. Students do have stereotypical images of instructors based on the instructor’s age, gender and political leaning.  相似文献   

5.
ABSTRACT

This study investigated the associations among students’ attitudes towards science, students’ perceived difficulty of learning science, gender, parents’ occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students’ general interest of science, their parents’ occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.  相似文献   

6.
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.  相似文献   

7.
ABSTRACT

This article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school.  相似文献   

8.
ABSTRACT

Context-based approaches can bridge the gap between abstract, difficult science concepts and the world students live in. However, the relevance of specific contexts to different groups of learners, and its stability over time, have not been extensively explored. This study used four datasets, collected in different formal and informal settings, to examine which types of contexts could capture the interest of many students and remain so for many years. In the formal setting, responses to closed-ended questionnaires in which 4–12th graders indicated their interest in studying the answers to science questions were compared. Over 700 questionnaires collected in 2007 were compared to over 1600 questionnaires collected in 2016. To document the stability of children’s interest in informal science learning settings we compared over 1600 science questions sent to a TV science show in 2004 with over 7000 science questions submitted to a commercial exhibition in 2014. Although there were some differences across ages, students’ interest in science remained relatively stable over the 10 years. In the formal setting, this similarity was reflected in the significant linear relationship between the two databases (r?=?0.917) with regard to the questions students found interesting. In the informal setting, there was a striking similarity in the proportions of spontaneous questions in biology, astrophysics, Earth Science and chemistry. Based on the findings of this study and the literature we recommended, frequently asked questions are a valuable resource for context-based teaching which can serve to identify contexts that enhance the relevance of science in students’ lives.  相似文献   

9.
Abstract:

A pervasive and persistent subjectivist slogan concerning the nature of right action, uttered most commonly by new students of moral philosophy, is stated and its absurdity exposed. The sources of its pervasiveness and persistence are probed, and are found to lie in the confusion of an uncontroversial conceptual feature of morality with a superficially similar over‐estimation of the moral status of the individual conscience. The non‐primacy of the conscience is briefly demonstrated; and it is suggested that exposure of the sources of the slogan frees one from the tendency to be taken in by it.  相似文献   

10.
ABSTRACT

In recent years, there has been increasing interest within the engineering education research community to prepare engineering students to address wicked problems (WPs) such as climate change, resource scarcity and violent conflict. Previous research suggests that engineering students are able to address WPs if they are given adequate support, but there is a lack of research on what kinds of support are needed. This paper aims to reduce this gap by reporting on students’ performance in, and approaches to, addressing WPs when different scaffolding strategies were used in different parts of a rubric-based intervention. The intervention aimed to provide undergraduate engineering students with an understanding of the nature of WPs and with a structured way of addressing them. For each part of the intervention, we discuss affordances for learning provided by the different scaffolding strategies. The results suggest that strong cognitive scaffolding can support students’ understanding of the nature of WPs and students’ performance in written responses to WPs, but possibly also limits deep engagement with WPs and transfer of learning to other contexts.  相似文献   

11.
BackgroundThe existing literature is dominated by models of parent-child aggression (PCA) risk using maternal samples, thereby limiting insight into factors that contribute to fathers’ PCA risk. Protective factors that can affect PCA risk within the mother-father dyad at the cultural level are also often overlooked.ObjectiveThe current study examined the potential positive role of gender ideologies on maternal and paternal PCA risk over time, considering both individual and partner effects on PCA risk.Participants and settingParticipants were 150 couples, with primiparous mothers and their male partners identified from a larger study of PCA risk.MethodsThe study employed a longitudinal design with three waves. Participants were first assessed in mothers’ third trimester of pregnancy and re-assessed when their child was 6 months and 18 months. Dyads reported their gender role attitudes prenatally and PCA risk across time.ResultsEgalitarian gender role ideologies related to lower PCA risk for both mothers and fathers prenatally. At 6 months, neither mothers’ nor fathers’ gender role ideologies related to PCA risk but by 18 months, fathers’ gender role beliefs predicted their PCA risk whereas mother’s gender role beliefs only marginally predicted their PCA risk. Maternal egalitarian gender ideologies significantly predicted fathers’ lower PCA risk at 6 months.ConclusionsThese findings suggest less traditional gender roles may contribute to lower PCA risk in parents particularly prior to childbirth. Therefore, future work is needed to further consider the evolving interconnectedness within couples in their PCA risk over time.  相似文献   

12.
BackgroundSchool dropout is a serious issue with high individual and societal costs. Although numerous risk factors have been studied, those related to the proximal learning environment have mostly been neglected.AimIn this study we tested whether a feature of the learning environment, i.e., students’ perception of being treated fairly by teachers, could reduce their intention to drop out.Sample547 9th grade students (56% male, 94% born in Italy, Mage = 13.92).MethodParticipants answered a questionnaire on teacher justice and intentions to drop out at the beginning (T1), middle (T2) and end (T3) of the school year.ResultsA latent growth model indicated that intentions to dropout increased over time and perceptions of teacher justice had a negative association with the increase both at T2 and T3, even after controlling for gender, nationality, motivation, and perceived learning difficulty.ConclusionThese findings suggest that teacher justice can play a relevant protective role against early school leaving.  相似文献   

13.
Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.

Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls’ school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.

Sample: Data were collected from Year 9 students (girls aged 13–14 years) at the school.

Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.

Results: Although the intervention did not significantly change students’ aspirations or views of science, it did appear to have a positive effect on broadening students’ understanding of the range of jobs that science can lead to or be useful for.

Conclusions: Student aspirations may be extremely resistant to change and intervention, but students’ understanding of ‘where science can lead’ may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels.  相似文献   

14.
The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.  相似文献   

15.
Abstract

In previous research, participation in science studies in senior secondary school has been related to both background characteristics of students and to earlier achievements and interests. This paper reports an investigation of participation in combinations of subjects in senior secondary schools in Australia which embody different science orientations. It shows that different combinations of factors shape participation in physical science’ and ‘biological and other science’ types of course. Both are favoured by investigative interest but participation in a physical science course type is strongly associated with high levels of earlier school achievement in numeracy and gender whereas participation in a biological and other science course type is more strongly associated with social background and curriculum influences. In addition the paper suggests that the low participation by females in physical science courses should be interpreted in terms of an interactive influence of gender, earlier achievement and socio‐economic background.  相似文献   

16.
Abstract

Text comprehension comprises processes that work interactively to create a situation model of a text. Three hundred and one students from 12 Estonian schools were assessed to examine the relations between vocabulary and different text comprehension levels and to detect students’ individual profiles in these skills. Both variable- and person-oriented approaches were used to analyse overall patterns in the data as well as to make inferences regarding students’ individual differences. Vocabulary was found to have the strongest influence on inferential and literal comprehension, whereas evaluative comprehension was slightly less related to vocabulary. Person-oriented approaches revealed different patterns in students’ vocabulary and comprehension skills. Individual differences in vocabulary and comprehension levels emphasise the need to assess students’ comprehension with multidimensional tests aimed at determining the shortcomings in comprehension components and tracking students’ developmental changes.  相似文献   

17.
ABSTRACT

The authors intended to (a) identify the association between gender or grade level and teachers’ homework (HW) feedback and (b) examine the relationship between teachers’ HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5–12) participated in this study. The results showed that (a) at higher grade levels, there is a lower perceived amount of teachers’ HW feedback; (b) teachers’ HW feedback as perceived by students is positively and significantly related to the amount of HW completed and to the perceived quality of HW time management but not to the amount of time spent on HW; (c) the amount of HW completed and the perceived quality of HW time management positively and significantly predict academic achievement; and (d) teachers’ HW feedback as perceived by students has an indirect relationship with students’ academic achievement by its effect on students’ HW-related behaviors.  相似文献   

18.
Abstract

This study examined the effects of the Facing History and Ourselves (FHAO) human rights program on moral development and psychological functioning. The FHAO curriculum significantly increased 8th grade students’ moral reasoning (Rest's 1979 Defining Issues Test) without adversely impacting on their psychological well‐being (scores on depression, hopelessness or self‐worth inventories). Girls were more empathic and had higher levels of social interest; boys had higher global self‐worth scores; there were no differences between boys and girls in their moral reasoning scores and no gender differences in the psychological impact of the course. This study adds to the literature which suggests that human rights education positively affects students’ moral development.  相似文献   

19.
BackgroundCollaborative small-group discussions have the potential to promote reading comprehension, critical thinking, and argumentation. However, few studies have gone beyond cognitive processes to understand the social characteristics of dialogue and their potential contributions to students’ cognitive processing in turn-by-turn dialogic exchanges.AimsThis study closely examined dialogues between speakers and addressees regarding their levels of cognitive processing (i.e., cognitive dialogue patterns) and social processes reflecting social cohesion (i.e., social dialogue patterns). The aims were to understand, first, the relations between students' cognitive dialogue patterns and their social dialogue patterns, and second, the relations between students' cognitive dialogue patterns and peers’ social dialogue patterns.SampleThis study included 4070 speaking turns generated by 120 fifth-graders in 60 small-group discussions.MethodsStudents participated in small-group discussions, called Collaborative Social Reasoning. Dialogue between pairs of group members formed social networks, based on which Exponential Random Graph Models (ERGMs) were specified.ResultsFindings showed that speakers' social dialogue patterns were associated with their cognitive dialogue patterns. However, receiving social dialogue patterns from peers did not always predict students’ advanced types of cognitive dialogue patterns.ConclusionsThis study demonstrated that cognitive and social aspects of small-group discussions are intricately linked, and that encouraging social cohesion does not guarantee that students will engage in collaborative and critical discussions.  相似文献   

20.
Abstract

Transgender and gender diverse secondary students report routine social and curricular marginalisation at school, factors which have been linked to negative social and academic outcomes. This paper examines data from the Free2Be? project, which surveyed 704 same-sex attracted and gender-diverse Australian teenagers (aged 14–18), to examine school gender climate as a potential stressor for the 51 (7%) students who identified as gender diverse. The paper focuses on these students’ reports of their teachers’ positivity regarding diverse gender expression, as a critical element of school gender climate. Multiple regression analyses revealed the significant predictive impact of teachers’ positivity on gender diverse students’ sense of connection to their school environment, highlighting the need for educators to be knowledgeable and affirming of gender diversity.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号