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1.
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2.
This paper describes the phases of a professional development project designed to support teachers in planning for communication interventions with students who have a range of intellectual disabilities. Issues relating to educational change are explored recognising the importance of personal and systemic factors in such a process. An evaluation instrument designed to measure the effectiveness of the project in addressing teacher needs and concerns is introduced and discussed.  相似文献   

3.
This paper reports the development of an instrument to assess the support needs of students with a disability in regular classes. The instrument was developed by a University-based research team on behalf of the New South Wales Department of Education and Training, and was used as the basis for providing funding support for over 12,000 students in the year 2000. The developmental process was robust in that it was based on three types of information: assessment approaches being used in other locations; expert judgement by Departmental officers; and statistical analyses of data obtained using an initial form of the instrument. Statistical analysis was based on a final form of the instrument consisting of 11 focus areas structured into three domains - physical needs, learning needs, and social needs of students. These domains had good construct and face validities and high score reliabilities.  相似文献   

4.
Inquiry engagement is a newly defined construct that represents the participation in carrying out practices of science and engineering to achieve learning outcomes and is influenced by learners’ personalities and teachers’ roles. Expectancy value theory posits that attainment values are important components of task values that, in turn, directly influence students’ achievement-related choices and performance. The current paper developed and validated the McGill Attainment Value for Inquiry Engagement Survey (MAVIES) with undergraduate students in STEM disciplines. The MAVIES is a 67-item, learner-focused survey that addresses four components that are theoretically important for engaging in scientific inquiry: (a) teachers’ roles, (b) students’ personalities, (c) inquiry learning outcomes, and (d) practices of science and engineering. Evidence for internal consistency and construct, content, and criterion validity was obtained from 85 undergraduates who had experience with scientific inquiry in diverse STEM fields. Confirmatory factor analyses confirmed factors that were consistent with role theory, Big Five personality traits, revised Bloom’s learning outcomes, and the Next Generation Science Standards. The MAVIES instrument is a reliable and valid instrument for measuring undergraduate students’ attainment values for scientific inquiry engagement in STEM disciplines.  相似文献   

5.
We address the current concerns about teaching‐to‐the‐test and its association with declining dispositions towards further study of mathematics and the consequences for choice of STEM subjects at university. In particular, through a mixed study including a large survey sample of over 1000 students and their teachers, and focussed qualitative case studies, we explored the impact of ‘transmissionist’ pedagogic practices on learning outcomes. We report on the construction and validation of a scale to measure teachers’ self‐reported pedagogy. We then use this measure in combination with the students’ survey data and through regression modelling we illustrate significant associations between the pedagogic measure and students’ mathematics dispositions. Finally, we discuss the potential implications of these results for mathematics education and the STEM agenda.  相似文献   

6.
In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project-based schools could be due to a self-selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real-life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.  相似文献   

7.
Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students’ engagement with STEM concepts, and to investigate parents’ opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children.  相似文献   

8.
Despite the widely accepted view that low self-efficacy beliefs negatively influence students' intention to opt for a STEM field oriented study or career path, it remains unclear how to effectively stimulate these beliefs in students who do seem to have the ability and motivation to opt for a STEM career. A suggestion from previous literature is that students' implicit beliefs about the malleability of their learning ability can have a major impact on their self-efficacy beliefs, and, importantly, that these implicit beliefs are malleable themselves. Even though this relation between implicit beliefs, self-efficacy, and STEM field aspirations has been suggested multiple times, there is no empirical evidence to support this claim. The goal of the current study was to examine whether implicit beliefs about the malleability of STEM ability are associated with secondary school students' intention to opt for a STEM field bachelor's degree, using a Structural Equation Modelling approach. Furthermore, we examined the mediating role of STEM-oriented self-efficacy beliefs on the relationship between implicit ability beliefs and STEM intention. We used a Likert-type questionnaire, consisting of subscales to measure ability beliefs, self-efficacy, and intention to opt for a STEM degree of secondary school students in their fifth grade (n = 483). Results showed that there is a positive relation between implicit STEM ability beliefs and the intention to opt for a STEM field bachelor degree, and that this relation is partly mediated by self-efficacy beliefs. Incremental STEM ability beliefs predicted positive self-efficacy beliefs and increased STEM intention. These findings provide a foundation for a novel approach to stimulate and motivate students for the STEM field, namely by stimulating incremental beliefs about their STEM ability.  相似文献   

9.
Teacher burnout is a growing phenomenon that may dramatically reduce the quality of life of both teachers and students. Many studies have conceptualized teaching as a high-contact profession and, focusing on the emotional exhaustion dimension of burnout, they have highlighted the relation with students as a key dimension of teachers’ stress. This paper presents an original instrument (TSS-Sr) to measure teachers’ stress related to the interaction with their pupils. It provides the psychometric characteristic of this scale. Results support a model of measurement of teacher social stress based on four dimensions: verbal aggression, dislike students, awkward reactions, demanding requests. Implications about the use and the applications of this instrument are discussed.  相似文献   

10.
The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three-factor model using confirmative factor analysis. The two studies provide strong evidence that the scale is both valid and reliable.  相似文献   

11.
Many agree that educational systems should instill in students the value of lifelong learning (LLL), but few have suggested how to accomplish that or how to measure the effectiveness of those curricular initiatives. We developed a technique intended to strengthen students' beliefs about the value of LLL and piloted use of a recently developed scale to assess changes in commitment to LLL. Using a quasi-experimental procedure, we presented students with faculty members’ career biographies describing their personal career paths, including how they learned from their experiences and how they had to adapt and adjust to changing circumstances. To assess beliefs about LLL, students completed Bath and Smith's Propensity for Lifelong Learning (PLLL) scale. We found that students who listened to career biographies had significantly stronger beliefs regarding the value of LLL than the students who were not exposed to the career biographies. We concluded that listening to career biographies strengthened commitment to LLL and that the PLLL scale is a useful outcome measure of this commitment. We discussed limitations and future directions of our method and measurement instrument.  相似文献   

12.
This study presents the development of a 91-item instrument to measure what pre-service teachers know about effective teaching in urban schools. The instrument, Teaching in Urban Schools Scale, was piloted and then refined and conducted with 248 graduate students in a teacher education program. Validity of the scale was investigated and revealed evidence of discriminant and content validity and a reliability coefficient of .91. Results also indicated that certification and number of program credits completed bore no significant influence on respondents’ knowledge base. However, participants who expressed interest in teaching in urban schools scored significantly higher on the instrument.  相似文献   

13.
This paper reports on efforts aimed toward the development of more effective procedures for identifying mothers who are at elevated risk for problems in parenting. We present data from two independent samples of known maladaptors and corresponding comparison mothers and report on our attempts to cross-validate a promising screening instrument composed of items that index social support and parenting attitudes. The resultant 20-item scale correctly identified over 90% of maladaptive and comparison mothers. When this scale was cross-validated on a second independent sample of maladaptors and comparison mothers, it was again almost 90% accurate. Issues concerning the field application of this promising instrument are discussed and its possible limitations are considered.  相似文献   

14.
The psychometric properties of a 10-item math motivation scale were empirically validated with an independent sample consisting of 182 elementary-school students. Analysis of the model dimensionality supported a one-factor structure fit. Item parameter estimates from a Classical Test Theory framework revealed that most items were highly discriminating, and the survey is informative for students of low to average math motivation. Differential item functioning (DIF) analyses found two items exhibiting gender bias. Overall, the instrument was a psychometrically valid instrument for measuring math motivation at the elementary level.  相似文献   

15.
To remain globally competitive and increase the number of young people completing two- and four-year college degrees, America needs to expand access to higher education and focus attention on the success of those who enroll. Expertise in Science, Technology, Engineering and Mathematics (STEM) will be particularly important for maintaining a thriving economy and in developing innovative solutions to global challenges. However, only 6 percent of 24-year-olds in the United States hold first degrees in these fields, placing the country 20th in a comparison group of 24 industrialized countries. Many American students initially interested in STEM areas select other fields after they begin college: only 33 percent of white students, 42 percent of Asian American students, and about 20 percent of black, Latino, and Native American students who aspire to complete a STEM major succeed. This paper examines strategies developed at the University of Maryland, Baltimore County (UMBC) and elsewhere that have created an atmosphere of inclusive excellence and are allowing more students of all backgrounds to succeed in STEM areas and other disciplines. Culture change at UMBC began 25 years ago with the development of the Meyerhoff Scholars Program for high-achieving minority students interested in STEM research careers. Lessons learned from that program have motivated University-wide changes as faculty, staff, and students have pursued broad initiatives to redesign courses, build community, and support and engage students.  相似文献   

16.
The Course Experience Questionnaire (CEQ) is a 36-item instrument that is intended to measure six different aspects of students’ perceptions of the academic quality of their programmes. It has been widely used in Western countries, and it has also been used in non-Western countries, including China, Hong Kong, Japan and Pakistan. Nevertheless, in the latter countries, it has sometimes not been possible to identify the full range of constructs that were supposed to be measured by the original CEQ. We translated the CEQ into Bengali and administered this to 552 science students at 15 higher secondary schools in West Bengal, India. A confirmatory factor analysis found that their responses provided a poor fit to the original six-factor model of the CEQ. An exploratory factor analysis identified just four constructs, which reflected good teaching, generic skills, student support and appropriate workload. The items with salient loadings on the four factors were used to construct four scales. The students’ scores on three of the four scales showed satisfactory levels of internal consistency. A factor analysis of their scores on all four scales yielded one overarching factor that could be interpreted as a measure of perceived academic quality. A reduced version of the CEQ consisting of the 30 items that constitute these four scales can be recommended as a measure of students’ perceptions of the academic quality of programmes in West Bengal.  相似文献   

17.
This study explored the cross-cultural applicability of the Sense of Self (SOS) Scale in the Hong Kong Chinese cultural context. The SOS Scale is a 26-item questionnaire designed to measure students?? sense of purpose, self-reliance, and self-concept in school. Six hundred ninety-seven Hong Kong Chinese high school students participated in the study. Both within-network and between-network approaches to construct validation were adopted. Responses to this questionnaire are shown to have good internal consistency reliability, and support is provided for its construct validity in terms of its factorial structure and correlations with other educational outcomes such as learning strategies. In addition, multigroup confirmatory factor analysis also indicated invariance of the instrument across males and females, across students of different year levels, and across students from different types of school. Implications for cross-cultural research are discussed.  相似文献   

18.
Over the past decade, there has been a strong national push to increase minority students’ positive attitudes towards STEM-related careers. However, despite this focus, minority students have remained underrepresented in these fields. Some researchers have directed their attention towards improving the STEM pipeline which carries students through our educational system and into STEM careers. Previous research has shown that expectancy-value theory (EVT) is useful for examining the short-term as well as long-term academic motivations and intentions of elementary age minority students. These findings provide insights into ways we may be able to potentially “patch” particular STEM pipeline leaks. In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students’ academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes. Data for this study was gathered over the course of a large-scale computing intervention which sought to increase students’ STEM interest. This computing intervention took place in an urban elementary school district located within the southeastern USA. Results from this study indicate that both intrinsic values and utility values predict students’ STEM attitudes but they influence attitudes related to the various dimensions of STEM differently. These findings demonstrate that EVT provides a useful framework, which can be integrated into future computing interventions, to help encourage positive STEM attitudes in young children, thus increasing the internal pressure (or flow) within the STEM pipeline.  相似文献   

19.
The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that addressed cognitive, affective, and psychomotor learning that was administered to a sample of 142 online and face-to-face learners. Based on the results, the instrument was reduced to 21 items for Phase II and tested with a new sample of 171 online and face-to-face students. The results of confirmatory factor analysis suggested a better data fit with an even smaller 9-item instrument, which was then administered to a new sample of 221 online and face-to-face students in Phase III. The results of this final phase are presented along with the resulting CAP Perceived Learning Scale, a 9-item self-report measure of perceived cognitive, affective, and psychomotor learning. Implications and usage of the CAP Perceived Learning Scale for research and practice are also discussed.  相似文献   

20.
If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and investigates attempts to teach creatively as experienced by nine STEM educators in an Australian university. The results highlighted that achieving creative teaching is difficult and that the element of surprise is essential. Despite the struggle required, creative teaching afforded fulfilment for teachers. We examine the characteristics of those interviewed and suggest strategies for fostering creative teaching. The findings extend beyond the STEM discipline.  相似文献   

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