Biology teachers' attitudes toward and use of Indiana's evolution standards     

Lisa A. Donnelly  William J. Boone 《科学教学研究杂志》2007,44(2):236-257

This study examines the relationship between biology teachers' evolution teaching practices and their regard and use of Indiana state evolution standards. A survey developed by the authors contained five subscales: use of standards; attitude toward standards; attitude toward evolution standards; evolution teaching practices; and demographic information. This survey was administered to 229 Indiana biology teachers. Data were analyzed using the Rasch model to convert Likert rating scale data into ratio data used for parametric analyses. Correlation analysis revealed significant relationships between use of standards and attitude toward standards, attitude toward standards and evolution teaching practices, and attitude toward evolution standards and days teaching evolution. These findings suggest practical relationships between standards use, teachers' regard of standards, and evolution teaching practices. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 236–257, 2007  相似文献   

Professional Learning Communities: A Review of the Literature   总被引：7，自引：0，他引：7  

Louise Stoll  Ray Bolam  Agnes McMahon  Mike Wallace  Sally Thomas 《Journal of Educational Change》2006,7(4):221-258

International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.  相似文献   

Exploring the factors related to acceptance of evolutionary theory among Turkish preservice biology teachers: Toward a more informative conceptual ecology for biological evolution   总被引：1，自引：1，他引：0  

Hasan Deniz  Lisa A. Donnelly  Irfan Yilmaz 《科学教学研究杂志》2008,45(4):420-443

In this study, using multiple regression analysis, we aimed to explore the factors related to acceptance of evolutionary theory among preservice Turkish biology teachers using conceptual ecology for biological evolution as a theoretical lens. We aimed to determine the extent to which we can account for the variance in acceptance of evolutionary theory by using understanding of evolutionary theory, epistemological beliefs, thinking dispositions, and parents' educational level as independent variables. Preservice biology teachers' thinking dispositions, their understanding of evolutionary theory, and their parents' educational level are positively correlated with acceptance of evolutionary theory. We did not find any significant positive correlation between epistemological beliefs and acceptance of evolution because of low reliability coefficients of subscales of the epistemological beliefs instrument. Together they explained 10.5% of the variance. These results suggest that studying the relationship between acceptance of evolutionary theory and other related factors in a multivariate context is more informative than examining the relationship between acceptance of evolutionary theory and other factors in isolation. Our findings indicate that studying a controversial issue such as acceptance of evolutionary theory in a multivariate fashion, using conceptual ecology as a theoretical lens to interpret the findings, is informative. Our results suggest the inclusion of thinking dispositions in conceptual ecology for biological evolution. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 420–443, 2008  相似文献   

Oh, OK, I'm LD!     

J J Sachs  V W Iliff  R F Donnelly 《Journal of learning disabilities》1987,20(2):92-3, 113

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A tale of two countries: comparing civic education in the Philippines and Singapore     

Mark Baildon  Jasmine B.-Y. Sim  Agnes Paculdar 《Compare》2016,46(1):93-115

This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries.  相似文献   

Career development issues among Japanese work groups     

Agnes Watanabe Ph.D.  Edwin L. Herr Ed.D. 《Journal of Career Development》1993,20(1):61-72

Conclusion Like most of the industrialized nations of the world, Japan is undergoing changes in its occupational structure, in its societal values about work and achievement, and in the demographics of its work force. These changes have different types of impact on the career development of young workers, initial entry and reentry women, and older workers.As greater clarity is established on how these populations differ between and within groups, Japan's policy-makers have become aware that different types of intervention programs must be developed and implemented for each of these groups. However, there is not a sufficient number of counselors, who are trained to deal with the career development and transition to work issues presented by each of these groups, to respond to the growing needs for career counseling and career guidance across the nation. Clearly, a national agenda for serving a work force in Japan which is aging, diversifying, and entering and adjusting to an occupational environment which is itself in flux must include major attention to counselor preparation, research in career development across the life-span, and the development and testing of career development programs tailored to multiple individual and group needs.  相似文献   

Project on the Effectiveness of Learning Strategies and Metacognitive Skills     

Agnes Chang Shook Cheong 《Asia Pacific Journal of Education》1992,12(1):87-90

Teachers should not only be concerned with the products of learning but also with the processes of learning as good teaching involves teaching pupils how to learn effectively. The importance of teaching pupils ‘to learn how to learn’ has gained momentum as recent research provides more and more evidence that substantial variance in learning outcomes can be attributed to learning approaches adopted by pupils (Marton, 1976; Marton and Sayo, 1978; Svenssin and Theman 1983; Marton and Saljo, 1984; Biggs, 1987; Chew 1988; Cheng, 1985).  相似文献   

Orgasm and lesbian sociality     

Agnes Bolsø Corresponding author 《Sex education》2013,13(1):29-48

Orgasm is often seen as the most sensational aspect of sex, and, seemingly, it never ceases to fascinate. The female and the male orgasm hold different positions in research as well as in public debate, and the orgasm has been object of discussion within the feminist movement. This article is about sex and especially the female orgasm related to difference and power issues that feminism has raised over the last 30 years. In an attempt to bring new arguments and perspectives into account, empirical material, mainly consisting of interviews with lesbians, is analysed. This article discusses power issues in lesbian sex, and the main focus is on differences and power connected to the production of orgasmic sex. By extension of the analysis the author raises questions to be discussed in a heterosexual context.  相似文献   

Embedding General Education Competencies into an Online Information Literacy Course     

Srivalli Rao  Agnes Cameron  Susan Gaskin-Noel 《图书馆管理杂志》2013,53(1-2):59-73

ABSTRACT

Assessing core competencies for students who are enrolled in purely online programs poses a challenge to colleges and universities. Our institution has chosen an existing online information literacy course to incorporate and assess general education competencies for an overseas cohort of transfer students. This article presents a brief overview of the course and describes the way in which the course was redesigned to embed and assess the five general education competencies (critical thinking, information literacy, critical reading, quantitative reasoning, and writing).  相似文献   

Assessing the Implicit Curriculum in Social Work Education: Heterogeneity of Students’ Experiences and Impact on Professional Empowerment     

N. Andrew Peterson  Antoinette Y. Farmer  Louis Donnelly  Brad Forenza 《Journal of Teaching in Social Work》2013,33(5):460-479

The implicit curriculum, which refers to a student’s learning environment, has been described as an essential feature of an integrated professional social work curriculum. Very little is known, however, about the heterogeneity of students’ experiences with the implicit curriculum, how this heterogeneity may be distributed across groups of students, and how it may impact students’ professional empowerment. This study used latent profile analysis to identify groups of students based on their experiences with the implicit curriculum in school and field contexts, and it examined differences between profile groups on measures of professional empowerment. Study participants (n = 534) were undergraduate and graduate students of a large school of social work in the northeast. Results revealed that four groups of students could be identified based on their experiences with the implicit curriculum: students who experienced (a) positive school and field environments, (b) positive school but negative field environments, (c) negative school but positive field environments, and (d) negative school and field environments. Profile groups differed significantly on measures of professional empowerment. Implications and directions for future work are discussed.  相似文献