Pre-service teachers’ science beliefs,attitudes, and self-efficacy: a multi-case study     

Mahsa Kazempour  Troy D. Sadler 《Teaching Education》2013,24(3):247-271

The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs.  相似文献   

Language games: University responses to ranking metrics          下载免费PDF全文

Troy A. Heffernan  Amanda Heffernan 《Higher Education Quarterly》2018,72(1):29-39

League tables of universities that measure performance in various ways are now commonplace, with numerous bodies providing their own rankings of how institutions throughout the world are seen to be performing on a range of metrics. This paper uses Lyotard's notion of language games to theorise that universities are regaining some power over being placed on league tables by creating narratives that manipulate their rankings to promote their own strengths. This paper examines the findings of a study involving university responses to global rankings throughout 2016 produced by two major ranking bodies, Times Higher Education and QS Top Universities. The existing literature has established that ranking tables can be used as a vehicle for humiliation and can produce terrors for all those involved. Thus, the significance of this study's findings is in new ways of theorising university responses to appearing on league tables at a time when academia is a high‐stakes activity where institutions’ abilities are measured and reported on at a global scale.  相似文献   

A Similarity Heuristic in Children’s Possibility Judgments     

Brandon W. Goulding  Ori Friedman 《Child development》2021,92(2):662-671

Children often judge that strange and improbable events are impossible, but the mechanisms behind their reasoning remain unclear. This article (N = 250) provides evidence that young children use a similarity heuristic that compares potential events to similar known events to determine whether events are possible. Experiment 1 shows that 5- to 6-year-olds who hear about improbable events go on to judge that similar improbable events can happen. Experiment 2 shows that 5- to 6-year-olds more often affirm that improbable events can happen if told about related improbable events than if told about unrelated ones. Finally, Experiment 3 shows that 5- to 6-year-olds affirm the possibility of improbable events related to known events, but deny that related impossible events can happen.  相似文献   

Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues     

Ke  Li  Sadler  Troy D.  Zangori  Laura  Friedrichsen  Patricia J. 《Science & Education》2021,30(3):589-607

Science & Education - Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper,...  相似文献   

Students with Disabilities: Practical Information for School Counselors in Turkey     

Elif Cimsir  Brandon Hunt 《International journal for the advancement of counseling》2018,40(2):122-132

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African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline     

Tonika Duren Green  Beverly Booker Ammah  Nola Butler-Byrd  Regina Brandon  Angela McIntosh 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):528-547

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research.  相似文献   

A fair slice of the pie? Problematising the dispersal of government funds to Australian universities     

Troy A. Heffernan 《Journal of Higher Education Policy & Management》2017,39(6):658-673

A common theme in higher education research is the factors that affect university funding. Studies frequently examine how universities cope with funding cuts and the changes that have stemmed from operating in a neoliberal age, a period that now sees institutions commonly functioning on a cost/benefit basis. This paper offers an original contribution by using the Australian Federal Government Department of Education and Training’s document, Finance 2015: Financial Reports of Higher Education Providers, to problematise the financial assistance individual Australian public universities received from the federal government. The paper acknowledges the factors that can account for some institutions receiving more funding than others but nonetheless highlights the substantial discrepancies concerning government financial contributions that exist between Australia’s highest and lowest funded universities. At a time when a performative culture has increasingly become part of higher education, and an institution’s research performance is calculable and rankable, it is crucial to Australia’s long-term research success that all its universities remain competitive in the race for research and government funding.  相似文献   

Perceptions of the Value of Quality Assessment in Scottish Higher Education     

Keith W. Dickinson  Anne Pollock  John Troy 《Assessment & Evaluation in Higher Education》1995,20(1):59-66

The 1992–93 session in Scottish universities saw the introduction of the Scottish Higher Education Funding Council's (SHEFC) statutory requirement to introduce quality assessments of teaching and learning. This paper looks at some of the issues that have arisen from the experience of staff at Napier University in terms of being assessed. It focuses on the issues that have arisen from the first and second round of visits to institutions. The key questions and problems associated with the process are considered in the context of the following headings: (1) defining quality; (2) the role of the lead assessor; (3) the framework for the visit; (4) the role of the student; (5) the quality of the reports; (6) the cost benefit analysis. SHEFC's stated aims for assessment are evaluated in the light of the above.  相似文献   

Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play   总被引：5，自引：5，他引：5  

Sasha A. Barab  Troy D. Sadler  Conan Heiselt  Daniel Hickey  Steven Zuiker 《Journal of Science Education and Technology》2007,16(1):59-82

In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative, students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user virtual worlds can be effectively leveraged to support academic content learning.  相似文献   

Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)     

William L. Romine  Troy D. Sadler  Eric P. Wulff 《Journal of Science Education and Technology》2017,26(5):534-545

We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.  相似文献