Highbrows in University Education     

Adriaan Hofman  Muriel van den Berg 《Higher Education in Europe》2004,29(4):509-521

Is it still possible to combine two programmes of study in higher education, and if so, what are the characteristics of these double‐students and what kind of obstacles do they face? In the Netherlands, about 10 percent of students in university education take two studies at the same time.

Different theoretical approaches offer hypotheses to explain the choice of students for a second study, compared to students who pursue the regular one‐study programme. Human capital as well as financial (socio‐economic) capital theory provides some insights in this choice process. Education programme‐related factors, as well as motivational and (social and academic) integration (Tinto, 1987 Tinto V 1987 Leaving College: Rethinking the Causes and Cures of Student Attrition Chicago The University of Chicago Press  [Google Scholar]) factors, will possibly be important determinants for pursuing one or two study programmes in higher education.  相似文献   

Priming urban learners' attitudes toward the relevancy of science: A mixed-methods study testing the importance of context     

Phillip A. Boda  Bryan Brown 《科学教学研究杂志》2020,57(4):567-596

The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources.  相似文献   

Pod save you: assisting the transition to audio-based asynchronous learning     

Brandon Patterson  Bryan Elias Hull 《Journal of the Medical Library Association》2021,109(4):677

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Tin Oxide Chemistry from the Last Decade of the Nineteenth Century to the First Decade of the Twenty-First Century: Towards the Development of a Big-Picture Approach to the Teaching and Learning of Chemistry While Focussing on a Specific Compound or Class of Compounds     

Kevin C. de Berg 《Science & Education》2010,19(9):847-866

The discovery of the electron in 1897 deeply impacted the nature of chemistry in the twentieth century. A revolution in the theoretical structure of chemistry as well as in the instrumental tools used in chemical analysis occurred as a result of this discovery. The impact of this revolution on tin oxide chemistry over approximately a 100 year period is the focus of this paper. Important questions addressed include the following: Are tin oxides of importance in our current society or are they only of quaint academic interest? In what way has chemistry as a discipline added to our understanding of the tin oxides and has this added any technological value to these compounds? Does the historical approach followed in this paper offer chemistry educators the opportunity to place current chemical knowledge in a broader epistemological framework? The impact of the answers to these questions on chemistry education is discussed.  相似文献   

Using National Education Longitudinal Data Sets in School Counseling Research     

Julia A. Bryan  Norma L. Day‐Vines  Cheryl Holcomb‐McCoy  Cheryl Moore‐Thomas 《Counselor Education & Supervision》2010,49(4):266-279

National longitudinal databases hold much promise for school counseling researchers. Several of the more frequently used data sets, possible professional implications, and strategies for acquiring training in the use of large‐scale national data sets are described. A 6‐step process for conducting research with the data sets is explicated: determining research questions, accessing the data set, understanding the study's sample design, determining an analytic sample, considering pertinent data analysis issues, and understanding the limitations of using the data sets. Suggestions for preparing school counseling researchers and potential themes for future research are outlined.  相似文献   

Gendering processes in the field of physical education     

Päivi Berg  Elina Lahelma 《Gender and education》2010,22(1):31-46

In Finnish secondary schools, girls and boys are taught physical education (PE) in separate groups. A male teacher normally teaches the boys and a female teacher teaches the girls. Focusing on PE teachers’ comments in two different ethnographic studies of seventh graders (13–14‐year‐olds), we examine the processes that reproduce or challenge the gender system and the possibilities of agency in the context of PE. Our findings suggest that the bodies of male students are regarded as strong and are, therefore, appreciated by both female and male teachers. Moreover, male teachers’ competence in PE is evaluated higher than that of the female teachers. None of the teachers questioned the male teachers’ ability to teach girls, however, heteronormativity arose as an issue. There were more doubts over female teachers’ competence to teach boys.  相似文献   

Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools     

Eleanor M. Hawe  Isabel Browne  Alexis Siteine  Bryan Tuck 《Asia Pacific Journal of Education》2010,30(3):289-304

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers’ beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work influenced by four overarching “traditions” – social studies as: citizenship transmission; social science; reflective inquiry; and personal, social and ethical empowerment. A 20-item scale based on these traditions was administered to 228 student teachers and 64 experienced teachers. A factor analysis indicated that participants' perceptions of the dimensions of social studies education were, with one exception, reasonably close to the four traditions. Despite the contested nature of social studies, the student and experienced teachers held similar positions on the relative importance of the traditions and dimensions. It is argued that this agreement arises, wholly or in part, from their common “apprenticeship of experience” in classrooms, the broader socio-historical context in which their beliefs were developed, the widespread influence of a prevalent educational discourse, and a shared lack of experience in formal knowledge associated with specific social science disciplines. It was concluded that the uncomfortable generational encounters often reported in the literature between novice and experienced teachers are unlikely to occur in relation to the teaching of elementary social studies in New Zealand.  相似文献   

The electrocardiographic manifestations of athlete’s heart and their association with exercise exposure     

Bram Bessem  Matthijs C. De Bruijn  Wybe Nieuwland  Johannes Zwerver  Maarten Van Den Berg 《European Journal of Sport Science》2018,18(4):587-593

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Gendered perceptions of typical engineers across specialties for engineering majors     

Margaret S. Kelley  Kimberley K. Bryan 《Gender and education》2018,30(1):22-44

Young women do not choose to be engineers nearly as often as young men, and they tend to cluster in particular specialties when they do. We examine these patterns and the role of gender schemas as applied to perceptions of typical engineers in understanding the choices that women make in terms of engineering specialties. We use Part 1 of two waves of survey data collected from first-year engineering students at a large Midwestern university in the fall of 2014. Respondents scored typical engineers on 60 items from the Bem Sex-Role Inventory [Bem, S. L. 1974. “The Measurement of Psychological Androgyny.” Journal of Consulting and Clinical Psychology 42: 155–162]. Preliminary results show that women consider the typical engineer to be more masculine compared to the impressions gathered from men. Additionally, engineering gender schemas predict some specialty areas but not all, suggesting that gendered perceptions may not affect choice of specialty. Our results provide insight into the decisions that women make once entering engineering.  相似文献   

Observing response processes with eye tracking in international large-scale assessments: evidence from the OECD PIAAC assessment     

Bryan Maddox  Andrew P. Bayliss  Piers Fleming  Paul E. Engelhardt  S. Gareth Edwards  Francesca Borgonovi 《European Journal of Psychology of Education - EJPE》2018,33(3):543-558

This paper reports on a pilot study that used eye tracking techniques to make detailed observations of item response processes in the OECD Programme for the International Assessment of Adult Competencies (PIAAC). The lab-based study also recorded physiological responses using measures of pupil diameter and electrodermal activity. The study tested 14 adult respondents as they individually completed the PIAAC computer-based assessment. The eye tracking observations help to fill an ‘explanatory gap’ by providing data on variation in item response processes that are not captured by other sources of process data such as think aloud protocols or computer-generated log files. The data on fixations and saccades provided detailed information on test item response strategies, enabling profiling of respondent engagement and response processes associated with successful performance. Much of that activity does not include the use of the keyboard and mouse, and involves ‘off-screen’ use of pen and paper (and calculator) that are not captured by assessment log-files. In conclusion, this paper points toward an important application of eye tracking in large-scale assessments. This includes insights into response processes in new domains such as adaptive problem-solving that aim to identify individuals’ ability to select and combine resources from the digital and physical environment.  相似文献