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51.
R. Lance Holbert Ph.D. Jennifer L. Lambe Ph.D. Anthony D. Dudo M.A. Kristin A. Carlton M.A. 《广播与电子媒介杂志》2013,57(1):20-38
This study examines program ordering effects derived from viewing CNN television news relative to The Daily Show on the political gratifications associated with both types of information sources. Internal political self-efficacy is assessed as an individual-difference moderator. Main primacy effects are found on the gratifications associated with both national television news viewing and The Daily Show viewing. However, The Daily Show primacy effect on the political gratifications associated with national television news viewing was isolated among those participants who retain low internal political self-efficacy. Ramifications for these findings are outlined and future lines of research are summarized. 相似文献
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Learning Environments Research - Several decades of research detail the nature and the relevance of learning environments in the education of children. This inquiry builds upon this earlier work... 相似文献
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A cross section was used to enhance three‐dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n = 124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test–retest reliability. A live‐dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 10–34, 2002 相似文献
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The goal of the present study was to describe one center's interpretation of childcentered instruction and what this looked like in terms of the children's daily activities, social affiliation, and behavior in the classrooms. Staff at a self-identified child-centered constructivist preschool program were interviewed about their pedagogical philosophy and asked to give their estimates of the proportion of time that children in their classrooms spent both interacting with different people (alone, with peer, with teacher) and engaged in various behaviors. Data were collected pertaining to children's goal-directed, sustained activities, social affiliation, affect expression, and inappropriate/aggressive behavior via 2,752 naturalistic classroom observations over the course of a semester. Results indicate children a) spent significantly less time engaging in focused, goal-directed, learning activities, b) sustained their attention on one activity for significantly smaller lengths of time, c) expressed overt positive affect considerably less often, and d) had significantly less one-on-one teacher-child interaction, than was believed and desired by the staff. Results were consistent with both a fear expressed by the center director and recent calls from researchers in early childhood education, that teachers in many child-centered constructivist early childhood programs may be committing the "early childhood error" by stepping back and refraining from getting directly involved in children's activities. 相似文献
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Linda Reichwein Zientek Carlton J. Fong Julie M. Phelps 《Journal of Further & Higher Education》2019,43(2):183-200
The need to improve student success in community colleges has resulted in a growing interest in developmental mathematics. Yet there remains a need to understand the motivations and beliefs of developmental mathematics students in order to cultivate their success. Self-efficacy has been identified to be a predictor of student success. Little is known about the antecedents or sources of self-efficacy of students enrolled in remedial courses at community colleges and how their self-efficacy can be bolstered through such courses. An instrument was developed to measure sources of mathematics self-efficacy and was originally tested with middle school students. Using a sample of 439 students, it was found that a scale which measures sources of self-efficacy is psychometrically acceptable for adults completing mathematics remediation. Our results indicated that the four theorised sources of self-efficacy explained a large percentage of the variance in mathematics skill self-efficacy for our sample. As hypothesised by others, mastery experiences was the best predictor of self-efficacy but all sources influenced mathematics skills self-efficacy. 相似文献
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Eileen Carlton Parsons Rhea Miles Michael Petersen 《Research in Science & Technological Education》2013,31(3):257-274
Background: Research has primarily concentrated on adults’ implicit theories about high quality science education for all students. Little work has considered the students’ perspective. This study investigated high school students’ implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students’ implicit theories of what facilitates their learning of science?; (2) With respect to students’ self-classifications as African American or European American and female or male, do differences exist in the students’ implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p < .05 to ascertain ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students’ implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students’ implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think and perceive to be important, addressing students’ implicit theories may be one way to enhance science education reform. 相似文献
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