Using the S-STEM Survey to Evaluate a Middle School Robotics Learning Environment: Validity Evidence in a Different Context     

Luo  Wenjing  Wei  Hsin-Ro  Ritzhaupt  Albert D.  Huggins-Manley  A. Corinne  Gardner-McCune  Christina 《Journal of Science Education and Technology》2019,28(4):429-443

Journal of Science Education and Technology - Numerous studies have been undertaken to design, develop, and provide validity evidence for using instruments to measure students’ attitudes...  相似文献   

Storying Joanne, 1 an undergraduate mathematician     

Hilary Povey  Corinne Angier  Michelle Clarke 《Gender and education》2006,18(5):459-471

In this article two different accounts are juxtaposed. In one, we use a variety of texts to narrate the story of Joanne, a woman undergraduate student of mathematics. Like many of our mature students Joanne came to the university with a ‘non‐traditional’ academic background. We describe how Joanne developed as a learner of mathematics and connect this to our ways of working in the undergraduate mathematics classroom. We believe that our pedagogy is unusual outside (some) school classrooms and suggest it allows our students to develop positive ‘disciplinary relationships’. In the other, we grapple with the issues raised by telling other people’s stories especially when we are also characters within it. Our intention has been that, in interweaving these two threads, each helps us understand more about the other.  相似文献   

Engaging with ‘English in a Historical Perspective’ Through Analysing Texts     

Mark Wyatt  Dorothy Constantino  Corinne Cox  Kristy Gilkes  Serena Thompson  Rachael Tiller 《Changing English: An International Journal of English Teaching》2016,23(1):22-41

Though there is little in the literature on the teaching of the history of English, criticism of textbooks which over-simplify the story as the rise of the standard variety has been more vocal of late. Meanwhile, some academics have argued for focusing teaching on the analysis of texts. This article reports on a unit/module taught at a British university that makes the analysis of texts central to teaching and assessment. It sets out to demonstrate what can be learned from approaching the subject in this way by presenting composite textual analyses created by the first-named author drawing on the work of his co-authors (five of his final-year undergraduate students). This was for two assignments, one focusing on an Early Modern English text and the other a more contemporary piece. A discussion highlights the benefits of making the analysis of texts central to the unit, and considers practical applications for teachers of the subject in other parts of the world.  相似文献   

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms     

Susan C. Davies  Elana R. Bernstein  Corinne M. Daprano 《Journal of educational and psychological consultation》2020,30(2):156-182

ABSTRACT

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.  相似文献   

Models for Semiordered Data to Address Not Applicable Responses in Scale Measurement     

Anne Corinne Huggins-Manley  James Algina  Sherry Zhou 《Structural equation modeling》2018,25(2):230-243

The purpose of this study is to develop and evaluate unidimensional models that can handle semiordered data within scale items (i.e., items with multiple ordered response categories, and one additional nominal response category). We apply the models to scale data with not applicable (NA) responses to compare the model performance to conditions in which NA responses are treated as missing and ignored. We also conduct a small simulation study based on the operational study to evaluate the parameter recovery of the models under the operational conditions. Findings indicate that the proposed models show promise for (a) reducing standard errors of trait estimates for persons who select NA responses, (b) reducing nonresponse bias in trait estimates for persons who select NA responses, and (c) providing substantive information to practitioners about the nature of the relationship between NA selection and the trait of measurement.  相似文献   

Isabelle Holland: realism and its evasions inThe Man Without a Face     

Hirsch  Corinne 《Children‘s Literature in Education》1979,10(1):25-34

Children's Literature in Education -  相似文献   

Interactions among children in scholastic contexts and knowledge aquisition in biology     

Corinne Ponce  Patricia Schneeberger 《European Journal of Psychology of Education - EJPE》2002,17(3):221-247

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils’ conceptions were assessed at the beginning and the end of learning as well as at the beginning of the first and second group sessions. The pupils had to compare their ideas and draw one or several pictures with a caption or some sentences to explain if necessary. Interactional analysis showed that the co-development-type interactive dynamics (according to Gilly) contribute to constructing the conceptual field studied owing to the questions the pupils ask one another. Conflicting comparison-type dynamics are benficial providing that each pupil does not put forward only arguments that contribute to confirminghis own opinions. Moreover, it seems that the quality of the interactions depends on the tasks the pupils are requested to accomplish.  相似文献   

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry     

Anita Stender  Martin Schwichow  Corinne Zimmerman  Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

Gettysburg revisited     

Mrs. Corinne K. Flemings 《Communication quarterly》2013,61(2):26-30

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Proportionnalité et Pourcentage Chez des Apprentis Vendeurs. Réflexion sur la Relation Mathématiques / Réalité dans une Formation 'en Alternance'     

Corinne Hahn 《Educational Studies in Mathematics》1999,39(1-3):229-249

This article presents the results of a research study conducted with apprentices in order to examine the double hypothesis that vocational training incorporating work placement gives the opportunity to construct authentic situations out of the everyday practices of students and that these situations allow students to improve their understanding of mathematical problems. After analysis of workplace situations had shown that the only mathematical concept used by apprentices was that of proportionality applied to percentage calculations, we first analysed the way in which students at several levels handled this idea of percentage. We then devised an experimental framework in order to help the apprentices to transfer their knowledge. RéSUMé: Cet article présente les résultats d'une recherche menée avec des apprentis vendeurs afin de vérifier la double hypothèse qu'un enseignement professionnel en alternance donne l'opportunité de construire des situations authentiques, à partir des pratiques quotidiennes des élèves et que ces situations permettent aux élèves d'améliorer leur compréhension des problèmes mathématiques. L'analyse des situations de travail ayant montré que le seul concept mathématique dont les apprentis ont l'usage est le concept de proportionnalité appliqué aux calculs de pourcentage, nous avons d'abord analysé le comportement d'élèves de plusieurs niveaux face à cette notion de pourcentage. Nous avons ensuite mis en place un dispositif expérimental afin d'aider les apprentis à transférer leurs connaissances. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献