An investigation into the effects of a modified mastery strategy on achievement in a high school human physiology unit     

Cynthia L. Lueckemeyer  Eugene L. Chiappetta 《科学教学研究杂志》1981,18(3):269-273

  相似文献   

Identifying the Prospective Multicultural Educator: Three Signposts,Three Portraits   总被引：1，自引：0，他引：1  

Levine-Rasky  Cynthia 《The Urban Review》2001,33(4):291-319

This paper discusses the findings of a study on how prospective teachers respond to the social difference they encounter in educational discourse and in the public schools. Despite the pessimism of most research on the issue, this study argues that there are always some individuals who desire to implement multicultural social reconstructionist education (MSRE). This paper portrays 3 teacher candidates who range in their positions on 3 signposts indicative of support for MSRE: identification with social justice; support for critical pedagogy and MSRE, and; desire to learn more about the effects of social domination. The paper urges Faculties of Education to become more aware of prospective multicultural educators' positions and to encourage their development.  相似文献   

Teleconferencing in student teacher supervision     

William K Cross  Peter J Murphy 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(1):41-51

Demands for accountability, tighter fiscal policies and political pressures required many post-secondary institutions in the early 1980s to seek new strategies for improving their cost efficiency. Advances in communication technology were perceived by some institutions as a means of maintaining and even diversifying services at minimal cost. Although positive economic returns often appeared attractive, educational benefits were frequently less than anticipated. Misunderstanding, poor communication and insufficient information, as well as professional conservatism, resistance to change and support for traditional practices, tended to prevent contemporary communication systems from being applied extensively in higher education.  相似文献   

Comparing three South African student cohorts on their attitudes to the rights of working women     

Cynthia Joan Patel 《Gender and education》2016,28(1):55-71

This study compares three cohorts (1998–1999, 2005–2006 and 2010) of undergraduate psychology students at a South African university on the level of support for working women (women in paid employment) on various issues considered to be feminist. Cohort 1 (n?=?244), cohort 2 (n?=?311) and cohort 3 (n?=?266) completed an adapted version of a questionnaire used by the Research Group on Women and Work (Kitch, S. L. 1994. “‘We're All in this Alone’: Career Women's Attitudes Toward Feminism.” In Women and Careers: Issues and Challenges, edited by C. W. Konek and S. L. Kitch. London: Sage). The expected liberalisation of attitudes over the cohorts was evident for the females but not for the males: the second male cohort had more conservative attitudes than the first and third male cohorts. While there appeared to be strong overall support for gender equality in work and educational fields, there were equally solid endorsements of the importance of marriage and motherhood for working women. Across the cohorts there were somewhat moderate attitudes on the need for structural change in the family and at work. The implications of the findings are considered.  相似文献   

One size still does not fit all in specific learning disability assessment across ethnic groups     

Warner TD  Dede DE  Garvan CW  Conway TW 《Journal of learning disabilities》2002,35(6):500-508

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.  相似文献   

Meta-analysis of theory-of-mind development: the truth about false belief   总被引：58，自引：0，他引：58  

Wellman HM  Cross D  Watson J 《Child development》2001,72(3):655-684

Research on theory of mind increasingly encompasses apparently contradictory findings. In particular, in initial studies, older preschoolers consistently passed false-belief tasks-a so-called "definitive" test of mental-state understanding-whereas younger children systematically erred. More recent studies, however, have found evidence of false-belief understanding in 3-year-olds or have demonstrated conditions that improve children's performance. A meta-analysis was conducted (N = 178 separate studies) to address the empirical inconsistencies and theoretical controversies. When organized into a systematic set of factors that vary across studies, false-belief results cluster systematically with the exception of only a few outliers. A combined model that included age, country of origin, and four task factors (e.g., whether the task objects were transformed in order to deceive the protagonist or not) yielded a multiple R of .74 and an R2 of .55; thus, the model accounts for 55% of the variance in false-belief performance. Moreover, false-belief performance showed a consistent developmental pattern, even across various countries and various task manipulations: preschoolers went from below-chance performance to above-chance performance. The findings are inconsistent with early competence proposals that claim that developmental changes are due to tasks artifacts, and thus disappear in simpler, revised false-belief tasks; and are, instead, consistent with theoretical accounts that propose that understanding of belief, and, relatedly, understanding of mind, exhibit genuine conceptual change in the preschool years.  相似文献   

Long-range course planning by college students     

William E. Cooper  Cynthia S. Fobian 《Higher Education》1987,16(1):95-102

A group of 633 college students at a large midwestern public university was asked fifteen questions pertaining to personal long-term course planning. The results indicated that only 48% of the students sketched out a tentative listing of at least two courses per term for one or more subsequent semesters when first planning courses for the current semester. Long-range planning was positively correlated with the number of years students had already spent in college and with students' perception of the following factors: course planning utility, degree of certainty about pursuing one's current first choice of career, and degree of commitment in using college coursework as a means of achieving a career goal (all p < 0.001). Long-range planning was negatively correlated with the anticipation of a possible change in academic interests. Such planning was not significantly correlated with students' entrance examination aptitude scores or grade point averages. Thus, students' long-range planning of courses was associated more strongly with career commitment than with recent academic performance or aptitude.  相似文献   

Towards teaching science for social responsibility: An examination of flaws in science,technology and society     

Dr. Roger T. Cross  Dr. Ronald F. Price 《Research in Science Education》1991,21(1):47-54

In this paper we continue our search for a socially responsible science education by an examination of the trends in the Science, Technology and Society movement. These trends reflect differing ideological perspectives and result in courses which serve different ends. We identify two major flaws in the movement that inhibits the realization of a schooling in science dedicated to democracy. We propose skills necessary for citizens to participate in debate over issues surrounding the impact of science and technology on society and a teaching stategy to help develop them. Specializations: social responsibility and the curriculum, ideology and comparative science education.  相似文献   

Rifkin challenges DNA implants in animals     

Cross M 《New scientist (1971)》1985,107(1466):21

  相似文献   

No comparison: Distance education finds a new use for ‘No significant difference’     

Barbara B. Lockee  John K. Burton  Lawrence H. Cross 《Educational technology research and development : ETR & D》1999,47(3):33-42

Media comparison studies have long been criticized as an inappropriate research design for measuring the effectiveness of instructional technology. However, a resurgence in their use has recently been noted in distance education for program evaluation purposes. An analysis of the research design will detail why such a methodology is an inappropriate approach to such an investigation. Increased access to such programming does not seem to serve as a satisfactory benefit for the implementation of distance education efforts. Stakeholders desire to prove that participants in distance-delivered courses receive the same quality of instruction off-campus as those involved in the traditional classroom setting. However, the desire to prove that the quality of such distributed offerings is equal to the quality of on-campus programming often results in comparisons of achievement between the two groups of student participants. Statistically, such a research design almost guarantees that the desired outcome will be attained—that indeed distance learners perform as well as campus-based students.  相似文献