Influence of a Non-formal Environmental Education Programme on Junior High-School Students’ Environmental Literacy     

Daphne Goldman  Orit Ben Zvi Assaraf  Dina Shaharabani 《International Journal of Science Education》2013,35(3):515-545

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme—the Green Council Programme (GCP)—developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of ‘environment’, environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human–environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.  相似文献   

Profiling Teacher/Teaching Using Descriptors Derived from Qualitative Feedback: Formative and Summative Applications     

Daphne Pan  Gary S. H. Tan  Kiruthika Ragupathi  Krishna Booluck  Rita Roop  Yuen K. Ip 《Research in higher education》2009,50(1):73-100

Considerable work has been done on student evaluation of teaching/teachers, but reservations remain about its use for summative purposes. Student ratings are not universally accepted as being reliable, nor can they provide really meaningful information. Qualitative comments can provide a better understanding but they tend not to be user-friendly from lack of structure and connectedness. This study attempts to devise a method for ‘quantifying’ students’ comments to increase their usefulness in complementing/confirming ratings. The quantified results enable the profile construction of what students regard as an effective/ineffective teacher, and enable identification of strengths and weaknesses. Our findings counter some commonly held assumptions, including those which held that high ratings are dependent on small class size and ‘dumbing down’ of courses and the consequent expectation of high grades. The findings also indicate that students value teaching quality more than teacher characteristics, suggesting their ability to make valid judgments about teaching effectiveness.

Daphne PanEmail:

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Environmental literacy of pre‐service teachers in Israel: a comparison between students at the onset and end of their studies     

Bela Yavetz  Daphne Goldman  Sara Pe’er 《Environmental Education Research》2009,15(4):393-415

The adequate preparation of teacher education students in environmental education is a prerequisite for their future ability to design and implement effective environmental education. This longitudinal study compared the environmental literacy of 214 students at the onset and towards the end of their studies, in three academic colleges of education in Israel. A questionnaire and a paired pre‐test–post‐test design were used to explore environmental literacy variables and their perceptions regarding the contribution of their college studies to their environmental literacy and worldviews. Students towards the end of their studies reported increased involvement in most of the study’s environmental behaviour categories as compared to the beginning. Despite this, the pattern characterizing their environmental behaviour did not change: a negative relationship was found between the frequency at which they engaged in different behaviour categories and the environmental‐commitment‐level of the corresponding category. Overall, while their environmental attitudes were positive, both as beginning and advanced students, their level of environmental knowledge remained low. Advanced students noted the limited contribution of their studies to the development of their environmental literacy and worldviews. In spite of the improvement in students’ environmental literacy over the course of their studies, the levels of their environmental literacy towards the end of studies are still inadequate for educators. The findings from this study are of relevance to decision makers bringing environmental education into the policy of teacher education institutions, and for program developers, on effective directions for integrating environmental education given the structures and frameworks of current programs.  相似文献   

Women Working in Higher Education: A Review of the Position of Women in Higher Education and Policy Developments   总被引：1，自引：0，他引：1  

Daphne F. Jackson 《Higher Education Quarterly》1990,44(4):297-324

This review is concerned with the position of women in higher education, and particularly that of women staff at all levels. A set of statistics is presented to illustrate the UK scene. Similar infmnation is given for some other countries. There is an emphasis on comparison with Australia because the situation there is changing. The position of women academics is clearly revealed – there are not many, they have more difficulty than men in obtaining tenured positions and much more difficulty in obtaining promotion. Some of the causes and consequences of this situation are discussed.
The development of policy needed to bring about change is examined with emphasis on the institutional attitudinal climate.  相似文献   

Some economic and ideological aspects of the reform of education and training in England and Wales in the last ten years     

Peter Meadmore 《教育政策杂志》2013,28(2):113-125

This paper reviews the changes, which have been introduced to public education in Australia, particularly over the last decade. These changes are analysed against the background of the free, compulsory and secular Education Acts that were implemented in every Australian colony during the last quarter of the nineteenth century. This legislation has formed the cornerstone of public education in Australia since that time. The principles of free, compulsory and secular public education and the underlying social values which underpinned the legislation are re-examined, together with the factors leading to the development of the centralized state education bureaucracies which were set up to administer the Acts. In considering current changes to public education policy in Australia, the paper argues that the principles underlying the establishment of public education have been significantly eroded. In the space of little more than a decade, the social values underpinning the Education Acts have been dramatically changed, leading to a re-invention of what public education means in this country.  相似文献   

Student‐tutor feedback in the Open University     

Daphne Kapsambelis 《Open Learning》2013,28(3):44-46

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An analysis of differential response patterns on the Peabody Picture Vocabulary Test-IIIB in struggling adult readers and third-grade children     

Hye K. Pae  Daphne Greenberg  Rihana S. Williams 《Reading and writing》2012,25(6):1239-1258

This study examines the Peabody Picture Vocabulary Test-IIIB (PPVT-IIIB) performance of 130 adults identified as struggling readers, in comparison to 175 third-grade children. Response patterns to the items on the PPVT-IIIB by these two groups were investigated, focusing on items, semantic categories, and lexical features, including word length, word class, and word frequency. The score distributional properties of the two groups were different, but there were similarities and differences found in different response patterns. Analyses of word length, word class, and word frequency in the two groups?? performance resulted in counterintuitive findings for the adult participants. The struggling adult learners?? vocabulary repertoire might have been shaped by their real-life experiences rather than formal schooling. Implications and future research directions are discussed.  相似文献   

The Introduction of the "New Education" in Queensland, Australia   总被引：1，自引：0，他引：1  

Peter Meadmore 《History of education quarterly》2003,43(3):372-375

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Reliability and validity of the CTOPP Elision and Blending Words subtests for struggling adult readers     

Alice O. Nanda  Daphne Greenberg  Robin D. Morris 《Reading and writing》2014,27(9):1603-1618

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Analysis of the reporting of search strategies in Cochrane systematic reviews          下载免费PDF全文

Adriana Yoshii  Daphne A. Plaut  Kathleen A. McGraw  Margaret J. Anderson    Kay E. Wellik 《Medical Library and Historical Journal》2009,97(1):21-29

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