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31.
The way in which mid-semester course evaluations are structured, administered and reported is important for generating rich and high-quality student feedback for the enhancement of learning and teaching. Mid-semester evaluations usually contain open-ended questions that trigger more elaborative feedback about what is going on in a class than that from end-of-semester evaluations with Likert scale-type questions. The anonymity of the process for students and the confidentiality of the process for instructors make the process more reflective for students and less stressful for instructors. This study describes how the mid-semester course evaluation process can be used as a feedback tool for improving the quality of teaching and learning at an institutional level. Through a longitudinal analysis of 341 mid-semester course evaluation reports, positive areas and areas of concern with respect to learning and teaching were identified, and changes in student evaluations over the years were examined meticulously to make an overall evaluation of the quality of learning and teaching at a non-profit Turkish university. This research showed that the value of mid-semester course evaluations can go beyond course-level if we use open-ended questions and are able to gather the reports together to make some comprehensive analysis at university level. 相似文献
32.
A nonexperimental design was used to determine whether the verbal scores of low-income gifted fifth graders (n = 38) differed from those of their higher income peers (n = 83). The Otis–Lennon School Ability Test, Eighth Edition and the Stanford Achievement Test-Tenth Edition were used to collect student data. Results of a MANOVA showed a statistically significant difference between the verbal scores of the two groups, with low-income students scoring significantly lower. A large effect size for the multivariate main effect of income level on verbal intelligence and verbal achievement scores was found (η2 = .19). The existence of verbal–nonverbal score discrepancy in low-income students questions the practice of using only nonverbal or nonverbal parts of an IQ test to identify and place students in gifted programmes. These results also underscore the need to nurture underdeveloped verbal abilities when they occur in low-income students. 相似文献
33.
Research in Science Education - The purpose of this investigation was to qualitatively describe high school students’ reasons for their science dispositions (attitude, perception, and... 相似文献
34.
Science & Education - The paper presents an empirical study on university students’ perceptions of nature of science (NOS). NOS is framed in terms of the cognitive, epistemic, and... 相似文献
35.
Thomas Goldfinch Juliana Kaya Prpic Lesley Jolly Elyssebeth Leigh Jade Kennedy 《European Journal of Engineering Education》2017,42(4):429-444
In Australia, representation of Aboriginal populations within the engineering profession is very low despite participation targets set by Government departments, professional bodies and Universities. Progressing the Aboriginal inclusion agenda within Australian Engineering Education requires a clearer understanding of engineering educators’ preparedness for increased numbers of students from this non-traditional cohort. This research stems from a recently completed project that explored Aboriginal perspectives in engineering education and proposed a model for embedding perspectives in curricula. Nine engineering academics were interviewed to explore attitudes towards Aboriginal perspectives in engineering and the viability of the proposed model. Results of the interviews indicate efforts to embed Aboriginal perspectives are starting from a small base of knowledge and experience. Individuals’ motivations and values indicate that there is significant support for improving this, but that efforts can be hampered by conceptions of Aboriginal perspectives that do not consider how Aboriginal knowledges may change engineering itself. 相似文献
36.
This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations. 相似文献
37.
The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word recognition automaticity was found to be a significant predictor of comprehension at all grade levels tested. Prosody predicted comprehension at all grades levels except grade 4. Regression analyses at each grade level indicate that, except for grade 4, word recognition automaticity and prosody, together contribute to the prediction of reading comprehension. The magnitude of fluency’s prediction of comprehension ranged from approximately a quarter to a third of comprehension. The results are discussed in terms of policy and instructional changes that may be considered for reading instruction for Turkish students. 相似文献
38.
Hasan Aydin Yeliz Kaya 《Educational Studies A Journal of the American Educational Studies Association》2019,55(1):46-71
This study addresses the educational status and needs of Syrian school-age children at Turkish public schools and the perspectives of teachers and school principals who work with Syrian refugee students. Data was collected from an ongoing qualitative interpretive case study research project using semistructured interviews with teachers and principals who worked with Syrian refugees in 2 inner-city elementary schools in Istanbul, Turkey. The findings of this study indicate that state schools provide many Syrian children with access to education that addresses the needs and challenges associated with the refugee school-age children. For example, Syrian children are thought to have rights identical to Turkish children regarding access to a free education in the Turkish public school setting, and the government has allowed Syrian students to enroll in universities without examinations or without having to show proof that they had attended universities in Syria. However, language barriers with respect to speaking and understanding Turkish must be mitigated to integrate Syrian refugees into Turkish culture. The results of the study also indicate that Syrian students are in a constant state of depression and trauma due to war and migration. Because of language-related issues and limited access to everyday necessities, Syrian children are often in need of comprehensive psychological support. Thus, this study recommends that teachers and principals participate in professional training and development programs to be able to provide psychological support to students. 相似文献
39.
Developing pre-service science teachers’ epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept that demands higher-order cognitive skills. One possible strategy to facilitate pre-service teachers’ understanding of epistemic aspects of science is visualisation. Visual representations of objects and processes can be tools for developing and monitoring understanding. Although the NOS and visualisation literatures have been studied extensively, the intersection of these bodies of literatures has been minimal. Incorporating visual tools on the NOS in teacher education is likely to facilitate teachers’ learning, eventually impacting their students’ learning of the NOS. The objective of this paper is to illustrate how the visual tools of scientific knowledge and practices aspects of the NOS can be integrated in science teacher education in order to develop pre-service teachers’ epistemic insight. The paper presents an empirical study that incorporated visual tools about the NOS in primary science teacher education. Data on 14 pre-service teachers’ are presented along with in-depth case studies of 3 pre-service teachers illustrating the influence of the teacher education intervention. The qualitative analysis of visual representations before and after the intervention as well as verbal data suggests that there was improvement in pre-service teachers’ perceptions of the NOS. Implications for future research on visualisation of the NOS are discussed. 相似文献
40.
This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student‐level factors included gender, self‐confidence in science and home resources. The classroom‐level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self‐confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed. 相似文献