SECONDARY ANALYSIS AND SCIENCE EDUCATION RESEARCH     

Jon D. Miller 《科学教学研究杂志》1982,19(9):719-725

This essay argues that the secondary analysis of existing data sets provides an important opportunity for researchers concerned with science education. The traditional arguments for the secondary analysis of large data sets-quality, costs, and the “science” of multiple analyses of the same data-are reviewed. The increasing number and quality of databases available, the introduction of new statistical technologies, and the severe reduction of federal support for science education are three new forces fostering secondary analysis in science education. Some cautions for secondary analysts are shared and three model secondary analyses are described. The essay concludes that the forces favoring secondary analysis in science education are increasing and that the completion of some secondary analysis prior to new data collection may become the normative expectation in the science education community.  相似文献   

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM-GC     

Wei Luo  Thomas J. Smith  Kyle Whalley  Andrew Darling  Carol Ormand  Wei-Chen Hung  Jui-Ling Chiang  Jon Pelletier  Kirk Duffin 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1462-1481

This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students’ learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students’ learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students’ learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.  相似文献   

The evolution of the MasAgro hubs: responsiveness and serendipity as drivers of agricultural innovation in a dynamic and heterogeneous context     

Tania Carolina Camacho-Villa  Conny Almekinders  Jon Hellin  Tania Eulalia Martinez-Cruz  Roberto Rendon-Medel  Francisco Guevara-Hernández 《The Journal of Agricultural Education and Extension》2016,22(5):455-470

ABSTRACT

Purpose: Little is known about effective ways to operationalize agricultural innovation processes. We use the MasAgro program in Mexico (which aims to increase maize and wheat productivity, profitability and sustainability), and the experiences of middle level ‘hub managers’, to understand how innovation processes occur in heterogeneous and changing contexts. Design/methodology/approach: We use a comparative case study analysis involving research tools such as documentary review, key informant interviews, focus group discussions, and reflection workshops with key actors. Findings: Our research shows how a program, that initially had a relatively narrow technology focus, evolved towards an innovation system approach. The adaptive management of such a process was in response to context-specific challenges and opportunities. In the heterogeneous context of Mexico this results in diverse ways of operationalization at the hub level, leading to different collaborating partners and technology portfolios. Practical implications: MasAgro experiences merit analysis in the light of national public efforts to transform agricultural advisory services and accommodate pluralistic agricultural extension approaches in Latin America. Such efforts need long-term coherent macro level visions, frameworks and support, while the serendipitous nature of the process requires meso-level implementers to respond and adapt to and move the innovation process forward. Originality/value: This paper contributes to the debate on how to operationalize large programs by showing that the innovation support arrangements enacted in the field should allow for diversity and have a degree of flexibility to accommodate heterogeneous demands from farmers in different contexts as well as continuous changes in the politico- institutional environment.  相似文献   

ENVISION: the effectiveness of a dual‐level professional development model for changing teacher practice     

Daniel P. Shepardson  Jon Harbor 《Environmental Education Research》2004,10(4):471-492

The ENVISION professional development model uses active teacher involvement in inquiry and inquiry‐based teaching to enhance teachers' understandings about inquiry‐based study of local environmental problems and teaching science using inquiry. Teachers also design and implement professional development for their school‐based colleagues about teaching environmental science through inquiry. Therefore, professional development is conducted at two levels. ENVISION staff train teachers directly (called Level I participants) and these Level I participants in turn train their school colleagues (called Level II participants). The study reported here was designed to evaluate the effectiveness of this dual‐level professional development strategy. Results based on the first two years of the program revealed that: Level I participants enhanced their understanding of inquiry and inquiry teaching, with 25 out 30 (83%) changing their classroom practice; and that 21 out of 31 (68%) of Level II participants changed their classroom practice as a result of participating in Level I peer training. Peer training that involved modeling and practicing techniques and activities was particularly effective in producing change in practice for Level II teachers.  相似文献   

China's tortuous road to autonomy in technology and science     

Jon Sigurdson 《Endeavour》1981,5(2):75-82

China's decision to embark on a massive programme of scientific and technological development designed to bring her in line with the most advanced of modern industrialised nations must have far-reaching consequences. This article reviews the objectives that have been set and analyses the formidable problems that must be solved if they are to be achieved.  相似文献   

A Computerized scheduling system for media centers     

Benjamin P. Purvis  Jon R. Root 《TechTrends》1986,31(3):20-23

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The sign of the new millennium. Organisational changes and job satisfaction at Spanish public universities     

Jon Olaskoaga‐Larrauri  Xabier Gonzlez‐Laskibar  Miren Barrenetxea‐Ayesta  Pablo Díaz‐De‐Basurto‐Uraga 《European Journal of Education》2019,54(1):137-150

This article describes the ramifications that recent organisational changes in the Spanish higher education sector have had on levels of job satisfaction among teaching staff. The research gathered their opinions on recent changes affecting their teaching duties, using job satisfaction scales in different areas of their academic work. The results point to a large number who claim to have seen their job satisfaction diminish over the period in which the organisational changes have taken hold. This sense of loss of job satisfaction is positively and significantly related to growing standardisation and to the erosion of the principles of collegiality, but negatively to the initiatives for improving the coordination between teaching staff and the assessment of the quality of their work.  相似文献   

Preservice Elementary School Teachers' Understandings of Theory Based Science Education     

Marek  Edmund A.  Laubach  Timothy A.  Pedersen  Jon 《Journal of Science Teacher Education》2003,14(3):147-159

Journal of Science Teacher Education -  相似文献   

Personality-based faculty workload analysis     

Jon S. Hesseldenz 《Research in higher education》1976,5(4):321-334

Faculty workload analyses have been with us for many years, but no study has ever grouped faculty by personality type or by academic rank. This paper examines the results of a study in which faculty at a large state university were classified according to Holland's theory of vocational choice. Multivariate analysis of variance showed that faculty members of the five Holland types not only differed on four self-reported measures of faculty effort, instruction, research, public service, instiutional-professional activities (all measured in hours per average week) but that the findings were supportive of Holland's theory. In addition, analysis by rank showed that while total hours per week were not statistically different among the ranks, hours in instructional and institutional-professional activities varied greatly but hours in research and public service did not. The conclusion is that changes in instructional workload will not affect research or public service activities of faculty members.  相似文献   

Predicting national direct student loan defaults: The role of personality data     

Dr. David H. Stockham  Jon S. Hesseldenz 《Research in higher education》1979,10(3):195-205

The purpose of this study was to determine if National Direct Student Loan defaulters could be differentiated from payers by using information available at the time the loan is made. Data from 686 repayers and 192 nonpayers were analyzed. It was found that a combination of five student characteristics was all that was needed to accurately predict which students would not repay their loans. The combination of factors which proved to have predictive value in order of importance were: grade point average at the time of the loan, ACT composite score, OPI complexity scale, the OPI anxiety level scale, and the size of the loan. The most striking outcome was that personality measures have strong predictive value in identifying future defaulters. Further validation of these findings is underway.  相似文献