Impact on mathematics self-beliefs from a mastery-based mathematics software     

Teomara Rutherford  Allison S. Liu  Arena S. Lam  Katerina Schenke 《Journal of Research on Technology in Education》2020,52(1):79-94

Abstract

Self-beliefs are important determinants of student choice and success (Wigfield & Eccles, 2000 Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. doi:10.1006/ceps.1999.1015[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and are informed by student educational experiences, such as prior success with a task (Bandura, 1986 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. [Google Scholar]). The potential for Computer-Based Interventions as self-belief-supporting learning environments is examined in this study, focusing on the mathematics software, Spatial Temporal (ST) Math. ST Math includes elements theorized to support student self-beliefs, including informative feedback and a self-pacing structure. Using a randomized control trial, we find that students who play ST Math have higher mathematics self-beliefs than their control counterparts, and that ST Math operates through self-beliefs to positively influence achievement. ST Math’s impact on student self-beliefs is strongest for those students who had lower mathematics achievement scores.  相似文献   

A new initiative in departmental reviews: annual meetings in the Faculty of Science     

Desmond Rutherford 《Higher Education》1990,19(2):195-213

A profound change is now taking place in British universities which challenges the traditional academic values of autonomy and self-regulation: regular and systematic appraisal of both individual academics and departments. This case study reports an in-depth analysis of departmental appraisal in the Faculty of Science at the University of Birmingham. The different expectations, concerns and reactions of those directly involved are highlighted and explored. From this analysis a number of conclusions are drawn that might inform similar initiatives in other institutions.This is a revised and extended version of a paper presented at the Annual Conference of the Society for Research into Higher Education on Restructuring Higher Education, Birmingham Polytechnic, December 16–18, 1987.  相似文献   

Teacher education programs: local and global connections     

Parlo Singh  Jeanne Allen  Leonie Rowan 《Asia-Pacific Journal of Teacher Education》2017,45(1):1-2

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Editorial: theory – practice dialogues in teacher education     

Parlo Singh  Jeanne Allen  Leonie Rowan 《Asia-Pacific Journal of Teacher Education》2018,46(3):217-220

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Scale dimensionality and population heterogeneity: Potential problems in the interpretation of attitude data     

Leonie J. Rennie  Lesley H. Parker 《科学教学研究杂志》1987,24(6):567-577

This paper examines problems in the interpretation of attitude data which may arise when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. As a specific example, the paper describes the development and analysis of an instrument designed to measure primary school children's liking of science-related activities. Careful analysis of the patterns of response to the questionnaire created some disquiet about the conventional methods used to collapse data from attitude scales. The results demonstrate that conclusions drawn from attitude measurement can be misleading when proper attention is not given to the structure of the instrument nor to the structure of the population from which the measurements are made.  相似文献   

Professional education: A new approach and a new artistry     

Desmond Rutherford 《Higher Education》1987,16(6):739-745

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Quality teaching: standards,professionalism, practices     

Parlo Singh  Jeanne Allen  Leonie Rowan 《Asia-Pacific Journal of Teacher Education》2019,47(1):1-4

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Leadership for School Improvement: The Role of the Head of Department in UK Secondary Schools     

Marie Brown  Desmond Rutherford  Bill Boyle 《School Effectiveness & School Improvement》2013,24(2):237-258

The study examines the role of the Head of Department in UK secondary schools in terms of its potential for school improvement. Thirty-two heads of department in secondary schools in Birmingham and Manchester were shadowed and interviewed in order to identify: (1) their leadership and management styles; (2) the sense of empowerment felt by each; (3) initiatives for improving teaching, learning and achievement in their departments; and (4) obstacles to improving teaching, learning and achievement. Four deputy head teachers in the sample schools were also interviewed with the purpose of eliciting their views on the role of the head of department in facilitating school improvement. The findings support the prediction that distributed leadership (or shared power) among senior and middle managers in UK schools still remains rhetoric rather than practice and that there is a growing need for current middle management development and training provision to change radically if middle managers are to be supported as curriculum leaders and managers  相似文献   

Teachers’ and Pupils’ Perceptions of Technology and the Implications for Curriculum   总被引：1，自引：0，他引：1  

Leonie J. Rennie 《Research in Science & Technological Education》2013,31(2):121-133

The recent explicit inclusion of technology into the science component of the school curriculum in Western Australia necessitates changes in both curriculum materials and the nature of classroom teaching. This paper reports an investigation of the perceptions of technology of senior teachers who are heads of the science department in their schools, and relates these perceptions with those of a sample of 13‐year‐old pupils in this state. The investigation reveals that many teachers have a restricted view of technology which may be interpreted as a view that technology is dependent upon science. Such a view may neglect the historical aspects and societal influences on science and technology. Further, the available evidence indicates that local pupils have a low level of awareness of technology. The paper discusses the implications of these findings for curriculum change and suggests a starting point for achieving a successful balance in the teaching of technology, science and society issues in the classroom.  相似文献   

Do oarsmen have asymmetries in the strength of their back and leg muscles?     

Sarah Parkin  Alex V. Nowicky  Olga M. Rutherford  Alison H. McGregor 《Journal of sports sciences》2013,31(7):521-526

The aim of this study was to establish whether asymmetry of the strength of the leg and trunk musculature is more prominent in rowers than in controls. Nineteen oarsmen and 20 male controls matched for age, height and body mass performed a series of isokinetic and isometric strength tests on an isokinetic dynamometer. These strength tests focused on the trunk and leg muscles. Comparisons of strength were made between and within groups for right and left symmetry patterns, hamstring :quadriceps ratios, and trunk flexor and extensor ratios. The results revealed no left and right asymmetries in either the knee extensor or flexor strength parameters (including both isometric and isokinetic measures). Knee extensor strength was significantly greater in the rowing population, but knee flexor strength was similar between the two groups. No difference was seen between the groups for the hamstring:quadriceps strength ratio. In the rowing population, stroke side had no influence on leg strength. No differences were observed in the isometric strength of the trunk flexors and extensors between groups, although EMG activity was significantly higher in the rowing population. Patterns of asymmetry of muscle activity were observed between the left and right erector spinae muscles during extension, which was significantly related to rowing side ( P < 0.01). These observations could be related to the high incidence of low back pain in oarsmen.  相似文献