Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned     

Linda A. Pruski  Sharon L. Blanco  Rosemary A. Riggs  Kandi K. Grimes  Chase W. Fordtran  Gina M. Barbola  John E. Cornell  Michael J. Lichtenstein 《Journal of Science Teacher Education》2013,24(7):1133-1156

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an “undecided/uncertain” option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.  相似文献   

A TALK ON EQUAL OPPORTUNITY     

Francis S. Chase 《Equity & Excellence in Education》2013,46(3):38-40

The following article was written by Media program staff members of the Human Rights Commission of San Francisco.  相似文献   

Review of the Year's Publications for 2004: Social Justice Education     

Rachel R. Briggs  D. Chase Catalano  Elaine R. Whitlock  Teeomm Williams 《Equity & Excellence in Education》2013,46(4):342-366

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Fear of injury in gymnastics: Self-efficacy and psychological strategies to keep on tumbling     

Melissa A Chase  T Michelle Magyar  Brent M Drake 《Journal of sports sciences》2013,31(5):465-475

The aim of this study was to examine female gymnasts' fear of injury, their sources of self-efficacy and the psychological strategies used to overcome their fears. The participants were 10 female gymnasts aged 12?–?17 years. They had all taken part in competitive gymnastics and had experienced some type of injury during their careers. Individual interviews were conducted using a structured interview guide. Data were analysed using an inductive content analysis. The results indicated that gymnasts were most fearful of injuries because of the difficulty in returning from an injury and being unable to participate in practices and competitions while injured. Gymnasts described aspects of their past performance experience, such as success, consistency and communication with significant others, as important sources of self-efficacy. Some examples of psychological strategies used to overcome their fear of injury were mental preparation (e.g. imagery, relaxation), just “going for a skill” and the coaches' influence.  相似文献   

The myth of the foolproof script: can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program?     

Renarta Hutchinson Tompkins  Nancy Ratcliff  Cathy Jones  Samuel Russell Vaden  Gilbert Hunt  Heather Chase Sheehan 《Early Years: An International Journal of Research and Development》2012,32(3):313-323

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Water,sanitation, and primary school attendance: A multi-level assessment of determinants of household-reported absence in Kenya     

Robert Dreibelbis  Leslie E. Greene  Matthew C. Freeman  Shadi Saboori  Rachel P. Chase  Richard Rheingans 《International Journal of Educational Development》2013

This cross-sectional analysis examined the influence of school and household water, sanitation, and hygiene (WASH) conditions on recent primary school absence in light of other individual, household, and school characteristics in western Kenya. School latrine cleanliness was the only school WASH factor associated with reduced odds of absence. The marginal effect of household characteristics, such as distance to water source, child involvement in water collection, and presence of a latrine, differed by gender. Demographic features were more important predictors of absence, suggesting that interventions to improve attendance must consider existing differentials attributable to gender, socio-economic status, and other household characteristics.  相似文献   

“No Fun Games”: Engagement Effects of Two Gameful Assessment Prototypes     

Meg Guerreiro  Chase Nordengren 《Journal of Research on Technology in Education》2018,50(2):134-148

Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school. Using mixed methods, it finds higher satisfaction for students taking gameful assessments, and conflicting attitudes from teachers regarding the impact of gameful assessments on students' intrinsic motivation and desire to learn. The article concludes by discussing opportunities for continued iteration and innovation in gameful assessment design. (Keywords: gaming; gameful assessment; mixed methodology)  相似文献   

Captured on film: a critical examination of representations of physical education at the movies     

Jennifer L. Walton-Fisette  Theresa A. Walton-Fisette  Laura Frances Chase 《Physical Education & Sport Pedagogy》2017,22(5):536-547

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The music of the spheres     

Pliny Earle Chase 《Journal of The Franklin Institute》1877,104(3):161-168

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Autonomy versus accountability     

Mr Dugald Mackie  Mr John Martin  Mr Kevin Thomson 《Tertiary Education and Management》1995,1(1):62-71

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