Misconduct and social control in science: issues, problems, solutions     

Fox MF  Braxton JM 《The Journal of higher education》1994,65(3):373-383

  相似文献   

An examination of the relationship between technology problems and teaching evaluation of online instruction     

William Lan  Mary K. Tallent-Runnels  Wes Fryer  Julie Thomas  Sandi Cooper  Kun Wang 《The Internet and Higher Education》2003,6(4):365-375

To address faculty members' concern that teaching evaluation in the online environment might be lowered because of technology problems students experience in online courses, a sample of 202 undergraduate students enrolled in an introductory statistics course in a college of business administration was surveyed. Students' evaluation of their instructors and the course and their experiences with technology problems when taking the course were measured. As expected, a negative correlation between teaching evaluation and experience of technology problems was observed. Based on the finding, it is suggested that, to encourage faculty members to teach online, universities need to examine the relationship between teaching evaluation and technology problems experienced by students in the online environment and adjust the evaluation skewed by problems that are out of instructors' control. Measurement instruments used in the study and a suggested formula for adjusting teaching evaluation are provided.  相似文献   

The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity     

Patrice Fenton  Lydia Ocasio-Stoutenburg  Beth Harry 《理论付诸实践》2017,56(3):214-225

This article explores the difference between parental involvement, where parents' activity levels at school are primarily structured by schools, and parental engagement, where parents have a more active voice in how they take part in what goes on in schools. This difference is underscored as a means of illuminating ways of addressing the issue of racialized disproportionality in special education and acts of school discipline, particularly in urban settings. We highlight the ways schools need to transform the often microaggresively oppressive ways parents are invited into their children’s education process, as well as the way schools value the knowledge parents bring. Effective ways of activating parental engagement as a means of creating authentic community engagement are also examined. Additionally, recommendations are provided on how to prepare novice teachers to develop plans and goals alongside parents in order to help these new educators develop a pedagogical stance that authentically values the importance of one of schools’ most important stakeholders–parents.  相似文献   

Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities   总被引：1，自引：0，他引：1  

Mary Ainley  Lyn Patrick 《Educational Psychology Review》2006,18(3):267-286

A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning.  相似文献   

Sex Education and Teacher Education: A Study of the Queensland Experience     

Mary Mannison 《Asia-Pacific Journal of Teacher Education》1987,15(2):61-73

  相似文献   

The professional development school as learning organization     

Mary M. Harris Corresponding author  Frances van Tassell 《欧洲师范教育杂志》2005,28(2):179-194

  相似文献   

Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment     

John Mason  Mary Spence 《Educational Studies in Mathematics》1999,38(1-3):135-161

Knowing-to is active knowledge which is present in the moment when it is required. To try to produce knowing-to, formal education focuses on forms of knowing which are easier to teach and to test: knowing-that (factual), knowing-how (technique and skills), and knowing-why (having a story in order to structure actions and from which to reconstruct actions). Together these constitute knowing-about the subject. Expertise is demonstrated by being able to respond to assessments: to write essays and to solve routine problems. The central problem of education is that knowing-about does not in itself guarantee knowing-to, as teachers have attested throughout the ages. For example, Edward Fitzgerald (Harrison, 1937) captures it beautifully in one stanza of his purported translation of the Rubaiyat of Omar Khayyam:Myself when young did eagerly frequent,Doctor and Saint and heard great argument,About it and about: but ever more Came out by the same door as in I went (p. 341).Instead of trying to reach definitions, we illustrate distinctions amongst kinds of knowing as used by various authors in the past. Then we turn to our own experience, for it is in one's own experience that one can locate and enliven sources of metaphoric resonances and metonymic triggers which constitute understanding. Drawing on our experience we distinguish knowing-to from other forms of knowing, and explore implications of that distinction for teaching and learning mathematics. We propose that knowing-to act in the moment depends on the structure of attention in the moment, depends on what one is aware of. Educating this awareness is most effectively done by labelling experiences in which powers have been exhibited, and developing a rich network of connections and triggers so that actions come to mind. No-one can act if they are unaware of a possibility to act; no-one can act unless they have an act to perform.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills     

Beth Eddinger Wesley  Gerald H. Krockover  Alfred Devito 《科学教学研究杂志》1985,22(8):687-697

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.  相似文献   

An investigation into the Sawtooth Effect in secondary school assessments in England     

Benjamin M. P. Cuff  Michelle Meadows  Beth Black 《Assessment in Education: Principles, Policy & Practice》2019,26(3):321-339

The ‘Sawtooth Effect’ is where cohort performance on high-stakes assessments drops after assessment reform, and then improves over time as test familiarity increases. Despite its importance, limited research has been conducted to date. In this study, we took a novel approach of using changes in grade boundaries (cut scores) over time as a proxy measure for performance change across a large number of secondary school assessments. Findings were generally consistent with the Sawtooth Effect, suggesting that it took students/teachers around 3 years on average to become familiar with the new tests. Estimates of the magnitude of these changes were also produced. Findings support the need for caution when interpreting changes in performance for new assessments, as any gains that occur may be due to test familiarity, rather than meaningful gains to subject mastery.

Abbreviation: GCSE: General Certificate of Secondary Education; GCE A level: General Certificate of Education Advanced Level  相似文献   

Double-Loop Diversity: Applying Adult Learning Theory to the Cultivation of Diverse Educational Climates in Higher Education     

Mary Jae Paul 《Innovative Higher Education》2003,28(1):35-47

Most U.S. higher education institutions have implemented initiatives to increase campus diversity. The intended outcome is to reduce educational inequities among underrepresented populations. Such initiatives have come under fire, however, for serving as a superficial solution to educational inequities. Here I propose the application of an action-knowledge conceptual framework to explore why money and policy change are not enough to create campus environments where multi-culturalism enhances student learning. Argyris' (1985) notion of double-loop learning recognizes the necessity for actionable knowledge to be instilled in practitioners in order for diversity initiatives to truly achieve desired outcomes and have lasting effects.  相似文献