Retention and transfer of selected science concepts in elementary school students     

Rodney L. Doran  Mbuya K. Ngoi 《科学教学研究杂志》1979,16(3):211-216

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Foreign aid and inclusive education in the Pacific island nation of Kiribati: a question of ownership     

Rodney Yates  Suzanne Carrington  Jenna Gillett-Swan  Hitendra Pillay 《International Journal of Inclusive Education》2019,23(1):79-92

ABSTRACT

This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education principles; local attitudes regarding the contribution of Australian Aid; and, sustainability with or without aid support. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy for children with disabilities in Kiribati through direct management of initiatives by the expatriate administered Kiribati Education Facility. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support.  相似文献   

Psychological Expertise and the Role of Individual Differences: An Exploration of Issues   总被引：1，自引：0，他引：1  

Rodney K. Goodyear 《Educational Psychology Review》1997,9(3):251-265

Cognitive scientists have suggested that individual differences are relatively unimportant in predicting who will become an expert in any particular domain. This stance is at variance with the admissions screening practices of graduate programs in professional psychology as well as with counseling psychology's individual differences tradition. The purpose of this article was to consider some of the issues involved on both sides of this apparent contradiction, with particular emphasis on expertise in professional psychology. I first examine some of the possible operational definitions of expertise in this domain. I then consider salient literature and conclude that there almost certainly are threshold levels of intellectual and interpersonal skills that trainees in professional psychology should have. Beyond these levels, though, it may be that motivation and persistence are the most important variables in predicting the eventual attainment of expertise in professional psychology.  相似文献   

MEASURING ARTISTIC CREATIVITY AND FLEXIBILITY1     

Stephen Klein  Rodney Skager  Walter Erlebacher 《Journal of Educational Measurement》1966,3(4):277-286

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Comment on “misconceptions of selected science concepts held by Elementary school students”     

Clifford E. Swartz  Rodney L. Doran 《科学教学研究杂志》1973,10(4):383-385

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Disruptive Behaviour in School,Personality Characteristics and Heart Rate (HR) Levels in 7‐ to 9‐year‐old Boys     

Rodney Maliphant  Sally‐Ann Watson  Denver Daniels 《教育心理学》1990,10(3):199-205

Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed.  相似文献   

Alternative assessment of high school laboratory skills     

Rodney L. Doran  Joan Boorman  Fred Chan  Nicholas Hejaily 《科学教学研究杂志》1993,30(9):1121-1131

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.  相似文献   

Observations from the classroom: When analogies go wrongi     

Dr David F. Treagust  Susan M. Stocklmayer  Allan Harrison  Grady Venville  Rodney Thiele 《Research in Science Education》1994,24(1):380-381

Specializations: teachers' pedagogical knowledge, analogical reasoning, conceptual change.  相似文献   

Sex differences in the environments of graduate students and faculty     

Rodney T. Hartnett 《Research in higher education》1981,14(3):211-227

This paper considers some important psychological aspects of the academic experience for male and female graduate faculty members and students. Drawing on data collected in a recent national study of doctoral program quality, information pertaining to the graduate department's environment for learning, the extent of faculty members' concern for students, graduate student assistantship experiences, and faculty members' satisfactions and views about various departmental practices and policies are examined. Gender differences in both student and faculty member perceptions of their environments were found to be generally slight and to vary by discipline.  相似文献   

Self and peer appraisal in higher education     

John R. Doyle  Rodney H. Green 《Higher Education》1994,28(2):241-264

This paper applies the mathematical technique of Data Envelopment Analysis to the problem of appraisal in Higher Education. The technique can be understood as an idealised self and peer appraisal: evaluating others in the same way that we would optimally evaluate ourselves relative to those others. The technique is applied to examples of student and staff appraisal. Although the main focus of this article is on the technique itself (its rationale, the prerequisites for use, and the insights that it yields), we also discuss the wider implications of having and using such a technique to assist appraisal.  相似文献