The importance of attitude: some implications     

James Rye 《Literacy》1983,17(1):13-22

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White dwarfs-black holes: An introduction to relativistic astrophysics : Roman Sexl and Hannelore Sexl. 203 pages,diagrams, illustr., 6 × 9 in. New York,Academic Press Inc., 1979. Price, $13.50.     

I.M. Levitt 《Journal of The Franklin Institute》1982,313(2):119-120

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The Pedometer as a Tool to Enrich Science Learning in a Public Health Context     

James A. Rye  Samuel J. Zizzi  Elizabeth A. Vitullo  Nancy O'Hara Tompkins 《Journal of Science Education and Technology》2005,14(5-6):521-531

The United States is experiencing an obesity epidemic: A science-technology-society public health issue tied to our built environment, which is characterized by heavy dependence on automobiles and reduced opportunities to walk and bicycle for transportation. This presents an informal science education opportunity within “science in personal and social perspectives' to use pedometer technology for enhancing students' understandings about human energy balance. An exploratory study was conducted with 29 teachers to investigate how pedometers could be used for providing academic enrichment to secondary students participating in after-school Health Sciences and Technology Academy clubs. Frequency analysis revealed that the pedometer activities often investigated kilocalorie expenditure and/or incorporated hypothesis testing/experimenting. Teachers' perspectives on learning outcomes most frequently conveyed that students increased their awareness of the importance of health habits relative to kilocalorie intake and expenditure. Pedometers have considerable merit for the regular science curriculum as they allow for numerous mathematics applications and inquiry learning and target concepts such as energy and equilibrium that cut across the National Science Education Standards. Pedometers and associated resources on human energy balance are important tools that science teachers can employ in helping schools respond to the national call to prevent childhood obesity.  相似文献   

Embedding Probeware Technology in the Context of Ocean Acidification in Elementary Science Methods Courses     

Todd I. Ensign  James A. Rye  Melissa J. Luna 《Journal of Science Education and Technology》2017,26(6):646-656

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections \( \left(p<0.01,\kern0.5em {\eta}_p^2=0.384;\kern0.5em p<0.001,\kern0.5em {\eta}_p^2=0.517;\kern0.0em p<0.001,\kern0.0em {\eta}_p^2=0.214\right) \). Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.  相似文献   

The natural sciences: Trouble ahead? Yes     

Paul R. Gross  Norman Levitt 《Academic Questions》1994,7(2):13-29

This essay expands a talk given by Professor Gross at the annual meeting of the American Academy for Liberal Education, held at St. John’s College, Santa Fe, New Mexico, October 29–30, 1993.  相似文献   

The Leadership Institute in STS education: A collaborative teacher enhancement, curriculum development, and research project of Penn State University and West Virginia University with rual middle/junior high school science teachers     

Peter A. Rubba  Randall L. Wiesenmayer  James A. Rye  Tom Ditty 《Journal of Science Teacher Education》1996,7(1):23-40

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Enhancing Teachers' Use of Technology Through Professional Development on Electronic Concept Mapping     

Rye  James A. 《Journal of Science Education and Technology》2001,10(3):223-235

The majority of public school teachers do not feel well prepared to use instructional technology. Professional development on computer-based concept mapping responds to this concern through focusing on a tool/software that has many applications and is not difficult to master. A subset (n = 18) of science teachers in a Health Sciences and Technology Academy (HSTA) completed a workshop on electronic concept mapping and were provided with school site licenses and other follow-up support (summer institute). They utilized the software in academic enrichment for underserved students, regular classroom instruction, and inservice training for colleagues. Triangulation of findings from data sources (electronic conferencing, lesson plans, workshop evaluations) revealed that HSTA teachers embrace electronic concept mapping as a versatile educational tool. Factors contributing to this enthusiasm included the ease with which students use the software, the transparent nature of the learning process for these students, and the positive attitudes of colleagues whom they have inserviced. The findings from this project are congruent with what experts contend to be critical features of effective teacher professional development: facilitating a community of learners and providing sustained support. This project now funds software use in over 45 public schools.  相似文献   

Effects of early literacy environments on the reading attitudes, behaviours and values of veteran teachers     

Roberta Levitt  R. H. Red Owl 《Learning Environments Research》2013,16(3):387-409

Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, Q methodology-based study explored the relationship between early literacy environments and the subsequent reading experiences, attitudes and behaviours of a purposive sample of veteran literacy educators. By-person factor analysis identified three empirical profiles of shared reading experiences, attitudes and behaviours: Early Readers Supported by Nurturing Early Literacy Environments; Early Readers Not Supported by Nurturing Early Literacy Environments; and Later Readers Not Supported by Nurturing Early Literacy Environments. Conceptual variables found across all models using qualitative analysis included: Nature of Early Literacy Environments, Early and Later Competence and Appreciation of Reading, Attitudes about the Value of Reading, and Instructional Values and Behaviors in Literacy Education. These models suggest further evidence for the importance of early literacy environments (both home and classroom environments) and provide empirically-derived testable hypotheses for future research.  相似文献   

Levels of Aspiration of High- and Low-Skilled Boys     

Jack H. Schiltz  Stuart Levitt 《Research quarterly for exercise and sport》2013,84(3):696-703

Abstract

The stated levels of aspirations (L/A's) of high-skilled and low-skilled boys were examined to determine if they differed under prearranged conditions of failure in a simple motor task. Subjects were selected on the basis of their performances on a modified form of the Iowa Brace test. The motor task consisted of moving small blocks from one board to another. Preceding each of three trials, the subjct stated how many blocks he reasonably thought he could move in the succeeding 30-second trial. After a universal performance level was established, failure was induced by systematically stopping the subject before he attained his L/A. A 2×3 factorial design with repeated measures on the second-factor was employed. Analysis of variance indicated that the main effects of skill level and trials were significant at the .05 level. Analysis of simple effects indicated that the L/A's of the high- and low-skilled groups differed significantly only on the third trial (p = .05) and that failure had a significant effect on both groups (p = .10). High-skilled subjects expressed higher L/A's than did low-skilled subjects. All subjects' L/A's lowered significantly over trials. The L/A's of the high-skilled group as compared to the low-skilled group over the three trials did not indicate differential responses.  相似文献   

The Contributors' Column     

Tina Rye Sloan 《The Educational forum》2013,77(3):242-243

This project investigated the effects of a standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers. The qualitative portion of the study examined aspects of a math methods course that affected mathematics anxiety levels and the antecedents of mathematics anxiety. Findings revealed a significant difference (p.05) between pretest and posttest mathematics anxiety levels, indicating a decrease in mathematics anxiety from the onset of the mathematics methods course.  相似文献